I accidentally went and picked a particularly relevant paper for my #rEDBrum journal club presentation this weekend and it’s got me thinking…
When I’m choosing these things I never know who’s going to come to the session and I’m aware I need to find something accessible (interests, language, and literally) and for the first time ever, due to my time-poor life, I chose a paper that I’d already selected for another conference I’m presenting at in a couple of weeks so I really didn’t know that the overarching themes of the day – curriculum, community and culture – would resonate with the paper choice so much.
The paper I used was ‘Teacher collaboration in curricula design teams: effects, mechanisms, and conditions’ (Voogt, Pieters and Handelzalts, 2016) which looks at 14 doctoral theses to establish the features and effects of collaborative design teams, and identify the mechanisms and conditions necessary for these to be successful. The focus for the design teams is curriculum and the paper sets out the effects of collaborative teams on both teacher learning (so a professional development slant) and on curriculum change (something particularly relevent in these times of everyone rushing to redesign their curriculums in the face of a new Ofsted inspection framework).
Half my work-life is now about professional development, both in our school and increasingly across the trust, and six months into our professional development changes we’re starting to evaluate how it’s going and thinking about how it’ll move on next year. Curriculum has had its place in some of our CPD conversations and it makes sense that we combine these in some way, so aside from making some general notes on the paper for journal club I was prompted to think about what it meant for us in terms of professional development and so much of what I heard at #rEDBrum cemented this.
There were a few things that struck me about the paper. It clearly comes from a place that already believes in the value of collaboration for teachers and talks about a shift in methods of professional development to involving teachers more and the increased use of professional learning communities (PLCs); commenting that PLCs are about generating knowledge of practice whereas more traditional CPD conveys to teachers knowledge for practice. I’d not particularly thought of this difference before but it seems so obvious now that all the desirable features of CPD that I’m trying to build into our model are about shifting from just giving people things to do, to getting them to think about why and how they’re doing things.
I’m familiar with benefits of collaboration including development of ownership, trust, and support for changes, particularly in forms of collaborative enquiry and models like lesson study. I’ve heard numerous warnings about schools rushing in to these structures of CPD without proper training, time or follow up and I’m personally cautious of introducing something that may amount to faux-research engagement for show. I’m wondering now about whether collaborative design is a better model than collaborative enquiry – working towards something tangible that’s going to be used and has a reason that’s more likely to engage staff. Certainly the findings in this paper seem to suggest that this could be a way of providing ongoing, long-term professional development, both subject-specific and pedagogical, whilst creating a curriculum that works for us and our pupils within a sustainable structure.
The paper nicely sets out the effects something like this can have on teacher learning and curriculum change including:
- uptake of pedagogy
- increased subject knowledge
- making connections within and between subjects
- development of curriculum expertise
- creation of concrete curriculum products
- improved, higher quality practice
- systematic structure to curriculum
- links with external providers and expertise
…the mechanisms that account for these effects:
- teacher prior knowledge and up to date knowledge
- level of teacher involvement
- justification for change/process (stressing the importance of analysis)
- focussed support
- time to try things and adapt
…and the conditions that affect change:
- support (organisational, process, expert and technical)
- leadership (massive importance)
- external (national curriculum, staff turnover etc)
I’m still thinking it through a bit really, but as a theoretical concept, if the whole year of CPD was dedicated to this process we’ve got what would probably be two whole inset days (maybe some time as twilights), the weekly half hour of CPD we’ve introduced that could shift a little, and add in opportunities for instructional coaching and expert input. It’s a model with room to account for individual staff needs and levels of experience, building on what we’ve put in place already.
I’m not saying it will happen (or will turn out to be the right thing for us) but as something providing a framework to combining CPD and the curriculum reform we need to make, allowing us to keep the elements of CPD that are working and affording the time necessary for it to work, I think there’s more than a spark of an idea so (before my meeting with SLT on Tuesday) I’m going to think about it in more detail.
There were a lot of moments in Birmingham that made me more convinced about this as having potential. Comments during the panel debate about how the process of curriculum design might work, how to avoid it being ‘scary’ for staff and how to go about building a school culture could all be addressed by collaborative design. What made me more eager to explore this was a fantastic session from Summer Turner on subject communities. Ideas about how these could be structured and where we could access the necessary expertise alongside cementing the benefits of this sort of model are all swishing round in my head now and I just need to try to control it a bit.
Obviously I’ve not mentioned everything in the paper and there are some features that make me pause for thought, but it’s a cracking read and whilst I feel bad about breaking my rule of using the same paper twice for a conference, attendees of the Habs Girls Conference are in for a treat because I’ve got so much more to discuss about this one now.
I’ve been spending some time reflecting on journal clubs and their use in schools recently. I’ve been fortunate enough to speak at events about journal clubs in education for a while now, and whilst I’ve tweaked my presentation a few times and always use a new paper for discussion, it’s still pretty much the same thing and I think it’s been good for me to go through this process of reflection so that it doesn’t become something I churn out for the sake of it.
