Part 2: In which I talk about the SUPER Network, some CPD, and what was going to be my thoughts on the next ResearchEd Leads Network but ended up being a brief conclusion due to me waffling on for too long.
One of the things I was interested in looking into at that first ResearchEd in the hazy, drawn out summer of 2013, was the potential for links between school and universities. I had just had my first year for a while without any academic study and I wanted to find out what was out there and where I could start.
During the session with Kay Yeoman from UEA I met, sorry, networked, with the lady next to me who happened to be Bethan Morgan (@morgteach) who works for the SUPER Network. We’ve tweeted about a few things, namely access to research and she recognised me at ResearchEd 2014 as doing a lot of pub quizzes (we run one, Thursdays at the White Horse in Ruddington if you’re in the area) and she was there with the SUPER (School-University Partnership for Educational Research) Network gang on Saturday to present a session and workshop on how Universities and Research Leads can work together.
Based at the University of Cambridge, they have a number of projects with partner schools including Masters programmes, research projects, dissemination of research and seminars. They host inquiry group meetings of their Teacher Research Co-ordinators (their Research Leads) six times a year and provide critical friendship to schools. From the university’s point of view, the programme enables larger scale, collaborative research, a wide reach for their work, and helps to keep the university staff grounded and up to date with the realities of working in schools. The schools involved benefit from an increased research culture and staff are able to maintain a dialogue post-MEd.
We heard from various people involved in the network – both university and school representatives. Every one of them was incredibly enthusiastic about what the network had done for them and their professional status. There was a reading list from Ruth Pineda which I scribbled notes on but thankfully took a photo of too –
and there was a reminder that research and practice should inform each other equally.
The session had a workshop style answering questions in groups part which was great (but lacked tables). The focus was on bridging the gaps between theory and practice, and school/university partnerships. Whilst we aimed to answer the questions, almost every group fed back that they had accidentally answered the questions whilst having a good chat. I have to say, that’s the bit I like most about the day – just chatting about what we’re doing in our roles with other people. I don’t think it mattered if we answered everything well enough, we were there to learn from each other and debate, and that’s what we did. I have made some initial links with one of our local universities and I think I should probably look into it again.
Another thing I think the research lead role could be of benefit for in our school is our CPD. I’m being realistic with this – I don’t plan on hurling academia at everyone and expecting to get my own way, but the way things seem to be going, I think if I make suggestions they’re at least likely to be listened to. I think useful CPD with research flavour is a good way to get it in there as a natural way of working rather than heavy handed.
Daniel Harvey had CPD at the centre of his session. He outlined how he is changing the way his school, John Henry Newman Catholic College, is transforming their CPD by introducing a programme of action research, and the up and down process he has gone through to make it a success. In small groups we were asked to answer several questions about the relationship between evidence and CPD in our own settings, including the use of ‘research partners’. I have to say, I don’t think our school is ready for this, but whether schools scout out their own partners as Daniel Harvey has, or are part of an organisation like the SUPER Network, opportunities for schools and universities to work together are good thing.
As far as using action research goes, I have mixed feelings. I quite like the idea of action research as part of being a reflective practitioner or even for trying things out in a setting in a controlled, evidenced based way, but I understand the reluctance to call it ‘research’ as there’s very little that will be transferable to other settings apart from providing catalysts of ideas. The cycle of trying out, changing, trying out, is better than doing everything at one as far as I’m concerned. I do wonder if introducing something like lesson study might be a more gentle way of getting staff involved in using evidence to change their practice that could lead to more rigorous research projects in due course. It’s easy to get carried away with ideas at a ResearchEd event as everyone there is enthusiastic and opting to spend their free time with the converted but of course not everyone in school will have research as a priority.
Actually, through all the talk of how the whole-school CDP action research programme had developed – the recognition of bad research questions, levels of participation and group dynamics; I rather thought that the most interesting and relevant piece of action research they are doing is in fact their action research. It’ll be good to see how they ingrain it into their school culture.
