CONVERSATION FOUR

This section is one of my favourite parts! You don't need to spend too long on it, but it's an important part of the kind of research we do in the Education world because it helps to identify bias we may bring to our research.

Remember to be reading now too - see 'Breaking News' on the front page.

The point of this is two fold. First, its a chance to explore your experiences and how they have developed your beliefs and values. You score highly for deep reflection and analysis of experience, clear articulation of what you believe to be true.

Second, it is a research methodology issue. You do not beleive that you are "objective" but subjectively influenced by your experiences and past. These experiences have determined your beliefs and values AND the research. Your reearch interests are questions are based upon these experiences, as are your research accounts and analysis. You score highly on showing this bias/subjectivity and how it affects the research.

YOu ought to reference this approach. The usual references help Cohen and Manion, etc but also Nabacwa (2002) accessible at
www.essex.ac.uk/ecpr/standinggroups/documents/Nabacwa.pdf

Kuntjara (Undated) accessed at
digilib.petra.ac.id/jiunkpe/jou/sing/2001/jiunkpe-ns-jou-2001-88-011-4440-feminist-resource1.pdf


Lentin (Undated)
http://www.iol.ie/[…]/feminist.html

It has to be specific and different if you have done one before (inclsuing the experience of soing one before). It is different research and you see things differently now.

Hi all- Im doing the national docs for community cohesion but, unlike in the past, I am using Athens to get otehr researchers work on it- there is actually quite some already although not focussed on schools so much and certainly not primary schools specifically that i can see (as yet)..this is a sea change for me becasue i always stuck to things easily accessible in the past- Im aiming higher this time :-)
Also reading the fascinating book Community Cohesion. A New Framework for Race and Diversity. by Ted Cantle. he is the guy who undertook the earlier research and who is the Uk authority if you like.
Ive also got the approval of the LA for the work and an unexpectedly supportive email offereing help- very pleased!

I have a bias and the bias is that I beleive in the cocnept of community cohesion but not assimilation. However, before doing any reading, I did not doubt the concept at all.
Now I ahev read some stuff by Karen Chauhan an academic who says the govt are trying to backdoor assimialtion- there are voices who disagree with governmental interferrings- again a sea change for me.
More to follow. what are your views on CC? Should schools have sucha key role?

Having my Stepdaughter, with downs syndrome join us in Korea. I've had diligently work at finding a school who would take her and include her into their community. None would. It was heart breaking daunting days searching for schools. Until I found a small Christian school that was prepared to try out a programme. trial and error and then success. She graduated with modified High school diploma.
I arranged inservices for training teachers and understanding Downs syndrome. I found teachers were afraid, because they were not so familiar with the disability. Once they were educated on the matter, they became more relaxed and confident to pursue an inclusive programme with My Stepdaughter.
The school agreed to hire a SEN assistant. I planned and organized programmes with her and teachers. diciplinarey plans as well. Her later year, I arraged with a local SEN institution that had a cap factory which Made and distributed designer caps to department stores to hire my stepdaughter as an intern for a work study programme. She recieve units toward her studies for traveling to work, working, and traveling back to school. She felt like she had been empowered, that she had a purpose. Because of this incident and others My thinking about this enquiry was formed.
My belief and value is for every Child to have a purpose no matter how big or small that they are significant. They deserve a fair chance to learn and succeed.

wow Jessica what a powerful story. I get where you are coming from and your passion comes across.
What a shame that you have had so many battles - and great that you are both overcoming the obstacles. I'm moved by your story.

Thanks Lisa.
I think CC has it's place. If I am understanding it correctly? I think you have a good point.
I find with too much government involvment, these well intended ideals and absolultes (laws) the government tries to implement Looses sight of the acutal individual. The Government doesn't truely know your individual need. What does the Child say? What frustrations do the Parents have? Are their concerns and desires for inclusion based on denial or the actual need for the child. We should listen to the inputs of parents. As the Catii statement shows, because we are different, should we approach things one way and hope that all can fit into the box or we allow for various sollutions (options)? Jess

its true...I do not know if chidlren get consulted on these things..but communities have, and in communities there are obviously parents. the bombardment of intiatives is many I agree- and does this direct focus awasy form govts themseves for their actions or their lack of actions??

Hi Everyone!!
This is the section I was not looking forward too as I have to admit all sorts of biases influenced by a variety of good and bad experiences. My concern about this section is 'how much of what we say about ourselves is supported by theory?' Feminist research theory in this area is quite substantial. I think I understand the notion about locating ourselves within our research. A brief example, I would declare myself at white, working class, a former teaching assistant self educated a lot later in life, only ever taught SEN, four years experience, a feminist etc., My attitude may be skewed by the fact I am trustee of my local Parent Partnership Organisation and see many parents of SEN all with problems. On the other hand I am Director of large special needs organisation and we run many different programmes (working with borderline exclusions/offenders/parenting courses/conflict resolution, basic skills courses etc, etc, etc) and own an independent school for EBD!! I do see good work through the latter organisation but the bottom line is we seem to pick up where schools/organisations can't cope and when learners have been in the system so long they are completely demoralised. I am also a parent of a SEN child and have been through the usual battles on their behalf. I also don't have good views about inclusion for many sen children (very controversial I know!!)...

