EAPRIL SLOA-VO workshop totaal

Collaboration between school practitioners and researchers in R&D-projects

Implications for theory and practice

EAPRIL 2012 - Jyväskylä, Finland

Presenters

• Femke GeijselProfessor of Applied SciencesWindesheim, University of Applied Sciences

Senior researcherUniversity of Amsterdam

• Henk SligteSenior researcherKohnstamm Institute, University of Amsterdam


Presenters

Two R&D projects:• Collegial consultation between teachersFrank Dost: Teacher researcher at Stad and Esch, Meppel

Hennie Brandsma: Professor of Applied Sciences at ECNO, Groningen

• Integrating digital learning methods in lessonsChristiaan de Regt: Teacher researcher at Maerlant Lyceum, The Hague

Daniëlle de Laat: Advisor at AO Consult, Tilburg


VO-raad=Dutch council for secondary education

• The VO-raad represents 334 school governing boards and over 600 schools in secondary education.

• As a sector organisation VO-raad aims at quality, development and innovation of the secondary education sector with 1 million students, age 12-18, and 120,000 staff members

• Supports R&D projects + us here@EAPRIL….

Your roles?Researchers

Teacher educatorsTeachersAdvisorsOthers

Outline

• Introduction: role of research in schools• Presentation of two R&D projects• Presentation overarching research• Discussion


Introduction: role of research in schools


R&D-projects

• Research & Development-projects in secondary schools, so-called SLOA-projects

• 32 projects in total in period 2010-2013• Funding of VO-raad meant for the research part, the

schools cater for the development part• Collaboration between:

school practitioners (teachers, school leaders)and external parties (researchers, advisors, supervisors)


R&D-projects

• R&D themes, for example: – evaluating reading lessons– interventions in numeracy– integrating games into lessons– creating a school for pupils aged 10-14– developing didactic methods for gifted students


To the Cases

• Two R&D-projects:– Collegial consultation between teachers– Integrating digital learning methods in lessons


Collegial consultation on RSG Stad & Esch

A research project on the process and effectsFrank Dost (teacher-researcher) and Hennie Brandsma

(university of Leeuwarden)EAPRIL Finland

November 28 2012

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A DUTCH CLASSROOM.

Collaborative processes

• The university of Groningen provided the observational instrument (V/d Grift, icalt-instrument)

• The university of Leeuwarden provided the training-sessions

• The researcher from the university of Leeuwarden trained the teacher-researchers and supervised the research-project

• A group of teacher-researchers from the school carried out the research

• The results of the research were shared with the teachers of Stad & Esch and other participating schools

Background information

• In 2009/2010: school received a negative inspection report on the pedagogical and didactical quality of teachers

• Goal: to improve these qualities• Means: using an observational instrument for

mutual observation and feedback sessions• Subsidized by SLOA VO-council

INTERVENTIONS

• Teachers are trained in using the observational instrument

• Teachers are trained in giving and receiving effective feedback

• Each and every teacher is being observed and observes one or two colleagues

• After the observation there is mutual consultation on the observed teacher-behaviour

• Plans for improvement are being made

EXEMPLARY PART OF THE INSTRUMENT

IMPORTANT CONSIDERATION

• It’s all on the basis of improvement, not from an accountability-perspective!

THE UNDERLYING RESEARCH

Two questions:The process: ‘What are the experiences within the school with collegial consultation and the observational instrument?’The effects:‘To what extent do the teaching behaviours improve by using collegial consultation.’

• The data needed to answer the question on the effects are still being analysed.

THE RESEARCH PROCESS (1)

The object is a description of the process of implementationMethod: We interviewed ±20 teachers and school leaders on the following topics• Their initial expectations• The implementation• Self efficacy • Motivation• Plans for the future

RESULTS OF THE INTERVIEWS• Initial enthusiasm and motivation were reasonably

high for collegial consultation• The use of the instrument for improvement-

purposes was widely supported• The use of the instrument for assessment-purposes

was widely criticized • The practical use of the instrument was also

criticized• Most teachers want to continue with collegial

consultation, but they want to adapt the instrument

THE RESEARCH PROCESS (2)

The object is an inventory of topics with respect to further professionalization Method: An online questionnaire for all teachersTopics: - Activating the pupils (5 questions)- Within group differentiation (4 questions)- Development of learning strategies (6 questions)- learning behavior of pupils (3 questions)

NEED FOR PROFESSIONALIZATION

Didactics for activating pupils

Learning strategies

Within group differtiation

Learning behavior of pupils

1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3

2.3

2.1

2.2

2.4

1-1.66 (no need)

1.67-2.33 (maybe)

2.34 -3.00 (certainly)

CONCLUSIONS ABOUT THE NEED FOR PROFESSIONALIZATION

1. There is a high desire to improve teaching skills within the teaching community of the school

2. Teachers are interested in improving their skills with respect to activating pupils and improving the learning behaviour of pupils

3. There are no differences in the need for professionalization between sexes, age-groups and level of experience

DISSEMINATION OF THE RESULTS

• Within the broader school community• Presented to all teachers• Results are discussed in small groups• Conclusions were widely accepted and sharedWhat to do in the future?• Collegial consultation will be continued as a standard

way of teacher professionalization and improvement• The observational instrument will be adapted to

specific school and teacher needs

One or two questions?

