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How can research improve How can research improve classroom practice?classroom practice?
Philippa CordingleyPhilippa CordingleyThe Centre for the The Centre for the Use Use of Research and Evidence of Research and Evidence
in Education (CUREE)in Education (CUREE)
Systematic reviews about CPDLSystematic reviews about CPDL
4 quality assured reviews into impact of 4 quality assured reviews into impact of Continuing Professional Development and Continuing Professional Development and Learning (CPDL) to shape policy, practice – and Learning (CPDL) to shape policy, practice – and CUREE’s workCUREE’s work
Explored impact on pupils as well as teachersExplored impact on pupils as well as teachers
Over 2,000 studies via comprehensive searchesOver 2,000 studies via comprehensive searches
Double blind filtering and weighing of evidenceDouble blind filtering and weighing of evidence
300 relevant studies identified & coded300 relevant studies identified & coded
Data extracted & evidence weighed for 45Data extracted & evidence weighed for 45
Very strong coherence with findings from the Very strong coherence with findings from the Timperley CPD Best Evidence SynthesisTimperley CPD Best Evidence Synthesis
Benefits of structured CPDL revealed by the reviewsBenefits of structured CPDL revealed by the reviews Evidence from 4 systematic reviews about CPD/L Evidence from 4 systematic reviews about CPD/L linked to improvements in student:linked to improvements in student:
motivation, responses to specific subjects & curricula motivation, responses to specific subjects & curricula
performance e.g. test results and specific skillsperformance e.g. test results and specific skills
organisation e.g. collaboration, selection of strategies organisation e.g. collaboration, selection of strategies
questioning skills, thinking & responses to stimuliquestioning skills, thinking & responses to stimuli
And teachers’ And teachers’ self-confidence e.g. in taking risks and efficacyself-confidence e.g. in taking risks and efficacy
willingness to continue professional learningwillingness to continue professional learning
willingness & ability to make changes to practicewillingness & ability to make changes to practice
knowledge & understanding of subject & pedagogyknowledge & understanding of subject & pedagogy
repertoire strategies & ability to choose between themrepertoire strategies & ability to choose between them
Characteristics of CPD with these positive Characteristics of CPD with these positive outcomes from across reviewsoutcomes from across reviews
The use of specialist external expertise The use of specialist external expertise Peer support to create trust, enable risk taking, Peer support to create trust, enable risk taking, generate commitment and Safety To Admit Need generate commitment and Safety To Admit Need (STAN)(STAN)Observation & deconstruction/feedback from Observation & deconstruction/feedback from specialists (what isn’t within reach on one’s own)specialists (what isn’t within reach on one’s own)Observation for learning - learning to learn from Observation for learning - learning to learn from looking looking Structured dialogue rooted in evidence of Structured dialogue rooted in evidence of experiments with learnersexperiments with learnersScope for participants, via collaboration, to identify Scope for participants, via collaboration, to identify own CPD starting points (within a given framework)own CPD starting points (within a given framework)Processes to encourage, extend & structure Processes to encourage, extend & structure professional dialogue & reflectionprofessional dialogue & reflectionEffective use of time to embed practices in Effective use of time to embed practices in classrooms e.g. on-course planningclassrooms e.g. on-course planning
What does that means for how research What does that means for how research improves practice?improves practice?
For individuals, research outputs need to For individuals, research outputs need to prompt:prompt:
Collaborative, active learning, Collaborative, active learning,
Demonstrating an expectation that findings Demonstrating an expectation that findings will be have to be interpreted for contextwill be have to be interpreted for context
Diagnosis – in context of student experiencesDiagnosis – in context of student experiences
Learning from lookingLearning from looking
Use of specialist expertise to explore beliefs Use of specialist expertise to explore beliefs challenge thinking with new ideas etcchallenge thinking with new ideas etc
Checking this outChecking this out
We obviously also check that directly We obviously also check that directly too via:too via:
Primary research eg with the Primary research eg with the National Teacher Research PanelNational Teacher Research Panel
Frequent Focus groupsFrequent Focus groups
Monitoring use and take upMonitoring use and take up
At system level it meansAt system level it meansEncouraging and/or supporting practitioners in Encouraging and/or supporting practitioners in interpreting, testing & refining strategies from interpreting, testing & refining strategies from research in their own contextresearch in their own context
Providing access to theory / the underpinning Providing access to theory / the underpinning rationale to enable transferrationale to enable transfer
Enabling practitioners to relate products to Enabling practitioners to relate products to own experiences.own experiences.
Securing understanding of core facts and Securing understanding of core facts and issuesissues
Awareness raising re: range of useful researchAwareness raising re: range of useful research
Investigating the issues of interest to Investigating the issues of interest to practitionerspractitioners
Stepping stones from.. Stepping stones from..
2.5 minute “bites” – power points2.5 minute “bites” – power points
Tasters – micro enquiry tools based on nuggets of Tasters – micro enquiry tools based on nuggets of evidence ( 400+) ( see next slide)evidence ( 400+) ( see next slide)
Web digestsWeb digests
Major summaries of cornerstone academic Major summaries of cornerstone academic studies – hot linked to teachers’ studiesstudies – hot linked to teachers’ studies
A wide range of CPD tools and resources eg A wide range of CPD tools and resources eg mystery games, treasure huntsmystery games, treasure hunts
Coherent development programmes and Coherent development programmes and packagespackages
This is a lot of material – so we create navigations This is a lot of material – so we create navigations tools too… ( see next slide but one)tools too… ( see next slide but one)
Research tastersResearch tasterswww.gtce.org.uk/research/tasters/
Key features:Key features:
nuggets of evidence nuggets of evidence taken from the RfT taken from the RfT summarysummaryenquiry activities to enquiry activities to find out how learners find out how learners experience experience phenomena nowphenomena nowIdeas for taking next Ideas for taking next stepsstepswhere to find out where to find out moremore
Route MapRoute Map
A case study of system level use in EnglandA case study of system level use in England
Systematic reviews translated into a national Systematic reviews translated into a national Policy Framework for mentoring and coaching Policy Framework for mentoring and coaching
4 pages – principles, skills, core concepts 4 pages – principles, skills, core concepts ( who, what, where, why ,when) and a venn ( who, what, where, why ,when) and a venn diagram showing linksdiagram showing links
Use of research as improvement tool central Use of research as improvement tool central eg:eg:
facilitate access to research and evidence to facilitate access to research and evidence to support developmentsupport development
draw on evidence from research and draw on evidence from research and practice to shape development.practice to shape development.
An example of a principle
Take up of coaching as a reseTake up of coaching as a researarch rich strategych rich strategy……
Sits at centre of: Sits at centre of: Work on National Strategies for improvementWork on National Strategies for improvement
General Teaching Council, Teacher Learning General Teaching Council, Teacher Learning AcademyAcademy
National College of School Leadership work on National College of School Leadership work on leading coachingleading coaching
Training & Development Agency’s leadership of Training & Development Agency’s leadership of CPDCPD
Specialist Schools and Academies Trust work on Specialist Schools and Academies Trust work on 14-19 and lead practitioners14-19 and lead practitioners
New Masters in Teaching and LearningNew Masters in Teaching and Learning
Contact DetailsContact Details
Centre for the Use of Research Centre for the Use of Research and Evidence in Educationand Evidence in Education
4 Copthall House4 Copthall HouseStation SquareStation Square
Coventry CV1 2FLCoventry CV1 2FLEnglandEngland
+44 2476 524036+44 2476 524036