I know there are 'insider' 'outsider' theories in much of this type of reserach espcially when culture or ethnicity is involved. I just wonder if such a theory existed for SEN Staff. I am certain I am viewed as an 'outsider' by many of my mainstream colleagues!!!

I was also wondering if there was a recommended word count for each section?

p.s I realise the above sounds negative and this will be tempered in the writing......

Recommended word count in module guide - but it's only a guide. The composition of the assignment needs to suit your enquiry.

A great start to thinking about your bias. An interesting point about insider/outsider.

Hello everyone, I started writing this, was interrupted and it all disappeared. Jessica's piece is in a way similar to mine. I taught in a Primary School, Key Stage 1 at the start of my career. Teachers stayed with one class throughout their stay in Key Stage 1. There was one pupil, a little girl, who was tongue tied, who could not grasp reading, writing, spelling or maths. I often wondered what happened to her, she obviously had a speech/language impairment perhaps a specific learning difficulty.

Time moved on and I went into Further Education teaching, Additional Learning Support and met adults who appeared to be the other half of the child I knew before. I now assess for the specific learning difficulty (dyslexia). There are many different ways people cope with being told they have a specific learning difficulty ranges from anger to sadness to relief that they are not mad.

The stories that I hear from people who say that schools would not acknowledge that they had a difficulty; their frustration at not being able to learn, etc. This has made me determined to make up for the Education system that has let them down.

In our area, resources are scarce and staff don't share what they know, it would be great if we reach a point where we can discuss, and share issues, problems, resources, etc and value our shared expertise. Jackie

HI Ian and Gina,
I have began my autobiography in order to keep to the timescale as set out in our handbook. However it will be tricky for me to keep to the University's suggested timescale to complete the research. As you know my proposed title is to 'Critically review the CGHS behaviour Policy' Now to create a new revised one with all the relevant people in the working party - given their time availability to attend meetings along with completing their own PMR targets gets tricky. When that is complete the policy will need to run at least a year in order to evaluate the impact of the revised policy. Anyway I am sending you my proposed timescale please let me know in my email - if that will be possible? Anyhow as i continue to gather information I am changing my proposed questions in Unit one and questionnaires in Unit two as Gina has suggested that I do.
Nasima Menni

Hi Nasima

You pose some good questions here - I would recommend that the review then is too much for this Action Enquiry. It is too much for this assignment. It would be enough to revise the policy based on school need. The next cycle of review is too long for this year's study. This is not a problem - cutting back on scale is a common thing in masters study. There is only so much you can do.

It does not mean that reviewing the policy is not important - of course it is - but it falls outside of the what is possible for the timeframe of this study.

I hope this helps - you are doing a good job of focusing your ideas.

I have been away from this discussion for a week while I have been marking, answering admin questions, sorting stuff out, going to MTL meetings and other jobs.


It's good that you have been getting on with it.



So- Dissertation people the section is optional but if you are a feminist researcher and admit your bias then you might need a section in the introduction and context.

Action enquiry people- details of length are in the module handbook but its not lengthy.(http://mwb.encryptec.co.uk/[…]/view)

So
your life experience matters-
your passion is your bias- what hope for objective research then?


Will you admit your experience in your professional autobiography into your research?

Oh yes

Insider research

Have a look at this aspect too (It ill come up later)
www.aare.edu.au/03pap/rab03740.pdf


http://www.bera.ac.uk/[…]/


www.reflectingeducation.net/index.php/index.php?journal=reflecting&page=article&op=viewPDFInterstitial&path%5B%5D...

Dissertation doent need this- not even a section- Im not a feminist but is that the only reason you would decalre a bias? If its not necessary I wont do it and go straight on to lit review.

..i didnt make that very clear...I was asking..is that definitely OK, and dissertation people dont need to do this??

PS my draft needs analysis is in my folder but is not final- needs tweaking and tidying-or should i move on to lit review proper?

I think it's time to move to Lit review for you - you have finalised your focus, and you could definitely begin your reading. Take notes and keep a record of the texts and go for it! Don't worry about tweaking needs analysis yet - you've done enough. You could revisit later.

Hi
Sorry that I've been out of the loop for a bit - all a bit frantic at school . I had thought that I might include any prof auto bits with my needs analysis and justification - which seems ot fit somehow. I doing about Moral leadership and I'm putting in the justification section exactly why I've chosen to do this and what has been my motivation - It seems directly linked to making sense of my research. Is this acceptable Gina and Ian? Thanks
Carol

A good place for it, yes! More than acceptable. There is more than one way to put together the information - this seems to suit your purpose.

Sounds like it!