This Easter I’m lucky enough to be going to Toronto for rEDOnt. Whist I’ve presented at events for other organisations, the majority of my presentations have been for researchED and as this is how I started out doing it it’s quite nice to have been able to develop and explore the promotion of journal clubs with them. There is always a treasure trove of speakers at researchED events – all giving their time for free – and it always seems like they’ve got a PhD and books and a gajillion followers on Twitter and they talk about hardcore research and RCTs they’ve done and theories of how research should be applied in schools. I experience quite a bit of imposter syndrome, doubting the legitimacy of my presenting at these events (although I’ve seen ‘names’ doing the same thing a few times so don’t feel too bad) but it’s important I remember the number of new people who come and tell me about their clubs. There are journal clubs across the UK, in Sweden, the US, Canada all because of me and if I allow myself to be honest, that feels pretty awesome.
People talk about research projects they’ve been involved in or opportunities for schools to take part. There is a wealth of stuff going on and I love it. I think it’s increasingly important that people come away from researchED, or other events, with something practical they can do in school or with colleagues and even better if that is something that doesn’t need huge amounts of planning or money and can be done by any group. After a few researchED conferences, and when I’d taken part in (and tried to take part in) some research projects within school I found that for us particularly as a small school it was difficult to take part. Our cohort was too small or didn’t fit trial recruitment criteria. In the one RCT we were part of our pupils found it hard to access the pre- and post-test materials so we ended up as an additional case-study. I’m sure there will be things we can take part in more successfully but I’m aware that we won’t be the only school in this position and for those who come to researchED and want to take back and share something solid that can get their schools engaging with research I truly believe journal clubs are the way they can do it.
There is understandably a significant focus at conferences on how research can be applied in the classroom and how to measure impact on pupil outcomes, or how policy makers at different levels can make research-informed decisions, and I think this risks narrowing the research we look at in schools. I think it also risks an over-reliance on research summaries and meta analyses which whilst they definitely have their place and I’m not saying we need to stop this, it’s healthy for teachers and leaders to be critical of the research they’re presented with and face their biases. Teachers also need to be aware that a lot of research isn’t ready for use in the classroom and I think it’s just as important that this is looked at too.
Implementation science and knowledge translation expert, Melanie Barwick, put my thoughts into a more concrete form recently in a blog post about ‘Why Knowledge Translation and Implementation Science are not Synonymous‘, particularly when she said ‘Not all evidence shared for building awareness or informing is ready for application, but this does not make it less beneficial to the knowledge user’. It’s just as important that teachers become aware of ideas, different perspectives or potential developments in research as it is they find out about something new to try. Journal clubs are a space for teachers at any level to read and discuss research with colleagues without the expectation that they put any of it into practice. It’s great if it means coming across something new to try and explore it further, but it should be equally valid to have an awareness of the research that’s out there and be critical of it and make links and connections and prompt reflection on practice.
It’s amazing to be part of the charge of schools becoming more research savvy and the increasing awareness of the big ideas in education, and despite my occasional doubts over whether I belong, I want to be there to give people something to take back and share something concrete and doable in the hope that it prompts a wider discussion and participation.
I really hope those coming to rEDOnt find something in journal clubs that they feel they can do, starting clubs and starting a conversation. I’ll bring the biscuits 😉
I’m going to say it. rED17 was the best one yet. There have been researchED conferences that rival of course, and the light-up pens have reached legendary status, but the atmosphere at this one was something different. Whether it was the venue, Chobham Academy, with its circular building that forced delegates to cross paths and talk as they found their next session, or whether on a more personal level I felt like I knew more people there, there was a buzz I’ve not sensed in the same way before.
Despite recent naysaying (and outright attacks) around researchED there appeared to be lots of people who put their hand up to say it was their first time so the great conspiracy doesn’t seem to have put them off. A noticeable feature was the conversations going on. In previous years dining room chatter was filled with overhearing people talk about the speakers they’d seen, in awe at who they were, and this year people seemed to be discussing the session and the ideas. Instead of the queue in the loos being all “I saw X, I love him. I’ve read all his books.” there was a definite vibe of “I went to see X talk about Y. That really fits in with what we’re trying to do with year 9”.
That’s not to say there weren’t ‘big hitters’ – 2017 attracted speakers such as Minister of State for School Standards, Nick Gibb and Ofsted Chief Inspector, Amanda Spielman; but I wonder if one of the achievements, and I really mean achievements, of researchED over the past few years is to make it normal to see and hear these people in person and it’s taken away some of that awe – allowing the debate to take hold. Nick Gibb tried (I think. I’ll be generous for a moment) to stick up for researchED and its contributors by talking about those academics who hadn’t engaged as being stuck in their ‘ivory towers’. I have to say, I think a considerable amount of ivory-tower-placing comes from us, not them, and the more we do engage and interact the further down the tower they come. It works both ways.
I did go and see Nick Gibb’s session. To be honest I wasn’t impressed. I wasn’t outraged either though and used it as a good opportunity to catch up on Twitter. I can be a crazy note-taker during these things but my word-for-word notes from this one read:
- Telling us about rED
- Embrace challenge and debate
- Answering the h8ters
- Ebacc, reading
- Reporting G4+
Tell me what’s new with that? The most impassioned bit was the first bit and that was pretty much reading Tom’s blog out loud (we’re at rED, and whether we agree or not, we’ve probably read Tom’s blog haven’t we?). The Schools Week article made it all sound punchy – you can view it here and decide for yourself.
So. To the good stuff!