Integrating digital learning tools in lessons

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Christiaan de Regt and Daniëlle de Laat

THIS PRESENTATION

(1) Introduction• Project goals• Activities• Collaboration

(2) Demonstration of a digital lesson

(3) Outcomes• Design impact research• Findings• Conclusions

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PROJECT GOALS

• By using digital learning tools in ‘problem courses’ in the regular course program and at cancelled classes:– Providing a solution for cancelled classes;– Exploiting teacher’s teaching time more efficient

and effective;– Reducing teacher’s workload;– Increasing education quality.

• Experiment with digital lessons for three subjects• Integrate research and development

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ACTIVITIES

• Step 1: Inventory researchWhich digital learning tools are available and effective?

• Step 2: Development teaching programDevelopment of a teaching program with digital lessons, based on macro- to meso- and micro-design

• Step 3: Implementation of the teaching programImplementation of the teaching programs on the three participating schools

• Step 4: Impact researchResearch on the effects of digital learning tools on: teaching time, workload and education quality

• Step 5: Reports and disseminationShare experiences and knowledge

COLLABORATION

Collaboration on three levels:1. Within the school(s)• Between teachers, education support staff and headmasters

2. Between the schools and the external party (AOC)• Five meetings with headmasters and AOC• Collaboration in development (support of teachers and education

support staff by AOC)• Collaboration in research (involvement of teachers and education

support staff)

3. Within the external party (AOC)• Researcher and educational expert

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(2) DEMONSTRATION OF A DIGITAL LESSON

• General experiences• What obstacles are experienced?• An example of a digital lesson

GENERAL EXPERIENCES

• Clarity comes first: prepair the students well• Students often respond positive on digital lessons• Variation is fun• Working independently on the computer is very nice for

some individualistic students• Several small assignments are received more pleasant

compared to a few large assignments• Students scroll through the digital lesson back and forth• Humor is important• ‘Personal’ contribution of teachers is appreciated

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WHAT OBSTACLES ARE EXPERIENCED?

• First lesson hour of the day is inconvenient• Technical problems• Ignorance colleagues• Lesson outcome not always clear• Students want to ask questions ánd get an answer• Unclarity provides problems quickly• Lack of ready made digital learning material• It is difficult to make a lesson far in advance• It takes much time to make a digital lesson

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Vivat Roma! Lesson 6

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Avete pueri puellaeque! Welcome to your sixth

digital lesson Latin.

In this lesson we complete the dativus. We will prepare us for the written test of Friday the 13th.

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IntroductionThis lesson consists of seven parts:

A. Shows the homework for the next lesson.B. Is the Latin translation of Text 6A that you have made.

This will be checked by yourself!C. Shows what pupils of other schools have done with

the hero Aeneas.D. Some little assignments, including the dativusE. Shows a video with two really critical parents.

Recognizable? Try to understand the meaning of the Latin expressions.

F. Consists of little exercises for the written testG. The evaluation of this lesson 36

A. HomeworkFor the next regular lesson Latin, you

must have done the things below.

When you are finished with the assignments of

thís lesson, you can start with them.

• Learning the Latin words lesson 6 (2x)• Getting familiar with the rows of the noun and

pronoun (with the dativus)

Good luck with your preparations!37

B. Translation Tekst 6A. Check yourself

1. Venus prepares a trick/ devises a list.

2. She calls Amor, her son and tells him:

3. ‘Son, I beg you, help me!

4. I am planning to deceive queen Dido.

5. The boy Ascanius is getting ready to go to Carthago

6. and brings gifts to the queen.

7. I dedicate this to you now:

8. You, take the appearance of Ascanius and go to town.

9. Go to the queen and awake love for Aeneas

10. in her heart.

11. I will take care of the boy Ascanius.’

12. Amor obeys the goddess.

13. He puts his wings of, takes the appearance of Ascanius and goes to town.

14. Already he approaches the palace.

15. Meanwhile, Venus puts Ascanius to a deep sleep.

16. Then she lifts the boy out of bed and carries him to the mountains.

17. There, he dreams between/ among fragrant flowers

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C. Aeneas Troianus estThe main character Aeneas who we are reading about now, is a well

known historic / mythical figure. That is why we will see him in many different stories and artworks.