As we have said, the three main sections for the dissertation are paramount - Lit review, methodology, data analysis. Your professional background will come into the introduction somewhere somehow - this is one way of addressing it and including it later. Move on to some reading though whatever you decide.

In AESI - it is a more prominent section.

No its not definately "OK".

If you later argue that you are collecting qualitatiative data, as an insider, etc etc. I'd like to know why you have not declared your personal history, values and your bias. Such procedure has been etsablsihed by researchers in the past as the only answer to their conumdrum which is to admit that they fall short of being "objective" in the alledged "scientific" methodology of research. (alledged because they maintain that even this form is not objective despite its claims).


By the way- the decsion does not handg on whether you are a feminist 9Whatever that means) . It depends on how you regard research as the production of knowledge. If you regard knowledge as being subjective (ie full of interpretations, values, beliefs and biases based upon experience) or if you beleive in objective knowledge (that things are free from interpretations, values, beliefs and biases)


In your field, and with your background ie global dimension there are so many beliefs and values you bring I cannot see how you would not have to admit them. You ar a campaigner for global diemnsion, fair trade and other associated causes. You cannot then pretend to be objective. You would reject any argument that said for example that international links are damaging because they are inherently colonialist and patronising when a rich and powerful country chooses to link. (for example). You would just classify that as "not a proper link".(in your beleif system and value system).

So you have a choice- admit your bias or state that you are objective and choose the methodology that fits.

Similarly, the experiences of others in Inclsuion work etc are clearly a major source of beleif systems and values that bias the research.

Remember that the MA levels decrptors state and definaitions of research state that you need to be SELF critical of your opwn research.(and the research process of creating knowldge). Part of the human condition is our subjectivity and striving for objectivity, and truth. Knowing where we fall short is a quality.

In a sense admitting subjectivity (through a professional autobiography of experiences. beliefs and values) is a step towards being a bit more objective.

(You will note that a diary of events WITHOUT beliefs and values, and an outline of what effcet these have had on the research IS NOT what is required.)

Hi Ian, Gina, everyone.
 I think that is really interesting Ian and particularly pertinent to my research which is concentrates on the values of global dimension leaders. I feel that being subjective will strengthen my research as I'm admitting that that is the one thing which has influenced me in deciding the topic of my research in the first place and it is inextricably linked to the methodology I've chosen (qualititave Action Research.) I'm curious about the moral qualities of leaders BECAUSE I'm biased and I can see a connection that leads me to think that if I hadn't been biased and influenced by thinkers such as Freire, Fullan, Hicks and Burr, then I wouldn't have chosen the topic in the first place. I wouldn't have been interested because I wouldn't have considered the moral aspect as an important constituent (if that's the right term) of school improvement. However, because of my experiences over the past 5 years and the personal watershed which has occurred, I cannot see how a school can improve without viewing it as a "morally responsive" and responsible community. That is a biased view, and an intrinsic and important part of my study as part of my hypothesis considers that global dimension leaders are the "moral stewards" of which Sergiovanni writes.

I'm just trying to decide whether these thoughts should go into my introduction or whether they are more suited to development in the needs section (where I intend to justify these comments and link them to local and national needs and the national curriculum). I think that there is a place for both - in varying degrees of depth.

 Da Silva spoke of knowledge being a fluid thing - always changing because of the changing contexts. I feel that my understanding and hence my knowledge changes and deepens (sometimes) because of what I'm doing, what I've experienced and who influences me at the time. That is all part of my bias - my viewpoint and also helps distinguish my priorities. Being so immersed in global dimension activities has made me aware of the importance of moral values in leadership and made me want to study the connections. I'm looking forward to deconstructing those connections.
Gosh, I sound like I'm ranting and that's the last thing I want. What do other people think?
Carol

Ian/Ruth,
please find my need and analysis work in my folder. I posted it there on the 20th March.
Hellen

Sorry, I haven't been around. Been so busy at school, I haven't stopped. Have got bits down but not alot in my folder yet. Roll on Easter holidays so I can have some time.

Lisa

Are these conversations objective or subjective - one minute there is a conversation about Professional Autobiography, the next there is a conversation about not doing it - which is for the Research students - this doesn't make it easy to follow the thread.

It feels rather like a grasshopper jumping all over the place, and there is no time to consider, or even read about the current subject then you're onto the next. Considering that most of us are working, probably full time, this particular grasshopper aspect does not help support us, as students. I don't know how others feel about it?

Hi Jackie

I'm not sure if grasshoppers like cacti - perhaps they do! :-) Sorry you are feeling like you are jumping all over the place. It is through talking things through we come to understanding. Not all contributions will be relevant for everyone - it is good you asked for clarification. I can clarify for you that for the Action Enquiry module, which you are doing, you need to do a separate section in your assignment that addresses your professional autobiography.