My second session was Sam Sims with Katie Magee and Dhana Gorasia talking about Journal Clubs. Now, I do like a journal club and this was brilliant to go to as it was Sam’s 2014 session that boosted my explorations into journal clubs to what I’m doing now. The session explored a pilot study of journal clubs as a way to break behavioural habits around teaching and the theory behind this. The second half featured examples of how it had worked at Canons High School. I always make a point to stress that journal clubs aren’t a policy meeting and to avoid getting bogged down in how one paper could be used in school; Katie and Dhana showed how the two can work together with requests for papers on specific strategies and discussions that lead to implementation in practice. I liked the advice that journal clubs can be used to spot positive strategies and behaviours that are already happening in schools and enable these to be shared more widely. There seems to be a few exciting journal clubby things on the horizon, particularly with the Chartered College of Teaching, so I’m looking forward to seeing what happens and getting involved where I can.
Session 3 found me in the Britney-infused sardine can* that was David Weston’s session on Toxic schools. David explored how the school environment impacts on outcomes, looking a lot of things that Kev Bartle had talked about in York last summer. Coming from a school that has historically had a small number of staff with close relationships that is now expanding hugely, I’ve thought about this idea of trust and leadership a lot recently as the dynamics are being forced to shift. David took us through various biases to recognise and avoid (aided by occasional Britney) with some pointers to take back. His presentation’s here if you fancy it and I’m looking forward to any follow up sessions involving late nineties/early noughties classics with a dance routine.
It was me after lunch – good turn out, Journal Club info here – www.edujournalclub.com
I always find that once my own session is done I can sort of float through the rest of the day without the weight of it (literally, lugging biscuits is HARD) but it does make my notes a bit more relaxed. I went to see Martin Robinson give a warning about Growth Mindset. It does concern me that this is a bit of a bandwagon that looks fancy and evidence informed so it was good to pick up some ammunition for the time it descends on us here (and Martin was lovely, obvs). I went to an Institute of Ideas conversation about Mental Health in schools that was interesting. I agree with points that if we are over-cautious we risk medicalising ‘normal’ responses from pupils and found this idea that we have a ‘cultural script of fragility’ hit a point too. However I’m in a school where our pupils have (by definition) a range of mental health issues and I can see the problems of under-diagnosis and lack of intervention too. A teacher’s job is to teach but they’re with us a considerable amount of time – quite often the only stable time they have, and we have a role in safeguarding them too.
As has become normal at these things one of the best sessions was hosted by a local boozer (and a proper boozer it was too) where I had some great conversations with lovely people. Some about education, some about shoes, some about the Midsomer Murders Tour… I’ve stepped in to defend researchED a couple of times recently and I think we all know there are people who aren’t going to be swayed either way. It was, as always, a diverse day with rushing round behind the scenes that looked ripple-free from the outside. The familiar company was great, the new faces were also great, and I was left feeling overwhelmingly positive (even after the karaoke) about all the opportunities we have to do great things. If people choose not to engage with researchED then I really hope they find something they do like because it’s a shame to miss out.
The other day I was going through some possible reading materials for upcoming journal clubs and came across this in this (pdf):
The next day I was asked why I’d even consider looking at a paper from a computer science conference as a journal club text. I didn’t see this as a negative thing and I replied saying it was a case study of iPad use in primary (which the I assume satisfied as it was followed by the customary ‘like’), but it does throw up interesting questions about the types of reading we should be looking at in education journal clubs. My own stance is that the reading/s are used as a stimulus for conversation – this can be everything from discussing the ins and outs of current research in detail, to debating a wider topic (in this case I was thinking it might be interesting to compare how iPad technology was first introduced with how it is now), but I wonder how many people think we should only be looking at ‘perfect’, purely educational research?
The recent opening of Chartered Collage of Teaching membership, particularly with its free access to 2000+ journals has excited many on my timeline. I’ve got my own jealousy that I can’t join in with that part but it seems to have worked to change a few people’s minds and soon after the announcement I saw tweets suggesting people are wiling to join just for the access. I do have some misgivings about how useful journal access in itself will be but I think (presume) there will be different benefits of membership for those who aren’t interested in journals so I know it’s not all about that.
The way people use research in education is a recurring topic for debate and recently renewed. If teachers are thinking they’ll be able to search for papers that tell them ‘x is good, y is bad’, the chances are they won’t (and if they do then I think they should be cautious). I still believe that most people won’t have time to look for information in detail and if they do have time, wading through what’s out there can be hard and end up with cherry picking and sweeping assumptions. My choice of papers for journal clubs won’t always be a shining beacon of quality educational research or perfectly relatable to what we’re looking at in school (with or without access) but that’s an important part of the discussions we need to have.
I think the role of Research Lead now has an even greater chance to be pivotal in helping to translate research and point colleagues in the right direction. Journal club discussions can help with this of course and allow people to dip their toes in; but even for more rigorous investigation, knowledge translation is going to be important. I’ve delved into the world of Knowledge Mobilisation for various things recently and I’m convinced that there are exciting directions this can go in, whether that’s research summaries, brokering or bespoke investigations.
Increased access to research will be great for sharing original sources and following up of ideas. It will be used by some for deep academic study and inevitably by others to try and find a quick fix, tick-the-research-informed-box activity. It’s a brilliant opportunity for teachers but it’s also an opportunity to put guidance in place so that everyone can really make the most of it. I think it’s important we remember that just because something isn’t presented as ‘education research’ it doesn’t mean we can’t call it out for saying touching a screen with more than one finger is a ‘natural means of input’ and that this will motivate students, and recognising that something isn’t perfect is good for us too. In fact, I’d argue that’s exactly what we should be doing with our widening engagement with research.