The pupils CKV (cultural art forming) on the Stedelijk Gymnasium in Den Bosch have imitated his flight from Troy in a very original way. They took Text 3A from Vivat Roma! as a starting point.

The title of their video is ‘Aeneas Troianus est’, since this is in the Latin text. However, the pupils have made a huge language error. Do you recognize the error?

Click the link below to start the video:

klik hier

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http://www.youtube.com/watch?v=nWlX8HfdnS4

D. Two little assignments with the dativusAttention: the next two sheets contain the noun-schedules

1. Translate and put into plural:

a. Mihi cenam parat. d. Filius excipit me.

b. Femina tibi donum dat. e. Te saluto.

c. Servus ei non paret. f. Eum relinquis.

2. Fill in the correct form of the personal pronoun:

a. Anchises ..... (eis, eas) amat.

b. Patres quaero, sed ..... (eas, eos) invenire non possum.

c. Aeneas hospitem videt et ..... (eae, eam, eum) recognoscit.

d. Didonem Aeneas amat et ..... (eam, ei, eis) flores dat.

e. Servae ..... (eis, ea) mensas tegunt.

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D.1 Appendix I The noun

In the schedule below, you will find the noun that you already had to

learn. All case endings are in bold.

Case Group 1 Group 2 Group 3

nom ev puella servus bellum pater mater nomen

dat ev puellae servo bello patri matri nomini

acc ev puellam servum bellum patrem matrem nomen

nom mv puellae servi bella patres matres nomina

dat mv puellis servis bellis patribus matribus nominibus

acc mv puellas servos bella patres matres nomina

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D.2 Appendix II The personal pronoun

Below you can find a schedule with the personal pronouns, including the

translations.

case 1st person 2nd person 3th personnom ev ego = me tu = you is = he ea = she id = it

dat ev mihi = (to) me tibi = (to) you ei = (to) him/ her/ it

acc ev me = me te = you eum = him eam = her id = it

nom mv nos = we vos = you ei = they eae = they ea =they

dat mv nobis = (to) us vobis = (to) you eis = (to) them

acc mv nos = us vos = you eos = them eas = them ea = them

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E. KoefnoenYou may know them. Those people that per se want their child to go to gymnasium. Two well known actors from the satiric program Koefnoen play such a married couple that at all costs wants to place their beloved ‘offspring’ on gymnasium.The rector, yet classical trained, is quite overwhelmed. By citing Latin spells, he tries to respond the parents as good as possible.

A. Watch the video and give a definition of the following statements:1. pro forma2. nolens volens3. cum laude

B. The parents made at least two errors in Latin. Which?

Click hier for the video

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http://www.youtube.com/watch?v=VLbGqlTuVhI

F. Practice question for the written test about lesson 6I Translate the words below and give what is asked for:

1. paulatim = 5. sidus (+pl) =

2. distribuere = 6. adire =

3. lectus = 7. postremo =

4. flos (+pl +sex) = 8. ubique =

II Translate the verb forms below correctly:1. convenit=

2. mandate =

3. pares =

4. expellunt =

5. incipio =

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F. ContinuationIII Complete the schedule below:

nom ev nox

dat ev animo

acc ev lumen

nom mv

dat mv

acc mv regias

translation night light

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F. Answers practice-written test1.: little by little, distribute, bed, flower(flores, m), star (sidera), go to, finally,

everywhere

2.: he comes together, dedicate(s)!, you obey, they expel, I start

3.:

nox regia animus lumen

nocti regiae animo lumini

noctem regiam animum lumen

noctes regiae animi lumina

noctibus regiis animis luminibus

noctes regias animos lumina

night palace heart, soul light

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G. Evaluation

• Write your evaluation of this lesson on the separate sheet that you will get from the supervisor

• Do you have questions about the (teaching-) material, write them in your notebook!

So long!

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>end<

Valete!

(New Year 2011 in the Via del Corso, Roma)48

Spring, here we come !

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(3) OUTCOMES

• Impact research• Design impact research• Findings• Conclusions

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DESIGN IMPACT RESEARCH

The research consists of three moments of measurement:

• First measurement -> Impact measurement– Depth interviews and extensive questionnaire students

• Intermediate measurement (after lessons)– Short questionnaires after each lesson– Observations by teachers

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OVERALL FINDINGS

• Average report marks– Digital lessons: 6,5– Regular lessons: 7,1

This difference is significant*

• How can this be explained?Compared to the regular lessons, the students stated about

the digital lessons significant less often that:– the lesson was prepared well by the teacher;– they had learned new things;– the assignments were clear;– the lesson was interesting.

