Enquiry isn’t a specialist activity. It is something we all do regularly – making a mental note of something that went well or how we could change things for next time. As easy as it seems to reflect on what we do day-to-day, the starting point for deliberate enquiry can be difficult. Key to engaging with research in a genuine, long-term way as a practitioner is to start with reflection – reflection on practice and reflection of practice.Reflective-practice is sometimes presented as the opposite to evidence based practice; the qualitative vs the quantitative. Quantitative research is held up as the best research can be, whether that’s the EEF toolkit and trials or the What Work Clearinghouse measures. One argument for evidence based practice over reflective practice is that the latter risks pathologising the practitioner and finds fault with the teacher or student rather than the wider environment.
Action research (or at least the term) is gaining popularity and the close link between action research and reflective practice leads to arguments that they lacks value and relevance between settings. Cautious voices remind that quantitative studies don’t necessarily provide the answers, as Dylan Wiliam says, “[In education] everything works somewhere and nothing works everywhere. The interesting question is ‘under what conditions does this work?”
It’s not realistic for everyone to be part of large-scale RCTs, particularly in settings that regularly don’t fit selection criteria like small or special schools. This can feel isolating and make research engagement seem irrelevant. Reflective practice is one way to get going and can take many forms, from keeping a diary to working in pairs or triads or developing cyclical action research projects, so where do we start and how can we incorporate research into what we do?
It’s frequently repeated that teachers don’t have time to trawl through and decipher research so I decided to have a bit of an experiment with taking a single research paper and setting it out in a way that can be used in the classroom. This is a paper I have used myself on several occasions to provide a framework to identify an area of focus and use as a starting point for enquiry.
The suggestions of how to use the document I’ve created are just that, suggestions. It doesn’t give instructions or solutions for practice and it doesn’t use multiple sources of evidence – the intention is that once a focus is identified, more refined research can take place if necessary around that area.
Whether it’s used for enquiry in the closed classroom or over a wider group; as a starting point for a whole school focus or simply to monitor the classroom over time, I hope it shows how research can be used in the classroom and it provides encouragement for more people to bring evidence into their practice.
So here it is in glorious pdf form. Let me know what you think.
A guide to ‘Evaluating the Learning Environment’ adapted from Ysseldyke, J. E. and Christenson, S. L. (1987) ‘Evaluating students’ instructional environments’, Remedial and Special Education, 8(3), pp. 17–24.