For me, as I don’t suspect I’m going to have access to thousands of journals any time soon, I’ll just have to continue using the wealth of open and free access articles for starting discussions and helping focus ideas.
So, I’ve done a few things research-related with our Teaching Schools Alliance now, and when I was asked if I would share my journal club work at their upcoming event ‘Using Research and Evidence for Improvement’, I was happy to. Basically I wheeled out the usual presentation and took advantage of the opportunity to hear some brilliant people talk without having to pay for the pleasure.
The event, held at the National College for Teaching & Leadership’s Learning and Conference Centre in Nottingham, was a collaboration between Transform TSA, George Spencer TSA, Minster TSA, East Midlands TSA, and The University of Nottingham. It was a chance for the TSAs to promote engagement with research and development in schools and to showcase some of the work being done across our region.
Our keynote speaker was James Richardson from the Education Endowment Foundation. For all that I’ve seen and heard about the EEF’s work at various events, I didn’t think I’d actually gone to something specifically about them and I was completely wrong. Looking back through a wealth of conference notes, I saw James Richardson at researchED Midlands in 2014. Actually, in my notes* I have scribbled the phrase ‘Research Champion’. That was the start of A LOT. Things have moved on quite a bit since 2014. The EEF Sutton Trust Toolkit is familiar to a lot more people and used in a lot more schools. The focus has changed from making people aware of their work to updating them on research that has been completed (and is being replicated) and guidance to use the toolkit in their own setting. I’ve got lots more bits to look into and lots more badgering of SLT to do. *I have also scribbled that the DIY Guide will be interactive soon. I thought that was familiar when James said it on Friday…
Mary-Alice Lloyd – Vice Principal and Director of the George Spencer Academy TSA, shared her school’s journey to becoming a research engaged school. Starting in 2005 they created a ‘drip-feed’ model of CPD in addition to their INSET and focused strongly on AfL. After evaluating their school’s level of research engagement, they introduced Teacher Learning Communities (TLC), including all staff, that meet at least ten times throughout the year and staff are able to collaborate and enquire on their practice together. Following the success of the TLCs, they set out to use the TLC approach to enable all staff to engage in classroom based research and they linked this with the new Teachers’ Standards and now, working with The University of Nottingham and Nottingham Trent University, GSA have developed a practitioner enquiry cycle that works with the TLCs. This year they have extended the enquiry model to include Lesson Study as an approach.
Providing excellent examples of school-university partnerships was Professor Qing Gu from the Centre for Research in Educational Leadership and Management in the University of Nottingham School of Education. She described the role HEIs can play in interpretation and guidance in implementing findings from research in schools, and the potential for partnerships in fulfilling the role of a critical friend. Qing went into detail about this role with a local school with a focus on the Senior Leadership Team’s role in driving forward school improvement. A report on this can be found here – http://www.nottingham.ac.uk/education/documents/research/crsc/research-projects/kten/brochures/bookletsouthwoldpr.pdf There was a lot of advice about the process of school-based enquiry and I’m pretty sure that if Qing was to make a researchED appearance it would be a wonderful thing.
Before lunch we heard from colleagues leading research projects in their schools. The first, from KYRA TSA and whose name I didn’t jot down, spoke about their experience of the Closing the Gap: Test and Learn small scale research projects. Whereas our school’s involvement was with one of the large scale projects (Research Lesson Study), many schools were trained and developed their own RCT projects. I actually went to one of these training events that was aimed at special schools and it was interesting to see what other people had done with it. Following completion of their projects, schools were given a poster template to write up their work and these were shared in a marketplace style event. It was suggested later in the day that these posters may be a good source for discussion at a journal club.
Chris West from Redhill TSA shared his experiences at trying to build enthusiasm and participation in research engagement (something many of us are familiar with). Things he has done include creating his own examples of simple research write ups, a research Teach Meet and ‘Research in 100 Words’ postcards. These (I think) are here – http://www.redhilltsa.org.uk/course/view.php?name=Research#section-3 Chris’s focus is encouraging staff involvement and setting the structures in place for this to happen.
Journal Club was after lunch (where we discovered that ‘gourmet’ pies contain either steak or gourmet…), usual drill. This was the biggest one I’ve ever done. We looked at ‘Does Being Bored Make Us More Creative?’ (Manna and Cadmana, 2014) and never have I been in a room with so many engaged people saying the word ‘boredom’. It seemed to go down well, particularly with the man next to me who was, and I quote, ‘all about this’. Oh. Biscuits = Cadburys Fingers (lots in box and slim line to fit in bag).
Last up for the day was Matilde Warren from GSA talking about their use of Lesson Study. As mentioned earlier by Mary-Alice Lloyd, staff at GSA are able to pick Lesson Study as their focus this year. I looked at Lesson Study a fair bit with our research project so I’m aware of how the process has been adapted from the Japanese model for the way it is commonly performed over here. What was brilliant was that Matilde has been over to Japan to see just how they do it and study their process. She’s well aware that there are lots of elements that wouldn’t work here (40 teachers in a lesson whilst the kids just get on with it; leaving a whole primary school whilst the teachers all debrief), but what the experience did highlight was where they hadn’t been prepared and where they could tighten the process up. It would be brilliant to hear from GSA again and see how it all goes.