After all that, what am I taking away from the Leads Network? Well I could probably write another four posts on the day. The whole spirit of ResearchEd is bringing people together to find out what there is to find out and the first Leads Network was a brilliant extension of the more general conferences. I really like the idea of smaller, more focussed groups and even though the groups here ended up quite large, there were opportunities for discussion. I had wondered if having some sessions on more than once, to allow for everyone to attend but in smaller numbers might work? Maybe with tables next time though…
I think I seem to be on the right track with the Research Lead thing. I’m not quite on the scale of Skyping Harvard, but a handful of staff in my little learning pod is all coming from the same point. I might investigate the partnership thing a bit more next year but my main concern is not to rush anything. Professor Rob Coe started the day off by reminding us that there’s no evidence Research Leads work – a reminder to challenge our thinking, but also that we’re the first lot doing this on a wide scale and we’re making it up as we go along. At one point in the day I was told I was being a librarian for hunting down and saving articles for people to use. I’m quite happy for that to be part of my role at the moment. If we get to a point where access to research becomes a budget priority then that would be a wonderful thing. Maybe it will take some time, but whilst we’re getting there I think there are a lot worse things than getting together from time to time and learning from each other.
Unless you are studying at a university or work at one, it can be very difficult to access academic research. It’s all very well encouraging people to become critical thinkers and take their CPD into their own hands, but if you are relying on the information provided by others it can be restrictive.
Following every ResearchEd there has been a ripple of frustration at the lack of access to published research – there is even an online petition to ask the Secretary of State for Education to make online journals free to access for teachers. Whether or not this is a feasible idea (corporate sponsorship of research and all the reliability pit falls), it shows that we are in need of a solution. This is an incomplete list with just some of the ways to access research. I intend on adding to it as I find anything else that may be useful.
- Free access articles – http://www.educationarena.com/
Taylor and Francis Online/Routledge @educationarena have a selection of articles available to access for free. There are monthly collections available around a certain topic (cyberbullying, autism awareness month, leadership etc), and topic selections available for a longer period of time. This is fantastic but does limit it to what someone else has decided and there isn’t the ability to read around a subject.
- Public library access – http://www.accesstoresearch.org.uk/libraries
In February, thousands of free articles became available in public libraries http://www.bbc.co.uk/news/education-25981183. The major downside with this is that you can’t access anything outside the library and you aren’t allowed save anything. If your local library isn’t currently part of the scheme you can ask them to apply. This is a really good step but it is limited.
Using this hashtag you can ask twitter members to access an article for you and someone will save and send you the article you’re after. Not an option if you are after a large amount of information and not necessarily legal.
‘CORE aims to facilitate free access to content stored across Open Access repositories’. This looks promising but it is tricky to navigate. There is a lot of information available but it might not contain exactly what you’re after due to the limitations of Open Access.
- Email researchers directly.
If there is a specific paper you require it is a good idea to contact the author. Contact details are often available alongside the abstract of a paper. An advantage of contacting the researchers in person is that they may be able to provide further reading and up to date advice in the area you are researching.
A way for academics to share research papers online. It is free to sign up – you don’t have to be a researcher or employed at a university. Users can follow the research or a particular academic or institution. Think of it as social networking for academics.
- Research libraries
Many educational organisations have online collections of research or links to research.
CfBT – Research Library http://www.cfbt.com/en-GB/Research/Research-library
Curee – Links to research http://www.curee.co.uk/category/5/27
- Education Endowment Foundation http://educationendowmentfoundation.org.uk/
The EEF are funding a huge amount of research at the moment. The website has summaries of research findings and descriptions of what is underway. You can download the full reports of completed projects. A good starting point and their Toolkit is a great resource.
This is a small, searchable database which is Ontario based. The focus is on day-to-day practical challenges in schools and there are a limited number of papers. This might be a good source of articles for use in journal clubs and as starting points for further research.
- Self-Published Work
A small search online reveals several easy ways to publish your research online and Open Access. This has the benefit of being low cost and reaching a wide audience but the downside of lacking peer review and regulation. As a starting point, self-published articles can be brilliant to start off a debate or as a journal club article for picking to pieces. That’s not to say what you find won’t be worthwhile, but critical analysis is key.
An example of where self-published work can be valuable to both producers and consumers of research is the Sandringham Learning Journal (http://www.sandagogy.co.uk/learning/?q=upload/sandringham-learning-journal). An annual, anthology of research and reflective practice from Sandringham School. A valuable piece of internal and external CPD.
- Local university library membership.
