Evidence for the Future and the Future for Evidence
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Transcript of Evidence for the Future and the Future for Evidence
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Evidence for the Future and the Future for Evidence
Elspeth McCartney, Helen MarwickUniversity of Strathclyde
HEA Social Sciences Conference 21, 22 May 2014, The Studio, Birmingham
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• Now, in 2064, ‘teachers’ are only one, limited, source of information, with no claim to intrinsic authority
• Learning is lifelong, pervasive, pluralistic and liquid
• Learners are properly sceptical, and interrogate claims about expertise and the validity of information
Looking back from the future
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• They expect to teach using classroom practices with demonstrated evidence that ‘work’ to enhance pupil learning
• The ethics of using methods and approaches unsupported by research evidence has been challenged
• Practices that show ‘poor’ evidence are now decried as an assault, time wasting or inconsequential
Teachers are similarly sceptical
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• Challenges to non-evidence-based practice came in the early 21st Century from representatives of pupils with developmental, social, religious, cultural and linguistic differences
• Their experiences had not always been heard
The rights of diverse learners
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• Teachers and learners sought evidence as available in social care, health, and personal development settings
• This was provided, moving from feasibility studies, to counterfactual randomised studies, then real-world implementation studies, and checking for long-term effectiveness of approaches
A badge of an ethical professional
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Doctors Educationalists, with the
best of intentions, often do harm
and they do it often on a very, very
wide scale before they realise that
they should have been more diligent
about demanding good evidence for
the basis of their practice.
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• Educational studies were judged for quality
• Many failed, and better studies ensued• ‘What Works?’ slowly became an
answerable question in some curricular areas
Implementation science came in
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Political mandates reduced
• Learning approaches were no longer mandated as manifesto commitments unless they met rigorous levels of evidence
• Otherwise, authorities and schools could be sued by parents
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If we win power, re
ading will
be taught in the traditional
most effective manner.
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• Evidence from policy studies using large scale data sets was also applied
• Studies showed inequalities of educational outcome for pupils raised in areas of social deprivation and in poverty, and for those with disabilities and language diversity
Policy studies developed
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• This led to better understanding of the cumulative effects of disadvantage
• Actions by health, social and educational services at all levels lessened health and educational inequalities
Better understandings
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A range of evidence-based approaches can reduce the attainment gap. These span: high-quality, pre-school education; whole-school reforms based on timely, relevant data; and closer partnerships between home and schools.
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• Trials were costly, but clarified many practice issues
• Some showed little difference between approaches
• Policies of equality, diversity and social justice were sustained
It was expensive
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• Reviews of teachers’ views of research had shown negative as well as positive views
• These were similar to those of health staff moving towards ‘evidence based medicine’
• Here are paraphrases of some positive views:
Teachers’ views were considered
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Having research evidence for
practice prevents inappropriate
or time- wasting activities in
class.
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Without strong research evidence for good practice, teachers can be pushed into doing whatever politicians dictate.
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Having research evidence for practice allows teachers to justify their professional decisions.
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And some more negative views
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Education research isn’t helping people live with daily reality.
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Educational research is often
not applicable to individual
classroom situations.
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Teachers are less interested in
research if they believe that the
intention in sharing the research
evidence is to impose a particular style or model on their
teaching.
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Teachers have concerns about their ability to evaluate research information.Research is often full of jargon and statistics that are hard to understand.
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‘Practitioner’ research is associated with emancipatory,
democratic and theoretically-
informed approaches that
encourage reflective practice.
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Whereas ‘What Works’ research is
seen as an oppressive, dictatorial,
descriptive and theoretically naïve
approach that stifles reflective
practice.
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• Little was known about student teachers’ views as they progressed towards practice
• HEA-funded research addressed this, with a focus on students’ views of educational research about diverse pupil groups
• In line with the HEA theme of the contribution of HE to teacher education
Clearly, views are important
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• HEA Social Sciences Strategic Project ‘Developing workshop materials summarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion’
• Now in the past - January - July 2014, Strathclyde University. Will discuss the situation then.