There’s no way I can write about everything that was part of the day and I hope I’ve represented everyone well enough. As with most school engagement with research, if you dedicate the time and resources, the results can be amazing for staff, pupils and the school as a whole. It was great to move away from the researchED glare and see what’s happening more locally. I know there are a few Transform ideas knocking about and I’m hoping I hear that more people are setting up journal clubs. Mostly I hope people just keep plugging away and trying because it can be tough but it’s definitely worth it.
At the moment I think my #rED15 blog posts will stretch across about 3. This is just a quick one about my session including a couple of bits I forgot to say.
Having bitten the bullet and volunteered to do a journal club session at the Cambridge Research Leads event, I decided there was nothing to lose and offered to do a similar one at the national conference. Turns out it’s a bit of a different affair. I was nervous before Cambridge and dealt with that through extreme preparation. This time I went into denial. On the day I felt so out-of-place I got told off by Tom Bennett for not going into the speakers room.
Anyway. I did it.
Despite the fact I was very aware that there wasn’t a huge amount of time to squeeze in all the ‘about’ journal clubs bit and the actual experience of a journal club, and the clock on the wall was one of those hilarious ones with backwards numbers, the response I’ve had in person, over twitter and email has been lovely. I think there are quite a few school journal clubs that are going to pop up now and I’m really excited to hear how everyone goes, so let me know!
The session was very similar to Cambridge so I won’t repeat all the information when I can direct you to that post:
The slides from my #rED15 presentation are here:
The paper I picked was ‘The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?’ (Jung-Sook Lee, 2014). Which I accessed through the Education Arena collections. A few people asked why I’d gone for that specifically and how I go about picking papers for our clubs. This one ticked a few boxes for me. I wanted something with a general topic so more people would find it relevant in some way, not too long (10 pages I think), and something with some statistics for people who like that. I think the stats threw a few people, and I completely understand. There are plenty of papers without pages of numbers so I urge everyone to have a little look around. Once you’ve gone through the process a few times you’ll start looking forward to the next collection and gauging what will work for your group.
The things I forgot to say…
Education Arena are offering 30 days free access to their education journals – tweet, re-tweet, share or mention their hashtag #SharingEducation on Facebook and Twitter and they’ll private message you the access token allowing you access to all Education content from 2013-2015 for 30 days from activation. See here.
Also, it’s worth following SAGE too as for the past few years they’ve given free access to all their publications during October. I think both access events are to do with National Teachers Day.
So. Not my most coherent post but I wanted to get something out before everyone forgot about it and their awesome journal club plans. Please let me know how you get on and I’m happy to point anyone in the right direction. Finally, Howard did an excellent job of shamelessly plugging the biscuit element, so props go to him for boosting the numbers 🙂
I’ve recently become involved in our Teaching Schools Alliance’s Evidence Based Teaching group and last week I lead our first TSA journal club (orgainised brilliantly by Nicky Bridges).
A bit swankier than my portakabin at school, we met at the University of Nottingham in a thousand degree heat in the middle of what is essentially a greenhouse. Pictures of us looking mighty studious exist but we’re all a touch pink and frizzy so feel free to look past that. There were about ten of us from all across the TSA – secondary, primary and special schools all represented. Sustenance came in the form of cake (I know this is an important factor to JC followers).
We decided to look at two papers – something I’ve not tried in a journal club before. Aware that we would have people from a variety of settings we went with the loose theme of ‘Assessment’ as we felt it was topical and would be relevant to all of us. The two we picked were:
- Involving parents in children’s assessment: lessons from the Greek context (Birbili and Tzioga, 2014) Summary (.docx)
- Assessment and the Learning Brain: What the Research Tells Us (Hardiman and Whitman, 2014) Summary (.docx)
After a brief introduction into the whats and whys of journal clubs, we started with the Birbili and Tzioga, Greek context paper. Interestingly, quite a few people said they had found this, more typical research paper, easier to read than the second article from an online magazine. I know the ‘look’ of a journal paper can be intimidating so it bodes well for the future that everyone could get into this.
Unlike my school JCs and the researchED one back in March, I think we used the papers as a starting point for our conversation more than have a deep analysis of the studies. I suspect as we have more meetings we’ll get into the analysing side a bit more, but as an environment for a group of professionals sharing their experiences, the format worked well as a way of talking round a topic.
I started the session by reading a summary of the first paper and we had a general discussion. The parental observation and assessment outlined in the paper is described as new to the Greek context and certainly as a group we highlighted that the participating teachers had seen the process more as a way to gather information about their pupils than about cooperation with parents. Although the study was conducted in an EYFS setting and there was an element of ‘easy to observe’, we thought the methods could be adapted well to some areas of further education. We thought that parents may feel once their child is in school that there isn’t as much of a role for them and PHSE was suggested as an area where the questionnaires/diary may be useful as a way to involve parents in observing how their child develops.
A lot of our discussion was around the importance of getting parents involved in school and how we could go about it. We talked about how we can level the playing field and empower parents. We recognised that parental engagement is key to narrowing disadvantage but were aware of the barriers that exist for some of our parents. Many of the parents we want to engage with have themselves had poor educational experiences and are reluctant to engage with teachers as a whole, based on this past experience.