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FINDINGS BY SCHOOL

• Opinion about digital lessons– All students were in advance positive about digital lessons– Afterwards only at one school were the students more positive about

digital lessons. • Computers more fun then books• Variety in different kind of assignments and tools was appreciated• Ability to work at your own pace• Silence during the lessons• Discussion about digital lessons during regular lessons -> adaptation of next lesson

– Ict can make a lesson more fun, but not if all lessons are digital

• Teacher appears indispensable factor• Ict-facilities not always okay Irritation and lost time

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CONCLUSIONS

• The expected effects are limited realized. The use of digital learning tools does not automatically lead to:– efficient and effective use of teaching time;– replacement of cancelled lessons;– lower pressure and higher job satisfaction among teachers.

• The successful use of digital learning tools is strongly dependent on the parameters of the Four in Balance model (Kennisnet): – Vision– Expertise– Digital learning materials– Ict infrastructure.

Overarching ResearchWouter Schenke

[email protected]

Overarching research

Research question:What is the nature of cross-professional collaboration

between teachers, school leaders, educational researchers/advisors in R&D-projects in terms of:

• reasons to collaborate• division of tasks• communication: structure and culture

Schenke, Volman, Van Driel, Geijsel, & Sligte (2012). De aard van cross-professionelesamenwerking in O&O-projecten in het voortgezet onderwijs. Pedagogische Studiën


Theoretical background

• Cross-professional collaboration: A situation in which participants of different backgrounds work together to reach their goals

• R&D-projects provide a way to connect their corresponding worlds

Akkerman & Bakker (2011), Coburn & Stein (2010)


Cross-professional collaboration

Teacher researcher

Educational researcher/

advisor

School leader



• R&D-projects offer opportunities to:– ... bridge the gap between theory and practice– ... have a better use of research results– ... perform research in an ecological valid setting

• Reasons to collaborate in R&D-projects– Legitimating an innovation at school– Stimulating professional development of teachers– Agreement on reasons to collaborate?

Broekkamp & Van Hout-Wolters (2007), Cochran-Smith & Lytle (1999), Geijsel (2010), Hora & Millar (2011), Volman (2008)


• Division of tasks– Who is project leader?– Researchers share their research expertise– Researchers become supervisors and/or advisors as well– Teachers become teacher researchers by training and

performing research– School leaders become data-driven and stimulate a research

culture

– Who is in control in research at school?

Coburn & Stein (2010), Van de Ven (2007), Wagner (1997)


• Communication– Structure: meeting structure, time investment, means of

communication– Culture: open-ended conversation

Edwards (2012), Engle (2010), Geijsel & Van Eck (2011)


Method

• Interviews with participants of 12 case studies• Collection of documents, such as reports• Within-site analysis• Cross-site analysis• Audit

Miles & Huberman (1994)


Results

Reasons to collaborate:• 9 out of 12 projects have congruent goals:

same interests of internal and external parties

• 3 out of 12 projects have additional goals of researchers. For example: selling information of a new instrument


Results

Division of tasksNumber of projects

Development tasks: who is in control?

Research tasks: who is in control?

Teacher researchers present?

School leader active in research tasks?

I School School Yes Yes

III School School andexternal party

Yes Yes

III School and external party

School andexternal party

Yes Yes

II School andexternal party

School andexternal party

No Yes

II School and external party

External party Yes No

I School External party No No


Results

Communication structureNumber of projects

MeetingsInternal External

Time investmentSchool leader Teacher External party

V Overall project group with internal and external participants

High High High

III Internal project group

Researcher High High High or low

I Internal project leader

Researcher Average Low Average

III Overall steering group with internal and external participants

Low Low High

High = > 200h. Average = 100-200h. Low = < 100 h. on a yearly basis


Results

Four types of collaboration:A. Ownership of project lies with the school

and researcher supports the schoolB. Interests and tasks of school practitioner

and researcher are intertwinedC. Researcher advises steering group; no

teacher researchers at schoolD. Researcher has additional interests in

project and controls research

In control:School

Researcher

Stad and Esch

Maerlant Lyceum

Results

Types of collaborationTypes Number of

projectsReasons to collaborate Division of tasks Communicati

on

Congruent reasons

Additional reasons

Development tasks: in control

Research tasks: in control

Time invest-ment school

A IV + - School School and external party

High

B III + - School and external party

School and external party

High

C II + - School and external party

School and external party

Low

D III - + School and external party

External party Average

Discussions

• The practical and scientific value of cross-professional collaboration:– On project-bound collaboration– On the level of the school organisation– On the professional sector as a whole


Documents

EAPRIL SLOA-VO workshop totaal