The strategic project
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• Collection of applicable education research evidence:
• from Faculty staff, as a scholarly community
• and from targeted literature searches
Outline of the project
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• Large research studies that provide information on the relationships amongst bio-psycho-social aspects of child experience and educational attainment
Two types of evidence
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• ‘What Works’ reviews of classroom interventions. In 2014 there were few completed UK examples
• The US Department of Education, Institute of Education Sciences ‘What Works’ Clearinghouse (WWC) reports relevant to diverse populations
Two types of evidence
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• Workshops were piloted on Strathclyde PGDE, BEd and BA Childhood Practice teaching students
• Participants respond to questionnaires pre-, post- and a month after the workshop
Workshop format
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• Participants decide whether statements similar to those presented above are ‘Not close to …’ or ‘Close to my views’.
• They read and discuss a summary of policy research and a WWC Quick Review.
Workshop format
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• Sosu & Ellis (2014). Closing the Attainment Gap in Scottish Education. York: Joseph Rowntree Foundation. http://www.jrf.org.uk/sites/files/jrf/education-attainment-scotland-summary.pdf
Policy example used: all courses
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• BACP: Head Start Impact Study: Final report• BEd: Reciprocal Teaching: Students with learning
difficulties. • PGDE: Closing the Social-Class Achievement
Gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transitions.
• All http://ies.ed.gov/ncee/wwc/pdf/quick_reviews
WWC examples used - Quick Reviews:
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• Participants are asked at the start of the workshop about their uses of research evidence in their teaching practice, its utility, sources and any problems.
• They discuss whether they know about the sources (JRF, WWC) of the examples, and whether they are surprised at the findings
Information sought
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• Participants are asked about translating the evidence in the workshop examples into their practice, and how it could become more informative for teachers
• They are presented with potentially useful websites
Information sought
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• The post-workshop questionnaire asks about the impact of the workshop, and to suggest how research could be made more useful for students by universities
• The follow-up questionnaire asks whether they have accessed websites, and about their intentions and any changes of views
Information sought
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• Academic colleagues have supplied a range of research material
• Critical policy studies and reviews of evidence, and ‘What Works’ classroom studies were requested
• However, policy reports, research on teacher education and analyses of large pupil data sets were received, but no ‘What Works’ examples
• Literature searches found these
So far (May 2014)
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• Workshops are being piloted for feasibility with small numbers of volunteers from the courses
• We will then review the workshop materials and investigate scaling up the numbers of participants
So far (May 2014)
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• The workshops may provide insights into student views, and what support they will need as they move into the new evidence-based teaching profession future.
Next steps
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• Is the future outlined at the start the one the teaching profession still wants?
• Is the conceptualisation of evidence agreed?
• Was the effort worth the change?
However: back to now, 2064
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• Medicine recognises the need for ‘real life’ studies after RCTs, to monitor effectiveness.
• How did/will education cope with translational/real world applications?
However: back to now
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• Thank you for listening.
Discuss?
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Theory without practice is empty; practice without theory is blind.
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• BERA (2014). The Role of Research in Teacher Education: Reviewing the Evidence. London: BERA
• Connolly, P. (2009) Paradigm Wars, Evidence and Mixed Methods in Educational Researchhttp://www.paulconnolly.net/publications/ pdf_filesTERN_Presentation_2009.pdf
• Florian, L. & Pantić, N. (2013), Eds. Learning to teach. Part 2: Exploring the Distinctive Contribution of Higher Education to Teacher Education. York: HEA
• Helmsley-Brown, J. & Sharp, C. (2003). The use of research to improve professional practice: a systematic review of the literature. Oxford Review of Education, 29 (4) 449 – 470.
• Schleicher, A. (2012), Ed. Preparing Teachers and Developing School Leaders for the 21st Century:. OECD Publishing.
Key readings
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