We discussed involving parents with SATs set up – even inviting parents to complete a paper. As many parents struggle with academic elements it was suggested that it is important to make use of parental expertise in different areas; one school has recently found out a parent is able to make costumes for instance. A few schools organise events such as family activity days or ‘bring a parent/grandparent to school’ morning. Ideas ranged from stickers and certificates for parents, to teaching parents a skill and then getting them to teach their child.
We felt it is easy to make cultural assumptions based on our own experiences and we need to be mindful of our pupil and parent backgrounds, however, we also thought we should perhaps raise our expectations of parents and not decide something isn’t worth trying on the basis we don’t think parents will take part.
We didn’t spend as much time on the second article, ‘Assessment and the Learning Brain: What the Research Tells Us’ (Hardiman and Whitman, 2014), and our conversation started with the limitations of the text (examples given were in the setting of one of the authors, is it a plug for their ‘Center for Transformative Teaching and Learning’, is creating a collage evidence of a mastery mindset or do students pick it because they like picking out fancy fonts more?).
There were lots of elements that we did like too and we thought it was important that schools are familiar with developments in research about how the brain learns. Of course things like learning styles and Brain Gym (tick your researchED bingo cards) have made people (at least the people who will be trying to keep up to date with developments) wary of new information and this is probably a good thing. We felt there is an element of trying to get the balance right between teaching for the final/external assessment which we know will be presented in a fairly traditional manner, and adapting formative assessment in different ways.
The Hardiman and Whitman article had some interesting points about barriers to how information on how neuroscientific research is used. Often teachers and leaders have little understanding or it is only seen as relevant to struggling learners. This linked in with thinking about parental understanding of assessment and how we should be aware of the need to involve parents at every stage of a child’s education.
I think I’m safe to say that everyone at the journal club found it useful. We might not have ripped apart the readings as thoroughly as some would, but it was interesting to be able to compare different texts and use them as a prompt to discuss our settings. We’re going to hold another meeting next term and sticking with two papers. Topic suggestions are most welcome!
When Ben Goldacre mentioned Journal Clubs in his keynote speech at researchED 2013, my husband Howard, who works for the NHS, became very enthusiastic about the opportunity for me to introduce something like that at my school. Journal Club became part of my pitch to become Research Lead and I’ve had a series of regular meetings that are gaining support.
After Sam Sims’ theory based presentation at the September national researchED conference, I wondered whether a more practical session would have a place. The December Leads Network day confirmed that it might and I realised that if I was going to make the suggestion, I’d better be prepared to do it myself. That is how I ended up running a Journal Club with a bunch of Research Leads and other interested parties at Corpus Christi College, Cambridge.
Most of the session was given to the discussion of a paper as practical experience of taking part in a Journal Club. I used my brief presentation to outline a few basics and how I run my club in school. Along with some additional points that came from talking with people afterwards, that’s what I’ll outline here. If you fancy looking at the presentation, it’s here – researchEd Journal Club
What is a Journal Club?
A journal club is essentially a book club for reading research. Widely used in medical settings, journal clubs form part of professional training and CPD for more senior members of staff. This is an informal and social way to discuss new research that may otherwise sit unread after publication, keeps practitioners up to date and acts as an opportunity to develop critical analysis skills.
Why start a Journal Club?
A significant theme at the December Leads’ Network was about how we can familiarise staff in school with research. I think journal clubs are a great way to start engaging with research, facilitate evidence based practice and get people used to how it all looks in its raw form. It may not be that everyone has the time to hunt down research papers, but having the chance to develop skills that mean they have the choice can be valuable. This is especially the case where staff have studied subjects where research in this format isn’t touched.
Journal clubs are a way for staff to keep up to date, improve morale and network in ways they might not during a normal school day. In addition to this, you don’t need to have a large number of people to start off, so unlike some other routes into research engagement, you can adapt your club to meet the needs of your members and timetable.
Who is Journal Club for?
I’m a firm believer that journal clubs are for staff at all levels and across the whole school. I have members from leadership to TA and everyone contributes to our meetings. I’m lucky enough that our school is small enough that if they wanted, we could probably accommodate everyone if they chose to come, but I realise that this isn’t necessarily practical for everyone. I think there’s the opportunity for clubs in a range of settings – key stage, department, around a particular school focus, within a group of schools (federation/ teaching school alliance etc.), and I also suggested that it might be useful as part of the ‘expert input’ element of Lesson Study.
If you’re more confident in working with research, Dr Gary Jones (@DrGaryJones) has written more information about critical analysis and evidence based practice in a series of blog posts, including introducing journal clubs. To be honest, the way we run journal club is very similar to some INSET activities I’ve taken part in; given some information and asked to evaluate its worth and whether we could apply it in school. Those were attended by all staff, journal club can be too!
How to run a Journal Club
Space and time is something to think about, and not just in a Timelord way. Finding somewhere with room for everyone and not picking a Monday or Friday afternoon is my advice. In my experience, illness, unexpected meetings, detentions, will all get in the way at some point and you just have to keep going. I’ve seen varying advice about how often to hold a meeting. I’m trying to go for one a month at the moment. Some have been closer together than others, but I think if you could only manage one a half term, that would be great. Definitions of a successful journal club being 50% of staff, weekly for more than two years are perhaps a bit ambitious, but go for it if you want!
There are various ways you can find something to read in your club. I’ll write about access in more detail further down, but one of the joys of journal club is that you can go for anything. I have so far gone with a variety of different topics in our’s. We all work across a 7-16 school and work with a primary model (one teacher to a class for most subjects). This means we can look at maths, behaviour, literacy, PE and keep everyone interested. You may want to select a theme to build a knowledge base, or fit a department. It’s completely up to you.
