Past, present, future

research & achievements

Dr David Armstrong

School of Education, Flinders University

David.armstrong@flinders.edu.au

Aims

• Outline of the presenter’s past, present and future research,

including his achievements and aspirations

• To offer reflection on the process of planning, writing and editing

research-based books

• The presenter - David Armstrong – will refer to published,

literature

• Opportunity for brief questions

2

An account of one case

• What follows might be characterised as a case study

of one academic profile with strengths and

weaknesses inherent in the case study methodology

(illustrative rather than necessarily generalizable).

(Yin, 2003, 2012)

• Case study with a number of peer-reviewed

outcomes (publications)Armstrong and Humphrey (2009); Armstrong and Hallett (2012); Hallett and

Armstrong (2012); Armstrong and Squires (eds.) (2012); Armstrong, D. (2014);

Armstrong and Squires (2014); Armstrong et al (2015); Armstrong (2015); and

Armstrong et al (2016)….

3

Plus an account of a relocation

Image source: http: all-free-download.com 4

To scale

Professional practice 1996-2008

Sources: Big Issue in the North Trust: http://www.bigissuenorth.com/

Education otherwise http://www.educationotherwise.net/ 5

Q. How can psychology explain some of the

phenomena seen in educational practice?

Areas of personal research & interest

6

Dyslexia

• Professional learning: knowledge required by specialist educator

• Teaching reading/reading development

• Assessment for dyslexia/LD

• Dyslexia and behavioural difficulties

Behaviour

• Policy and educational practice in relation to behaviour in schools

• Emotional and behavioural difficulties: definition, assessment and application

• Mental health and behaviour in schools (teacher and student)

Mental health

• Mental health in schools

• Mis-labelling of children

• Mental health content in the teacher curriculum

Psychology

• Decision making by professionals

• Connections between perception and behaviour

• Psychology of education

• Developmental conditions e.g. autism

Educational inclusion

• Tensions with special education

• As a vehicle for whole school positive change

First challenge: Armstrong & Squires (eds.) (2012)

7

• Offer a review of key current issues in special and

inclusive education in the UK and internationally.

• Host thought-provoking overviews by some

internationally recognised scholars in inclusive education

as well as some up-and-coming researchers and

perspectives by lead practitioners.

• Thematic structure, aspects of the classroom

investigated by research; e.g. democratic classroom, the

therapeutic classroom…present perspectives on

educational practice from counselling, educational

psychology and psychology in an accessible way

• Conclusion: The Ideal School ‘thought experiment’ format

(visualising a research-informed journey through an ideal

school for students with disabilities): I am very proud of

this section which I authored.

Research: dyslexia and self

MEd Psychology thesis became: Armstrong and Humphrey (2008) which

has attracted increasing attention in the field of research into the

psychological affects of dyslexia:

8

Armstrong and Humphrey, (2008)

This small study involving 20 students with a formal diagnosis of

dyslexia. Semi-structured interviews, 2 focus groups in which students

were asked to offer their perspective on ‘living with the label’. A range

of quantitative, diagnostic data including, psychometric data was also

used to contextualise qualitative data gathered. A resistance-

accommodation model was outlined and proposed to help frame how

students might respond to changes in their identity post-diagnosis with

implications, depending on when they were assessed, for their

reactions to the educational difficulties often associated with dyslexia.

9

Fig1.1 Resistance

accommodation

model (Armstrong

and Humphrey,

2008)

Rose (2009) National Dyslexia Award

10

Achievement

July 2010: I won a £2.3

million pound (GBP)

bid to provide

specialist, research-

based, professional

training to teachers in

England ($4.8 million

AUD). Established the

National Dyslexia

Award in 2010-2011.

This subsequently

trained 1800 educators

in England.

Key Publication: Armstrong & Squires (2014)

11

• Sets out international standards

for specialist teachers

(dyslexia, LD)

• This is based on

recommendations from Rose

(2009) & British Dyslexia

Association's (BDA)

Professional Standards, as well

as international research.

• Challenge to review research

into reading development and

how reading is taught:

fascinating, became Chapter 2.

The importance of policyUK MP Michael Gove (Education Minister in 2010)

Claims made about in white paper DFE (2010) about pupil

behaviour in schools, citing ‘international research’

particularly educators perceptions of this issue.

This was used to substantiate policy guidance in this area

in 2010.

These Claims were evaluated in a systematic literature review

which I began in 2011- published in 2014:

Armstrong, D. (2014). Educator perceptions of children

who present with social, emotional and behavioural difficulties: a literature

review with implications for recent educational policy in England

and internationally. International Journal of Inclusive Education, 18(7),

731-745.

Image source:

https://commons.wikimedia.org/wiki/File:Michael_Gove_

cropped.jpg

12

‘Dave they are taking a Maoist approach to teacher

education’

Source: https://cpindiaml.wordpress.com-

XZCOL6zo69Uw&ust=1445661048337826 13

An opportunity to make a positive move

Image source: http: all-free-download.com 14

To scale

Key publication 3: Armstrong et al (2016)Aims

• Offer an ethical but effective alternative to the

behaviour management meme,

• Offer guidance on how to help students make

positive change in their conduct

• Provide a protocol for professional decision-

making about students whose behaviour is a

cause for concern (calling on my latest

research)

• Bring together pertinent recent research from

educational psychology, psychology and

behavioural science

• Ensure that the book was sufficiently

accessible for pre-service educators and also

helpful for in-service educators

• Aim to provide an intellectually rich and also

highly useful international book

15

Thinking it through • Ch. 3 of Armstrong et al (2016) calls on research undertaken with pre-

service teachers in SA and reported in:

16

Armstrong, Price and Crowley (2015)

100 pre-service educators enrolled on a Inclusive and Special

Education elective course (topic) provided their thoughts, via a private

dedicated online discussion forum, about 5 vignettes featuring

children. No other information was provided.