The reason we are moving through the sections according to the timetable, is because if we don't, it is too easy to fall behind - these first few sections are not large and need to be finished soon at least in draft so we can move on to the literature review. If we go slower, we will not cover all the aspects of the work that needs doing by the due date. If you are unable to finish a section or submit a draft, it's important to let us know.

You have been in here regularly - hope your work is progressing well.

I'm trying to keep up and reading others' messages I guess they feel about the same, it is like juggling many plates. It's the frustration of knowing I need to address several things, that have gone by and then having to think about something new. Perhaps the Easter break will give some much needed time to finish things off. I know I'm going to overshoot my timeline on a couple of things.

No problem of having your own peaks and troughs of effort. You have got work to do. At a distance we will try to guide you. But you will have to make sense yourself.

best wishes


ian

I HAVE JUST READ YOUR E-MAIL.I'VE BEEN READING COMMENTS ON THIS SPACE BUT VERY RARELY WANT TO RESPOND. I WOULD IMAGINE MANY OF US FEEL THIS WAY. SO JUST REMEMBER WE ARE HERE BUT JUST QUIETLY.

Hi Amanda - lovely to see you even if quietly :) Hope your Action Enquiry is going well.

Pupil tracking- I have always been interested in the progress which children have made. I suppose I am drawn to the nicely coloured and ordered graphs and charts which can be produced and I recognise how attractive they can appear. A long time ago in the early 90’s I did a two year course at the institute of Education a module of which was on educational statistics- so this made me aware of the potential pit falls within this kind of data. Previous to my present work I was an advisory teacher and worked for several years in the main education offices in Haringey- I was very much involved with the as was then Early Years Development and Child Care Partnership- I remember many long evening producing statistical data.
I suppose what I am saying is my back ground has given me an awareness of the need for accurate data, however this is tinged with an air of suspicion in the sense that figures don’t always give an accurate picture of what is happening.
Part of me would love to say I don’t want to give numerical scores to children or define their learning in narrow contexts- but the reality is different we need to be able to prove and justify what we are about.

Just a quick hello to clarify that I am still here and like Amanda sitting quietly! Have been teaching for 20 years and have a strong Literacy background so boys' writing of particular interest. Will be back again soon with more details!

best wishes to all

Hello Gillian,

I will happily follow your investigations as writing style is quite a topic at my school at the moment. There has been much discussion and not much progress as yet...

Laura

Looking forawrd to it Gillian. Unlike in your classroom the teacher here cant see you. making a noise occasionally helps the feedback loop.

Ian, thanks for your reminder email. I most definitely am here it has just been rather hectic at school… I know, not a good excuse…!

Please note that my focus has changed rather dramatically. I have discussed this with Ruth.

My background of teaching within a mainstream school and running a SEN teaching service has given me the opportunity to investigate many modes of teaching. We are lagging behind somewhat in Kenya with regard to child centered teaching and teaching programmes for SpLD/SEN children. So when teaching less able children in a mainstream school, with minimal resources, I have had to be inventive. I have observed that SpLD children have come into their own when set an ability appropriate challenge and are keen to investigate and research information, with some degree of guidance, for themselves. They have grown in self esteem and because they are more involved in the learning process they appear to retain the subject information.

It is my intention to investigate student directed teaching further with my Year 5 children during our history and geography lessons.

No problem

Hi Ian,
Thank you for the e-mail. I too have been popping in and reading nearly every day but the last 2 weeks have been really hectic and pressured at school. I tried to get ahead 2 weekends ago and drafted my autobiography but it was too long. I haven't put it in my folder but will do this tomorrow after some editing. As my research is heavily qualitative my background and attitudes will have quite an impact on the research, not least the personal interest in the topic of the CAF. Paper work and the impact of government legislation have had an impact upon my choices of career direction. I currently enjoy a certain amount of autonomy which is important to me. I have a bias in that I do not like doing something for the sake of it or if I don't believe it is worthwhile from personal experience. In my work as SENCO and child protection I am quite biased in favour of multi-agency working as I believe this is an effective way forward. I also welcomed the ECM agenda as at last there was a focus on meeting all the child's needs both inside and outside school.There may also be an element of mistrust in what can be achieved in schools and whether too much is expected to stop gaps in poverty and social issues without adequate money for the support systems to make it work effectively. I enjoy helping families and the children and would like to think I can have a positive effect upon lives that are being blighted for one reason or another. By the way I don't like to look ignorant but what does Harvard style note-taking mean for the literature review? Janet

Hi Janet
It's all so confusing I know. WHen I first realised that I had to use Harvard referencing, I sighed and thought Oh no! However, it makes really good sense and it easier if you get used to doing it from day 1. I write down my book references and bibliography a la Harvard as I read the books (saves loads of time later) and there is a huge and helpful section in the handbook (AESI and Diss) on Harvard referencing.
Hope this helps.
Carol

Hello Janet,

A guide to Harvard Referencing can be found at: http://mwb.encryptec.co.uk/[…]/action-enquiry-and-inclusive-education.