A crucial rule for our journal club meetings is that they are NOT a policy meeting. If we think something we’re looking at is worth trying out, we need a separate meeting for that. This means we keep to the task of analysing the text and don’t get bogged down in the details of how we’ll get it going in school before we’ve even decided if the evidence is strong enough.
You need to have a designated leader or facilitator for your club. Someone to keep up the enthusiasm, send out reminders, provide access to the chosen paper, write a summary of the paper (bit more detail than the abstract), and keep your discussion on track. This is also the person who needs to provide the biscuits. You will learn to appreciate the importance of the biscuits.
- Biscuits (I have actual evidence for this).
- Read out summary of paper to familiarise everyone with key points.
- Discuss and analyse paper – use guide questions to keep on track.
- Pick next paper (I tend to choose two abstracts and print them on different coloured paper for easy reference).
- Disseminate notes (I type up our notes and whack them on the shared drive).
Things that might go wrong
- People think it’ll be too hard
- No one reads the paper
- No one turns up
- Too many people turn up
- No one wants to go home
- You forget the biscuits
The only one I’ve not had is the bit about too many people. The important thing is that it really can be for everyone and keep plugging away. There is always the Co-Op for emergency biscuits.
Access to Research
Types of research
- Academic papers
- Blog posts
- researchEd briefings
- Self published
The joy of journal clubs is that you can use anything you like. If you were conducting a formal literature review then you’d have to worry about things like bias etc. With a journal club, this actually gives you something to discuss. Briefings and blog posts are a great place to start, but a quick warning, they tend to be written in a more balanced way so they might not be as easy to argue for/against.
Where to find it
- Open access – will stay available
- Free access – available as part of a promotion probably, limited time
- Subscription/ Membership – often a cheaper way of subscribing to a single journal
There are lots of ways to find things to read for free (links below). Increasing amounts of research funded by the Research Councils UK is being made available as open access. There is a timetable for this to reach 100% eventually. Education Arena‘s promotions are a wonder for Journal Club so have a look there.
- My list of free and not-quite-free ways to get research – https://impressionthatiget.wordpress.com/2014/12/15/access-to-research/
- researchEd – http://www.workingoutwhatworks.com/en-GB/Magazine/2015/2/Accessing_education_research
- SUPER Blog – https://schooluniversitypartnership.wordpress.com/access-to-research/
researchEd Journal Club
Effects of an emotional literacy intervention for students identified with bullying behaviour. (Knowler & Frederickson, 2013)
I picked this as an Open Access paper that people could look at in advance. It covered a topic that was fairly wide-reaching, had a few statistics but was suitable for all levels and was hopefully a relevant place to start.
- Pre-read paper
- Read out summary – rED summary
- Discuss using sheet to guide/ questions on screen – rED record sheet
- Decide on ‘next’ article
Things to think about
- What type of literature?
- What are the hypotheses based on?
- What is being claimed?
- Are the claims supported?
- Contradictions/ Competing hypotheses
- Ethical issues/ bias
- Relevance to own setting
- Further research/ changes
It seemed like the people who attended got something out of the practical experience and had lunch not been on the horizon I think the discussions could’ve carried on for longer. There were some interesting comments around peer-nomination and the ethics of labeling pupils as bullies, and I know there was much more mentioned than this! Perhaps there is room on the researchED forum for something journal clubby? I enjoyed putting myself out of my comfort zone for a bit and would love to do it again, so who knows, maybe I will.
The basic concept of journal clubs is fairly straight forward – read paper; discuss. There is a wealth of research on journal clubs in medical settings and some of the ones I’ve looked at are here. Most importantly, of course, evidence in favour of biscuits.
Alguire, PC (1998) ‘A review of journal clubs in postgraduate medical education.’ Journal of General Internal Medicine 13(5), 347-53
Denehy, J. (2004) ‘Starting a Journal Club’ The Journal of School Nursing 20(4), 187-188
Golde, C. M. (2007) Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers? Educational Researcher 36(6), 344-351
Linzer, M. (1987) ‘The journal club and medical education: over one hundred years of unrecorded history’ Postgraduate Medical Journal 63, 475-478
Mazuryk M, Daeninck P, Neumann CM and Bruera E (2002) ‘Daily journal club: an education tool in palliative care.’ Palliative Medicine 16(1), 57-61
Sidorov, J. (1995) ‘How are internal medicine residency journal clubs organized, and what makes them successful?’ Archives of Internal Medicine. 155(11), 1193-1197
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.
So in a garbled, tacked-on-to-the-start-of-the-staff-meeting speech, I’ve managed to introduce my new role as Research Champion (name change pending) to most of the staff at our school. I thought it might be useful to set out in writing how I see my role and how I hope it will develop following all the ResearchEd conferences, but particularly Saturday’s national conference.
The role of ‘research champion’ in schools is fairly new – certainly on any sort of scale. So new in fact that the title is still under discussion, as it turns out most of us think ‘Champion’ sounds a bit silly. When I muscled my way into the role last summer I asked to be Research Champion because that was the term I had seen bandied about online and at the ResearchEd events. I have a few projects on the go in school and my hope is that having an official title (and mention in the operational handbook) will give what I have to say a bit of clout.