Each vignette features a child presenting with conduct which is

potentially indicative of a serious mental health difficulty. Each vignette

was carefully matched to ‘typical’ clinical presentations as identified by

Diagnostic Statistical Manual V (APA, 2013). In formulating these

vignettes careful consultation was undertaken with mental health

specialists working for Child and Adolescent Mental Health Services,

SA (see Armstrong, Price and Crowley, p. 4).

Thinking it through

17

Armstrong, Price and Crowley (2015), key findings pertinent to the teacher

education curriculum (see p.11):

‘What next?’: Majority of responses ventured a view about the mental health

difficulties facing each child (rush to diagnose), only 18% suggested what follow-up

action to take – of these (22%) did not mention speaking to any adult whatsoever…

Need for structured guidance for pre-service educators about how to respond to

children who present with conduct which concerns them & might indicate a mental

health concern (p.11)

Gender and ethnicity of children portrayed appeared to influence the credence given

to the symptoms displayed, whether wrongly attributed to cultural factors or not

noticed: indicates the need for emphasis on open-minded, non-judgemental

responses and to act on these in a timely, collegial manner (p.11).

Avoid diagnosis, refer & know how to refer: ‘Given the rush to diagnosis observed in

some participants’ responses, it appears very important that pre-service teachers are

encouraged to be alert for warning signs warranting careful consideration or timely

action, but are strongly discouraged, even informally, to diagnose children or young

people in their care’ (p.11).

Future research: some examples

CAMHTEC: Child & adolescent mental health in the teacher ed.

Curriculum (based on research in Armstrong, Price and Crowley (2015)

undertaken with 100 pre-service teachers):

• what is offered to pre-service educators in Australian HEIs?

• is this perceived by those leading pre-service teacher ed.

programmes as sufficient to prepare students for practice?

Challenging behaviour: applied research to help formulate policy

guidance in this area at state level & for public schools

SEBD: An ethical and research-informed international definition of

social, emotional and behavioural difficulties [SEBD] (efforts underway)

18

Publishing high-quality books: humble observations

19

• Aim for an original concept in dialogue with a receptive commissioning editor:

express this concept in a detailed and persuasive book proposal

• Consider at all stages of your project how you will appeal to & interest your

audience/market.

• Do your homework, choose carefully who you decide to write with: you might be

surprised who is willing to contribute ((Professors have publication targets too)

& remember that this is an opportunity to gain their respect if this occurs

• Realise that this will be a 2, 3 or even 4 year project

• The book is an opportunity to showcase your research as well as offer

perspective on the wider field

• Finally, writing must be something which, although occasionally challenging, is

typically a personal joy

And finally in other news….

I am in the very early stages of developing a new

book….watch this space

20

ReferencesArmstrong, D. and Humphrey, N. (2009) Reactions to a diagnosis of dyslexia amongst students entering Further

Education: Development of the resistance accommodation model. British Journal of Special Education 36 (2), 95 -102.

Armstrong, D. and Squires, G. (eds.) (2012) Contemporary Issues in Special Educational Needs: Considering the

Whole Child. Maidenhead: Open University Press.

Hallett, F. and Armstrong, D. (2012) I want to stay over: a phenomenographic analysis of a short break/ extended stay

pilot project for children and young people with Autism. British Journal of Learning Disabilities, 44 (1), 66-72.

Armstrong, D. and Hallett, F. (2012) Public face, hidden knowledge: teachers’ conceptions of children with SEBD.

Educational and Child Psychology, 29 (4), 77-87.

Armstrong, D (2014) Educator perceptions of children who present with social, emotional and behavioural difficulties:

a literature review with implications for recent educational policy in England and internationally. International Journal of

Inclusive Education, 8 (7), 731-745.

Armstrong D. and Squires G. (2014) Key Perspectives on Dyslexia: An Essential Text for Educators. Abindgdon:

Routledge.

Armstrong, D., Price, D., & Crowley, T. (2015). Thinking it through: a study of how pre-service teachers respond to

children who present with possible mental health difficulties. Emotional and Behavioural Difficulties, (ahead-of-print),

1-17.

Armstrong D., Elliot G., Hallett F. and Hallett G. (2016) Understanding Child and Adolescent Behaviour in the

Classroom. Melbourne: Cambridge University Press.

Armstrong, D. (2016) Am I just stupid? high-stakes testing of children with dyslexia. In: Bella-Viffa, P. and Xerri, D.

(eds) (2016) High-Stakes Testing and Children with Language Difficulties. London: Elsevier (in press).

DFE (Department for Education). (2010) The Importance of Teaching – The Schools White Paper. London: TSO.

Yin, R. K. (2003) Case Studies Research: Design and Methods. Thousand Oaks, CA: Sage.

Yin, R. K. (2012) Applications of Case Study Research. 3rd ed. Thousand Oaks, CA: Sage.

21

Thank you for listening

• Questions?

22