Universities often offer membership to their libraries to members of the public. Birmingham (http://www.birmingham.ac.uk/libraries/membership.aspx) and Nottingham (http://www.nottingham.ac.uk/library/libraries/using/joining.aspx) offer membership for around £50 a year to access their libraries. Again, great, but this includes limited electronic resources and you can’t print or save any of them.
The ‘leading aggregator of online resources’. Familiar if you have used online access at university and with the OU, they’re fairly comprehensive. They have education specific collections for institutions to purchase membership. If you are lucky enough to be registered with The General Teaching Council for Scotland you will have free access to journals through EBSCO (http://www.gtcs.org.uk/research-engagement/education-journals.aspx), but if you aren’t, these are some options.
All figures are from May 2014.
A subscription to Education Research Complete (http://www.ebscohost.com/academic/education-research-complete) would be £995 + VAT.
They provide a smaller version of Education Research Complete called Professional Development Collection which is £250 + VAT. (http://www.ebscohost.com/public/professional-development-collection) This also includes free access to Teacher Reference Centre. (http://www.ebscohost.com/us-high-schools/teacher-reference-center)
You can coordinate with a number of institutions to allow them to also have access to Professional Development Collection or Education Research Complete, then they offer a buying group discount of 3% for two Schools purchasing, 5% for three, 10% for four and 15% for five Schools all purchasing their own version of PDC or ERC.
E.g. Taylor Francis publish a large number of academic journals. Their prices for each journal are available here – http://www.tandfonline.com/page/products
They list for individual and also for institution. For all their educational journals, online only access would probably be around £2million per year which is quite a lot, but you may be willing to subscribe to key publications.
- Societies – BELMAS, SEBDA, Nasen etc.
Societies and associations in more specialist areas of education often have their own academic journals. It may be more cost effective to join an association in order to access a journal than it is to purchase access to the journal directly. There are different levels of membership available for different organisations. Some have special rates for students, TAs, whole schools etc.
BELMAS offer your first year’s membership free and this includes access to journals.
E.g. Nasen produce the journal ‘Emotional and Behavioural Difficulties’ on a quarterly basis. Taylor Francis list this for £79 a year (individual use, hard copy). Membership of Nasen is £55pa (individual member, online access to current and back issues), and of course that comes with other benefits of being a member.
- Alumni Benefits
Check out the Alumni pages of your old university. Not all universities offer this service but more and more are. You probably have to register and get a magazine every now and again for the privilege – but it’s a pretty good privilege.
I’ve only looked at a couple but University of Essex (my old haunt) do so have a look at this to see what I’m on about:
Turns out I can also have access to the library on campus. Worth a trip to Colchester just for that.
Part One: In which I doubt my position and get inspired by two blokes off of Twitter.
I’ve blogged about ResearchEd before and Saturday’s Research Leads Network was an equally empowering and exhausting day as all the others. I don’t know if it’s one of those ‘end of term’ things but the further away from ResearchEd 14 we’ve got and the more stuff I’ve taken on, I get an increasing sense of ‘what the hell and I doing’ and I was really looking forward to spending time with lots of people all thinking about the same stuff.
There was a lot said on the day about how all of us in a research lead role (or thinking about it) are in new territory and no one really knows what they should be doing. I know everyone’s making this up as they go along, but I really have bullied my way into doing this. I basically prattled on without taking a breath in my support and supervision last year and was rewarded with a nominal role in the operational handbook. I didn’t particularly know what I was going to do with it, I just didn’t want anyone else to get there first. As it turns out, school (and particularly our deputy head) are being great and letting me do lots of things.
One thing that struck me on Saturday was the emphasis on how this is a leadership role. I’m doing a lot of new things, but there’s no getting away from the fact that I’m not even a senior TA – let alone a qualified teacher or on the leadership team. I’m not saying everyone’s wrong about this – it’s more that it adds to the feeling that I’m in the wrong place (or at least not being paid enough).
Alex Quigley and Carl Hendrick’s session did a lot to encourage me (even though they didn’t dance. Something about cables and dangerous break dancing). Their summaries of their respective roles included quite a few of the things I’m trying to do – albeit on a greater scale than mine.