Enjoy reading.

Laura

Hello out there,

I am continuing to research Student Directed Learning. Does anyone have any useful website addresses or book titles?

Help would be appreciated.

Laura

The term studnet directed learning is a specific one- what source does it reach you from?

Other search terms may be: self- directed learning, independent learning, flexible learning and resource based learning.

google and then library catalogue it

Hello Ruth/Ian,

I have made some new postings. I await your comments.

Laura

         I was driving home from school, in my first year of teaching, when I heard an item on the radio saying that in a few years there would be no need for teachers, just educational software writers. I went straight out and booked myself onto a software writing course.
         Sadly, this was 1980, and I learned to programme in basic, but it did teach me that, out of the blue, I seemed to have an interest in computers. I wrote some times table programmes and sat my little computer in the corner of the classroom, plugged into a black and white television. It must have been one of the first computers in a Hertfordshire classroom and because of this meagre experience, I became the resident ‘computer expert’.
         I fought long and hard to persuade the authority to buy Sinclair machines, on the basis that the hardware was developing so quickly that it was unwise to invest a lot of money in it. Sadly, I lost and we were saddled with BBC machines for the next ten years. I still believe that we have to regard hardware as expendable. It is important that we teach the children skills that they can use and develop at home and there is nothing so deskilling as learning a tentative new skill and then finding that you cannot practise it because your own machine looks so different. For many years Research Machines had the monopoly on computers in schools, but again, their front page looked nothing like anything the children would have been using at home.
          At the end of the last century we were using computers because we were told to – they were often regarded as a pest; rarely working properly; taking up valuable space in the classroom and creating a small pocket of chatter no matter what else was happening in the room. The advent of ‘computer suites’ was brilliant in theory, but in practise the software was rarely reliable, the pupils had no skills for self reliance and you either had the class crammed together two to a machine, or half the class engaged in low maintenance work so that you could fly around like a maniac trying to solve 15 problems at the same time. The cost of paper and ink came as a shock to management, who made odd rules about their use and left teachers with nothing to show for their lessons, apart from 20 copies of the piece the first child had inadvertently printed over and over again. It was all very frustrating, and left a generation of teachers who regarded computers with deep suspicion.
            Finally schools were given reliable online access and installed interactive boards. Pupils began to have access to laptops and at last the computer became a learning tool, rather than an end in themselves. Young pupils were taught to word process, research and control and from then on they would use the computers to present, manage and share work.
           When the Government decided that all pupils should have access to their learning at home steps were taken to find a good provider. Barnet chose ‘Fronter’, and steps were taken to make it available. Once again, the mechanism was put in place without any real consideration of how it would enhance teaching and learning.
            We set up the first two classes on the MLE last October. The children were excited by it when we used it in the lesson and several of them tried it out again in the evening. Then, at half term, I slipped a disc in my back and ended up in hospital. For most of the next half term, I uploaded lessons from home which were delivered by a very happy supply teacher and the class were able to upload work for marking for special projects – we were sending poems in for publication, and submitting novels for an exhibition. I addition to this, the children were able to ‘chat’ to me in the forum, so I was able to reassure them about the Entrance exams they were taking, and discuss problems they were having. It is the first time we have had a teacher off for such a long time, ( 5 weeks in the end) without parents having a fit. When I returned to work, I knew exactly where the children were, and was able to take over seamlessly.
             There is no doubt that online communication is the way of the world for now and it is crucial that education is not left behind. What is important to me is that we use this utility to make everyone’s experience of learning better:
• Stimulating experiences for the children
• Ease of communication and delivery for the teachers
• Communication for the non-teaching staff
• Information and communication for the parents and Governors.
             The reason I am so keen to plan this properly is because I know that it will only be successful if everyone uses it. We need to make its implementation simple for all concerned. It has to have something that will be of use to everyone and people need to feel confident about letting the children use it at home.
             Above all, though, we have to be aware of how the MLE is developing. Improvements must be built into the plan. The one thing I have learned is that if we are too precious about the development, we are going to be reluctant to change it. It will become the BBC sitting like a welsh dresser in the corner of the room – and what an opportunity lost!

Interesting stuff Beverley? DO those bullet points form your hypothesis? Are these what you consider to be the main strengths of I'm interested what the staff in your school think. Do they need persuading? I know that our staff duffer from huge time problems and work overload (including me) adn never seem to have enough time to devote to working and becoming used to VLE in a fluent way. I'm so keen but I've still not mastered it and many people in our school are serial Luddites. Is this a problem with you?
Carol

Interesting conversation Beverly and Carol...

I often hear time as the main reason people don't like to use VLEs - it makes sense if you see using any kind of online communication as an addition to your daily routine. (if teachers have such as thing as a daily routine :) I think, like any new technology, that to make the most of it requires CHANGING practice not just adding on more to your existing way of doing things.

