Secondary

Practitioner Use of Research Review - Full Technical Report

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REPORT OF PROFESSIONAL PRACTITIONER USE OF RESEARCH REVIEW: Practitioner engagement in and/or with research

This is a technical report of a systematic research review that focuses on how practitioners engage in and/or with research to inform and develop their practice. The overall question for the review is: What are the links between practitioner engagement in and/or with research and learner (student/patient/client) outcomes? Given the broad nature of this question, the review group developed a number of sub questions to help scaffold the analysis of the studies included in the review. The answers to our sub questions have in turn helped us to flesh out and illustrate the answers to our overall review question. Our sub questions are:

1. What are the obstacles to practitioner engagement in and/or with research?

2. What forms of support are required to help practitioners overcome such obstacles?

3. What is the range of approaches to practitioner engagement with research findings?

4. What is the range of approaches to practitioner engagement in research?

CUREE Newsletter July 2012

Philippa’s Summer Blog

AlpsI simply can’t remember a summer as wet as this. Looking on the bright side perhaps it means students with hay fever had an easier exam time? It also makes weeding easier as I discovered last weekend after 6 weekends “on the road “ – a mix of work and festivities. But that’s it for the up side - so I am sharing a photo from a very sunny weekend in the Italian Alps to remind you what the sun looks like. Last time I was there in June it was snowing!

Summer CPD – a case study

Westminster Special Schools

The 1 and 1/2 day coaching programme was designed to:

  1. develop and understanding of the rationale and research evidence for coaching
  2. explore different approaches to coaching
  3. develop the skills and understanding needed to use coaching as a key school/college improvement too

 

After day one participants were asked to try out some of the resources explored and consider possible opportunities to develop coaching further. Here is some of their feedback:  

Leadership for Closing the Gap

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Responding to the national emphasis placed on improving outcomes for disadvantaged learners and  reflecting the priorities of many school leaders, the National College (then NCSL) launched in 2008/09 an initiative on leadership for closing the gap. The original aims of the initiative were to:

improve participants’ leadership for closing the gap by increasing their capacity to act and their confidence and deepening their understanding of successful practice; demonstrate effective approaches to improving leadership for closing the gap; and share the outcomes with a wider audience.

TDA Evaluation of CPD Providers on the National CPD Database - Reports

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These report provides a snapshot of the range of current CPD provision in England, where it stands in relation to the evidence base on effective CPD, and how much it costs. Their contents will help you as a as a school gain an insight into the current market, and base your decisions when selecting CPD on an understanding of what is available more widely.

The research project was commissioned by the Training and Development Agency for Schools (TDA) n England and carried out by the Centre for the Use of Research and Evidence in Education (CUREE).

GTC Research for Teachers (RfT) Review of Websites

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GTC required a review of websites, portals or electronic resources that offer access to research on teaching and learning, designed primarily for a teacher audience (examples include the Teacher Training Resource Bank, the Research Informed Practice Site, the Evidence in Education Portal, Practical Research for Education), to inform the way in which Research for Teachers can continue to differentiate itself and add value. This report sets out the results of the review.

TDA Masters in Teaching and Learning (MTL) Programme Reports

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The TDA developed a programme for a  Masters in Teaching and Learning (MTL) to meet the then government’s stated ambitions in the Children’s Plan (2007) and Being the best for our children (2008) to raise teaching to a masters level profession. The starting point for this paper is the MTL requirement (set out in the policy documents) for work based professional learning to be supported by school based coaching. The Masters' programme was piloted in specific regions of England for one year before being abandoned by the new Coalition Government in 2011.

Nevertheless, the examination of the underpinning evidence set out in this report is of more enduring relevance to teacher initial and continuing professional learning.

 

The report Professional Learning and the Role of the Coach in the new Masters in Teaching and Learning Masters in Teaching and Learning (LTL); Technical Report  and a Summary of the full report are both downloadable from here

 

TDA Postgraduate Professional Development (PPD) Reports - Year 3

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It is clear that the partnership models and operations have developed over the three years of the project. In particular, schools have become more knowledgeable consumers of professional development. Partnerships also tend to be more equal and schools are making a more substantial contribution (for example in the design of new modules in response to a specified need) than appeared to be the case at the start of the project. HEIs appear to have developed processes and systems which enable them to be more responsive in terms of both content and delivery.

There were indications from three providers that they were positively encouraging schools to develop their contribution as an equal partner, rather than a purchaser of what the provider had to offer. On this evidence, there may be more scope for providers to review the actions they take to help schools build their muscles to define their own CPD needs and exploit the partnership for solutions and specialist resources.