I found the structure of Carl Hendrick’s system interesting and I suppose sort of a standard to aspire to. Having said that, I don’t think it would be for everyone but before Saturday I thought anything these guys were doing would be way out of my league and I could at best pinch some tips. Actually, what I found was that I’m already involved in quite a few things:
- Conducting research – We’re taking part in the Closing the Gap: Test and Learn research trials with the National College of Teaching and Leadership. We’ve part of their Research Lesson Study trial and we’ve just had our second training event with Curee. As well as co-ordinating this in school I have taken on the role designed to be filled by a member of SLT which will include disseminating our work to the staff team.
- Journal Club – I’ve started holding a semi-regular journal club at school. All are welcome, at any level and it’s been a really positive experience.
- Links with University – I want to do more on this. I have started by signing us up to have MA students coming into school next year and attended a free event in October so far.
- Critical friend/ Devil’s advocate – Our Deputy Head asked me to be her critical friend in the development of the ECHP transition meetings format.
- Body of knowledge – MEd and ResearchEd for fun count as this surely?
- Translating research – Advising colleagues where they can provide evidence to support initiatives they are running and sourcing information for them. I think there’s a good opportunity to do more of this.
- Consulted by leadership – So far this term I have been consulted on two draft policies for our federation, the EHCP process and asked to complete a couple of follow up question sheets from staff meetings I wasn’t at.
When I write it down like that, it doesn’t seem like too bad a start.
One of my favourite parts of this role is my Journal Club. It’s bit rough and ready at the moment, but I’ve got some regular attendees and it’s them asking me about when we do the next one. It’s nothing as regular as Carl’s fortnightly literature reviews with his staff research fellows; and rather than selecting them through written application, I’m bribing with biscuits. It is my baby and it’s wonderful to see how everyone who has taken part so far has loved it. Realistically it’s not everyone’s cup of tea, but everyone is invited and my personal crusade is to persuade those who are interested but think it’ll be too hard for them to give it a go.
I was pleased that neither Carl nor Alex seemed concerned about getting everyone to rush forth and conduct their own research. Facilitating this is certainly part of a Research Lead’s role, but personally, I would much rather get my school involved in large scale research projects coordinated by organisations like the EEF than worry too much about trying to squeeze any sort of reliability out of our 50 pupils. I do want to encourage people to critically evaluate their practice and if they want to do this through some sort of investigation I am happy to help. I just won’t get caught up in trying to have everyone conducting RCTs. As a few of us are venturing into Lesson Study for our CtG research I can see that this is possibly the best way to ease staff into using evidence in their everyday practice so I’m hoping that goes well.
Translation of evidence is something I’ve been very keen on doing – equally I am an annoying devil’s advocate so I think I can manage to play that part too. Hopefully the more people see that I am happy to source evidence for them, the more they’ll ask me to do it. One of the most important things I learnt during my MEd was that it’s OK to realise sometimes research is unreadable and makes no sense. So many people assume that it’ll be beyond them and if I can help by translating and summarising important and relevant information then I think that is a good use of my time.
I’m going to have a bash at the whole Devil’s Advocate thing now…
Every ResearchEd event stirs up the pain of access to research. I love access to research. I love finding interesting studies and following a trail of papers. I really miss having access through the OU – I looked into all sorts of things during my three years. A lot of people want research to be free for teachers, but someone has to pay and whilst free access would be a lovely thing, I don’t know how achievable that is. The cost of access is a big issue in the university sector with the major publishers and providers charging huge amounts of money. So much so that even universities have to be selective in their subscriptions. Even when I was studying I’d get my Dad to access some things for me, or one of the students doing some work at our school. We want to avoid a situation where the free to access research is the bits sponsored by profit making organisations or lacks peer review and I suspect in the long run, the best way to provide access is through membership of a professional body. I’ll let you fight it out about that, but I will add that it shouldn’t just be for teachers. I want access too.
The Quigley-Hendrick experience was a good way to knock me out of doubting what I’m doing. I may be in a small school with a handful of staff and pupils, but we still have to fulfil all the criteria other schools get and I’m quite convinced that what I am trying to achieve is benefitting the school. That should keep me going ‘til March anyway.
I have put together a list of some ways to access to research, free and not free, which I’ll post after this as a light break before Part Two which will feature the SUPER Network, some CPD and my thoughts on the next ResearchEd Leads Network.