Working online involves many to many communication. It involves saving time for some things. It requires a strong purpose for engaging with it in the first place. You can't keep adding more and more to what you do so it requires letting go of some practices that may not suit anymore.

For example, take this space. There are no lectures for this course. So instead of sitting in a room with each other, this is a way of communicating from wherever you are in the UK or the world for that matter.

Are there advantages? Disadvantages?

Hello Carol, Thank you for taking the time to reply. We have tried to replace old task with the VLE tasks - don't email your plans in for checking, upload them to the 'Staff room Page' - so that people don't feel as though they are being asked to do extra work. We do have a policy for using the VLE, but some of the staff who like to be 'down with the kids' are allowing text speak and mindless exchanges. Because it is usually in use out of school hours it is easy for it to become another social network.

Hi bbenson,

That was an interesting read. I felt compelled to comment.

My school has ben implementing the Fronter MLE since January 2008, as one of the key players it has felt like an uphill battle. From my observations the uptake from teachers is not very good and the senior managemnt need to be pushing it for it to be successful. Most teachers are happy with their current format of delivery and don't look forward to addded workload. However, the teachers that are using it are getting a great response from students - this is what I plan to focus on. Feel free to contact me if you ever talk and share ideas.

Vanessa
du@kingsmead.org

Hello Vanessa - it does sound as though we are on similar turf. I would be interested to compare ideas some time!

same as Amanda on 27.3- & every second counts!!
parental particiation & impacct on learning- my beliefs & values are biased & based upon my own experience: as a child with my parents,my schooling (faith schools)and in my dealings with parents as a classteacher, deputy head and headteacher.
whilst I believe parnet participation will make a difference (positively) as do the government as every document/ iniative released has parents as a partner/ active participant. Revision to the Child Trust & Report card being just two examples.

Unfortunately I am another who has been reading but has added little input to the conversations. I was particularly interested in the comment Posted by Eric Andrew Fridthjof Christiansen at Mar 27, as my action enquiry covers school improvement via academic achievement. I dont wish pupils to be considered as numbers on a spreadsheet but however I realise that this is how the education system runs. I will be judged by my Science and ICT GCSE results this year in my performance management and my school will judged by GCSE statistics. I will be investigating underlying factors surrounding poor attainment at GCSE.

Your needs analysis should identify some specific stratgies then that would imporve GCSE results such as better AFL, higher order thinking skills, or learning styles work, more pupil talk etc.

So whats your hunch?

It cant be more of the same. It oughter be act smart.

Apologies for not posting anything - my department has been under review & I have spent the last 5weeks preparing for it! Not an easy task, when they can walk in at any minute and demand anything! The School I

The School I currently work in has a high amount of SEN pupils & I feel that it is almost impossible to move them up 2 levels - some of my pupils are currently calculated at -10 progression; so I can see that given my time limit they will not achieve their required level. My research will focus on children with SEN needs and how can ICT help raise achievement in this? I was thinking of focusing on year 7 as they are the ones i feel i can show real progression with...Or I was considering tackling EAL - as there is a high proportion in my School. Should there be some transistion process or should they jump straight into the educational system? Any ideas would be greatly appreciated as I joined the course late and think I'm behind!

Thanks

ICT and SEN sounds like a good focus for research. BECTA has strong claims as well as othesr. But do the stratgeis work in your case? All good research.

Things have been soooooooo busy at school, with coursework deadlines, assessment and moderation!!! whew....there still much to do AiDA dare I say it???? I will be posting things up soon, looking forward to the easter holidays to put more items in my folder. Good luck everyone!

Wonderful , wonderful people. Now I know you are still there.

good stuff. Keep up the contact each week even if you feel you have little to say


ian

yes so busy.


Of course you have to adapt to patterns of work. Try to get some stuff done at easter if you can. You have an outline timeline but feel free to adapt. keep ticking over.

Hi Ian and Gina

I have placed some new materials in my folder for your consideration. Please let me know if the questions i have now proposed are suitable as time is ticking. I am also to email you a realistic timescale that will enable me to carry out what i propose and this does not quiet match up with the University suggested timetable. Anyway once you have my email - i hope you will consider my suggestions.

Nasima

Thanks Nasima - will get back to you shortly!

Have done quite a lot of thinking and tweaking. I hope that the style is more formal now. You were right Ian - i was introducing the topic to myself in my last effort. I have a clearer idea of where I'm going now and will be attempting some more over the holidays. It's in my folder
Enjoy the Easter break everyone
Carol

Interesting that so many of us are trying to study and work at the same time. There are many issues at the moment going on linked to funding which make it essential that my attention is firmly focussed. My mentor is taking an interest in what I'm doing and he makes some very good and helpful comments. Especially now it is linked to a 'Need' in the department.

Reading the message about the Harvard Referencing system made me laugh as I had the same reaction but once you get into doing it as it should be done it's not too bad.

wanted to say well done to everyone. Reading through the comments is helpful & many useful tips to aid research - thanks Ian.
I am sure that what I am reseraching will be full of bias as my reflections and opinions will be based upon my own professioanl & personal experiences- parental participation in order to improve standards.
Have found some useful material - though one a video!!- need to find a player to watch it! Has anyone any suggestions of matherial / recent research on this foucs?

