On Monday January 20th, we’ll examine four methods of inquiry — interviewing students, surveying students, observing students and using reflections as research data — and decide how they might be used to inform a case study of how students in a diverse group (a) relate to the knowledge and skills a teacher thinks they are learning in a particular class, and (b) relate to a new approach to this knowledge informed by this understanding (if desirable).
There are some papers listed below; please choose one and consider the work a particular method might do in this project, the practicalities of using it in your own concrete context, the implications of using an alternative, criticisms and possible problems; and any ethical or political considerations.
Interviewing
Carpenter, V. and Cooper, C. (2009) ‘Critical action research: the Achievement Group’, Educational Action Research, 17(4): 601-613 (from Sarah).
Hopkins, E. (2008) Work‐related learning: hearing students’ voices, Educational Action Research, 16(2): 209-219 (from Sarah).
Velluto, R., and Chisholm, C. (2013) ‘Silencing Reading, Silencing the boys: Using action research to investigate silent reading programs and its effects on boys’ literacy skills’, Networks: An Online Journal for Teacher Research, 15(1), online at: http://journals.library.wisc.edu/index.php/networks.
Reflection as ‘data’
Capobianco, B. M. (2007) ‘Science teachers’ attempts at integrating feminist pedagogy through collaborative action research’, Journal of Research in Science Teaching, 44: 1-32, online at: http://onlinelibrary.wiley.com/doi/10.1002/tea.20120/pdf.
Roche, M. (2011) Creating a dialogical and critical classroom: reflection and action to improve practice, Educational Action Research, 19(3): 327-343 (from Sarah).
Multiple methods (including surveys and observations)
NB – Many of these projects focus on work with younger children; it is the methods that matter in this case!
Dawe, A. (2012) ‘Children’s awareness of learning and knowledge: a study of Year 3 pupils’ perceptions of the knowledge they need and how it is acquired’, Journal of Trainee Teacher Research, online at: http://jotter.educ.cam.ac.uk/volume3/030-062-dawea/030-062-dawea.pdf.
Jeffries, C. (2009) ‘Breaking down gender stereotypes: Increasing 5th grade physical education participation by building self esteem’, Master’s degree paper, ERIC 504753, online at http://files.eric.ed.gov/fulltext/ED504753.pdf.
Jordan, L. and Hendricks, C. (2002) ‘Increasing Sixth grade Students’ Engagement in Literacy Learning’, Networks: An Online Journal of Teacher Research, 5(1), online at: http://journals.library.wisc.edu/index.php/networks/article/view/158/156.
O’Brien, D. (2012) ‘Pupil perspectives on the physical learning environment: a study of how Year 3 pupils see learning spaces’, Journal of Trainee Teacher Research, online at: http://jotter.educ.cam.ac.uk/2012PPGCE003OBrien.pdf.
Observation techniques: http://www.edu.plymouth.ac.uk/resined/observation/obshome.htm
Anti-method
In case you want to explore notions of ‘anti-method’, I can send T. Cook’s (2009) ‘The purposes of mess in action research: building rigour through a messy turn’, Educational Action Research, 17(2): 277-291.
‘…For the 24 institutions now in the Russell Group, the number of free school meal pupils “in HE by age 19” was 1,580 in 2009-10 and 1,540 in 2010-11, the most recent figures available. For 2010-11, that works out at an average of 64 for each university. For the University of Cambridge the total of free school meal pupils admitted was 25 in both years, while for the University of Oxford the total was just 15 in both years, according to Mr Willetts’ answer.’
See article here.
This will be the focus for our seminar on January 13th.
Every attempt to ‘close an achievement gap’ is rooted in a range of theories which frame what the statistical difference between measurable educational outcomes is and means, why it appears to exist, what if anything can be done to change it, who can have the power to make such change, and what the alternatives are. Each action is also rooted in theories about what the relationship is between, e.g., test scores, classroom activities, educational relationships, individuals’ biographies and positions, collective action, schools, communities and society and social change.
Work to address systematic inequalities between students in receipt of Pupil Premium funding and their non-identified peers in England today is situated squarely within this debate. How can we make sense of this problem in a critical and informed way? What is ‘the problem’, and who defines it? How do we develop knowledge about whether these gaps exist, and why, and about how we can and should respond to them?
See here for a full list of readings and further details. Most of the readings were distributed; however, please get in touch with Sarah if you have difficulty accessing any.
Although these infographics are not directly connected to the discussions we have been having about unequal distributions of achievement in school (the ‘achievement gap’), I was made aware of them today and thought they offered, among other things, an alternative perspective….and some provocation about the imperative of challenging inequalities in and through education. They were produced by a media movement/organisation called The Representation Project.
‘The state of women of color in the United States’
‘Silenced: the gender gap in the 2012 [US] election coverage’
The University of Lincoln has published a very useful, and free, guide to referencing academic papers in the Harvard style. If you’re searching for a style, or need help remembering some details, download the book!
Different academic disciplines have habits of using particular styles; for MLA (modern languages), APA (psychology) and Chicago (social sciences and humanities) styles, see here.
And for some inspirational advice on writing from writers, see here.