Over the past six months there have been more and more people taking on in-school research roles and everyone is at different stages and doing different things. A suggestion was made on Twitter that it might be useful to form a network and to use the ResearchEd 2014 national conference to meet and discuss our roles over lunch. A fine idea; I said I was in. It turned out to be a rather surreal affair – suspended in a glass box above all the other conference attendees, with the great and good of education and me. Others have blogged about the lunch and to be honest, in the whirlwind of it all I don’t think I can remember it all too well, so I’ll brush over it. I did however choose my programme on Saturday with championing research in mind.
Having read several articles and blog posts recently, I have decided what I want my role to be about and not about. This is for both my own clarity of position and that of my colleagues who I really don’t want to scare off. This is what I came up with:
It is about: quality/ evaluation/ empowering/ expertise/ networking/ scepticism/ familiarity of research methods/ engagement/ consuming and producing research.
It is not about: scrutiny/ accountability/ politics/ ‘tainted ideology’/ everyone doing research.
I see my key role as facilitating access to research, encouraging an environment of critical evaluation and reflective practice, creating links between the school and researchers, and helping to provide ways that our school can be part of research. So this is my plan so far:
Closing The Gap: Test and Learn
My enthusiastic leaps following the first ResearchEd gig prompted our Executive Head to put me forward to lead on this. CtG is a scheme from the National College of Teaching and Leadership providing grants to schools within a teaching school alliance to take part in a series of RCTs. These have to focus on ‘Closing the Gap’ in literacy and numeracy. I won’t go into vast amounts of detail, but our school was allocated Lesson Study. This was piloted last year and at some point in the near future I hope to find out what will be expected of me.
In June I attended an event at Swiss Cottage Development and Research Centre focusing on developing research in special schools and nurseries. This was organised by CfBT and we worked through the possibilities of starting our own research and were provided with practical advice to having a small cohort, accessibility of post/pre-tests etc. Hopefully this will prove to be a continuing network and as I scribbled in my notes for the day, they have some money to spend and non-CtG schools are welcome to join in if interested.
One of the things I have been keen to do is create links with our local universities. I started by looking through the biographies on the University of Nottingham’s website and found someone I thought might be both valuable to us and us to them. The name was familiar and it turns out he was a governor a while back, so I emailed him. I now have a contact, a free course on restorative approaches for two staff, and we have re-engaged with their student volunteer programme. Sometimes a brazen emails work wonders.
Howard, my husband, works for the NHS and whilst his job isn’t clinical, his office is opposite the room where they hold their monthly journal club. He has always encouraged me to start one at school and I’m hoping this can become a reality soon. The hospital journal clubs are held every 4-6 weeks but in between this they hold patient case reviews in which they apply the knowledge covered in journal club to individual cases. I’m planning that this could be a feature of the way we use journal clubs in schools eventually.
After announcing it as a proposal in the staff meeting I have had a couple of people express their interest, including one person who was unsure as they might not be ‘academic enough’. I really hope this isn’t too common a feeling and I can open this up to everyone as I see that as the main reason for the whole job.
Introduce EEF and ResearchEd Websites
My first moves are going to be introducing the EEF and ResearchEd websites. I mentioned them briefly in my hasty introduction to staff but I will make a point of going round and showing people individually. As a taste of what this is all about, they are clear and undaunting sources that will get people interested. I haven’t settled on an article for our first journal club yet, but I am contemplating using some of the EEF reports to kick us off before delving into something more intensive.
I’m also hoping to be able to contribute some things to the ResearchEd website. I’ve sent emails anyway.
I won’t go into much analysis of my day at the conference but I should mention the sessions I attended.
- Session 1: Prateek Buch – Evidence Matters – getting the public and the teaching profession to stand up for evidence in the classroom.
- Session 2: John David Blake – What’s class got to do with it? Education research in the UK is obsessed with class.
- Session 3: Michael Cladingbowl and Sean Harford interviewed by Andrew Old.
- Session 4: Martin Robinson – The teacher and researcher: the time has come to talk of many things…
- Lunch of Champions
- Session 5: Toby Greany and Chris Brown – Schools, universities, evidence and partnerships: Getting it all to work.
- Session 6: Wayne Holmes – The lure of the next miracle cure. Thinking about the evidence base for educational technology.
- Session 7: Rebecca Allen (and the House of Cards man whose name I didn’t write down) – Can teacher journal clubs improve classroom practice?
- Pub session: Several pints of real ale and a few lovely chats with some lovely people before winding our way home.
There were clashes with almost everything I fancied seeing so I’ll be an avid viewer of the filmed sessions.
Some things I learnt:
- If you are reporting about impact of social class, have a good definition of social class. Also, one of the best differences between ResearchEd and a normal INSET is the chance of witnessing academics having a scrap.
- Scientific rhetoric is everywhere and we need to be careful about how we present the research agenda in schools.
- School-university parnerships need a bit of work.
- Journal clubs are proven to work in medicine for a number of reasons so let’s give ’em a go in education.
- Everyone loves a flashy pen.
Some things for next time:
- A journal club focus with smaller, seminar style sessions would be great.
- Larger print on name badges.
- A couple of blank pages in the programme for notes.
- More drinks (not necessarily real ale).
There are exciting times ahead for ResearchEd and I think they’ll be some exciting times for me too. I’m looking forward to seeing where all this takes us.