Peter have posted/ emailed my professional autobiography.
Isobel

Well done yourself!

Did you get my e-mail with the comments?

Don't worry everyone just a saddo, sitting here in front of my computer whilst on holiday. I've read what is needed for this module - and am again rather confused - how many list of literature do we actually have to do? Is one list of titles that we may or may not have read which needs to be virtual? and then one of literature we have read? and this does not need to be virtual? Ian and Gina perhaps you could enlighten please?

Hi Jackie
i ws really foxed by the idea of a lit review at first. I'm an English teacher and a Literature review in that context has a whole different connotation as you would expect.

 I now understand, through help from Ian and Gina and other practitioners that a literature review forms a massively important part of your research project. Its the thing whihc helps you form your ideas and teh way you lok at problems. You need to read other books on youyr subject to show that you understand the complexity of the issues you are researching - to gain insights and to form new ones. In a lIt review you need to show how what you have read helps you to do all of this. You show other reserachers ideas and how they relate to your own. That's how I've made sense of it all.

It definitely isn't a list but an interactive part of yoru research where you interact with the ideas of others and show how they have influenced you (or not). You don't have to read every text book from cover to cover but definitely those sections which are related to teh area of your reserach.
  Hope that helps
Carol
(PS google around and use the lists whihc are in your module handbook. Ian is very good at suggesting key texts related to your area of research. )

Thank you for your input Carol - but there do appear to be 2 lists needed? Ian and Gina or am I reading it completely wrongly? I understand the Review part, although I have quite a few texts which relate to dyslexia which is my main topic - I'm quite happy to do searches for online material if required but I see this as a chance to read some texts which are useful to me as a practitioner - people like Gavin Reid, an excellent book - The Psychology of Dyslexia by Michael Thomson. If there are any other suggestions I would welcome them. Perhaps Ruth you could suggest some titles please if you could? There are some Action Research books I've read, are these to be included as well - I assume so?

I just feel I'm slogging away at this on my own, with my mentor helping but that's about it really - is everyone else working in groups? is there some sort of input I don't know about -

well - there are different sections. The main part of the lit review is that part which refers directly to your research but other "lists" as you describe them are relevant to say, methodology and data analysis. These can go in too as you show what has moulded your opinion and how. For instance, the title of my AESI research was: A critical investigation of teacher attitudes towards the Global Dimension in the curriculum at....... school"
The intro to my lit review went: "The focus of this literature review is to identify, compare and critique literature, reserach and lectures in the fields of action enquiry into school improvement, educational research methodology, and teacher attitudes to the global dimension. I also divided my reference list into the respective easily manageable sections.

Don't feel disheartened. Working online often feels isolated but as long as we all join in, that communication counts. I don't think that any of us are working as teams, although Lisa T and I share ideas as we're gd buddies.
Have a good Easter and good luck with the lit review. Hope this hellps.
Carol :)

I can't answer anything better than what Carol has. She is absolutely on the button! Keep talking if you need to, in order to come to a clear understanding - this is what this online space is for - not just for asking questions and having them answered but to exchange ideas and support.

A lot of postgrad work can feel isolated - that's why we are here so you can share what you are doing.

Ruth will get back to you with some texts I'm sure - sounds like you already know of useful ones to you.

How many lists of literature do we actually have to do?


You must keep your eye on the ultimate goal. This is to create a 60 credit/12000 word assignment which meets the level descriptors for MA level.

At this end point you will have a 'reveiw of literature" which shows your in depth knowlwedge of your chosen field. It would compare and contrast different views. It would analyse key concepts and issues. It would evaluate the quality of the evidence and arguement. It may select and justify some practical strategies for you to use as "best (known) practice". It would identify issues which your reearch will focus upon.

Any mention of listing is merely a suggestion as a first step to help you.

It matters not whether texts are electronic or not. However, good material has a higher value. This will vary with topics and we shall instruct you further when we see your lists of what you are looking at.

Hope you have enjoyed or are enjoying your holidays. I Have been reading much literature on the different learning difficulties and how to approach and recognize them after reading the laws, programmes, and pracitice. I felt it was part of my professional goal to improve on my knowledge of the learning difficulties before going any further. It opened up my understanding on the issues faces by our SEN students.
Is that ok to do though, or am I wasting time or effort? Should I just focus on the practices and research? Is the latter part of the research anyway? Just need a little guidance. Thanks.

I'm been reading some articles about insider research. Would it be ok if I used myself adn personal experiences as a case study to begin my research? I've already admitted my bias and this would strengthen my arguments - or at least the reasoning behind them. I've included what I've written so far (reorganised, rehashed and added to - it's an organic process - and have been doing lots of reading.
Thanks
Carol

It sounds absoluteley disastrous to write extensively from personal experience AFTER and in addition to a professional autobiography. It sounds like you might be obsessed with anecdotes from your experience.


It all depends on where, how much and what you are trying to do. "A case study" is a case study and you should be trying to convince us that you have collected data syetmatically. Heaven knows insider case studies are fraught enough with bias. Why would you want to emphiasise this by writing anecdotes? (Especially as you have already written these as you autobigraphy and admitted your bias)

I didn't mean to concern you Ian, I don't think I explained myself very well.Sorry! I definitely didn't intend to include little anecdotes - merely to show how what I had observed from my own practice had lead me to question systematically the values and motivation of other global dimension leaders. Would that be a positive step?
Enjoy the South of France. I was in Montpellier and Sete earlier this week and had a great time.
Carol

Hi Gina and Ian
i've added quite a lot to my folder and would welcome some comments. Early days yet but I think the tone and content have improved. Getting to grips with the lit review now. Would chapter titles be ok? I note in the dissertation notes that you don't have to adhere rigorously to the titles of needs analysis, methodology etc
Also, I noted that Dissertation people are supposed to have a meeting with theirr supervisors once in a while. Do I need this yet? I've a couple of questions which I'd like to ask.
Thanks
Carol

Hi Carol
I can answer some of your questions but not all. I happen to know that Doctor Terrell is currently in the south of France swigging red wine and playing the piano accordion. But he is addicted to you all and will be online sometime soon to join in and address your very intelligent wonderings.

I will be looking at your work after Easter and getting back to then - wonderful hard work!

Not sure what you mean by chapter titles - Ok for what? If you mean you only want to refer to one chapter in a book - of course! Just make it explicit in the referencing.

Adhering rigorously to titles is an interesting question - I could say no - the way in which you order your dissertation has to suit your research question and we like creativity. You do have to include these elements though.

Ian will no doubt be in with his two pence and beret soon :)

Your assignment is yours and the chapter titles are yours to choose.

Lots of time to read, I don't think so! There is so much out there that I feel over loaded. Some very interesting stuff on Thinking Skills. Has got me thinking.
Amanda

Thanks for earlier clarification Ian.

Have been out of loop on a TIPD visit to sunny Kiev with 13 wonderful North London teachers looking at G&T education in the Ukraine…very interesting, enjoyable and at times quite random :-)..am recommending this lovely group to sign up on the new G&T at midwheb.

I always planned to declare my bias ( have done so above for example) I was more alarmed by time frame but will get something done this week.

Am starting new job on Monday and this will shift my previous planned orderly year into a ‘my word, how will I get all this done’ situation..especially as no school holidays…aaaaah!...but will be trying my best especially in these early days.

Am reading Ted Cantle right now and digesting. He is the Community Cohesion guru. Am trying to find contrasting views- there are some- especially from groups claiming that it is a theory akin to assimilation.

FYI I WOULDN’T reject arguments that said for example that international links are damaging because they are inherently colonialist and patronising when a rich and powerful country chooses to link…as a ‘linker’ once said from the south, ‘first you came as colonisers, then as missionaries, and now as linkers’….I question far more than I did a few years back. You will also notice my new job and focus of study does not involve linking, but local social inclusion issues.

Hi Amanda - thinking is always good :)

It seemed better to do that as it was too long for in here - you are making good progress! :)

 

Hi Ian

Sorry I did not see your reply earlier.
My hunch is that certain pupils do not engage with GCSE'S as they are not relevant to their situations in life. I know how that sounds but we are talking about a hardcore group of pupils whose life experiences are outside of our own.
 
My research is the most important thing and it is developing in a completely different way than I anticipated.
I started with looking at this hardcore group of pupils who are not attaining their expected grades. I then looked at previous years statistics of pupils who did not attain GCSE'S and did not go into college or employment to gain insight at the size of the problem.
I have now found myself going into keystage 3 to find the roots of the problem.

P.S I need to get all this stuff in my folder and will do as soon as possible.

What do you think?

Jim

An intersting area but with dangers.

Do not try to be too grand. You have to do a case study of one school. We do not know if your school is typical, effcetive or whatever. However, research is to be of general use to all schools. Your best appraoch is to reveal the perceptions of selected groups of children.



This is a well worked area with much research dataing back to the 1960s Hragreaves Inside the Comprehensive School, Pegagogy of the Oppressed, Working Class Boys, half our Future.


In recent times, the HMI have research on pupil progress and the failing behind at KS3. There are identified groups of rapid advancers, stuck and coasting children. Your schools raise online data shows this and must form a part. (find your stick men)


This means your research has to meet this new sophistication of data collection and groups. you can then select some specific groups and reveal their percpetions. This will be a case study to be compared to existimng HMI work.

Thankyou for your direction Ian.
I thought that it was becoming quite a large scale piece of research. I think you have clarified and provided a skeleton for what needs to be done.
Jim