Secondary | Centre for the Use of Research & Evidence in Education (CUREE)

ResearchED York 2017 Philippa Cordingley

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REDYork17REIPCapacityBuilding.pdf

Research and evidence based capacity building in disadvantaged communities

Presentation by Philippa Cordingley drawing on emerging lessons from two projects In Blackpol (with Right to Succeed) and North Wales (with GWE)

Developing a need for algebra

Aim: To investigate whether a secondary mathematics classroom culture can be established in whichstudents develop a need for algebra, using it themselves without prompting, having gained asense of its power, and, if so, what factors led to this.

Teaching strategies to improves writing in mathematics

Aim: To improve students report writing skills in mathematics and encourage them to include explanation and reasoning in their reports.

Using a supportive mentoring to aid important action research

Aim: The primary aim of this project was to provide a supportive, pro-active and practical mentoring partnership in which individual teachers could conduct their independent action research. The results were actually far more significant than the original aim suggested and extended beyond the boundaries of the action research itself. Research mentoring led to tangible and long-term benefits both for our personal development and our professional development as teachers.

School Improvement: Developing and sustaining professional dialogue about teaching and learning

Aim: Our aim was to follow up six secondary schools that had been involved in the North East School Based Research Consortium (NESBRC), a collaborative partnership funded by the Teacher Training Agency/CfBT, which focused on generating evidence about teaching and learning and the impact on pupils achievements. The original partnership intended to develop approaches that were effective and could be embedded into the culture of the school after the NESBRC funding finished. We wanted to see what the schools were doing three years later.

Exchanging knowledge between home and school to raise attainment

Aim: To find ways to bring together the two worlds that a child inhabits, home and school, so that both can support the childs learning.

Using peer assessment to deliver content in Science

Aim: To improve pupil engagement with learning and reduce the extent of low-level disruption in lessons, to develop pupils understanding of national curriculum levels through the use of peer assessment and to enhance their ability to set targets and to use peer-assessed assessment for learning activities as a means of delivering content.

Two different approaches to teaching within PE

Aim: To compare the effectiveness of two approaches to teaching games in physical education: the skills approach and the Games for Understanding approach.

Improving science achievement by raising self-esteem

Aim: To assess whether students' performance in science could be improved by increasing their self-esteem and generating positive support and feedback from their follow students.

Developing student leadership in a networked learning community

Aim: This summary first reports on the pilot work undertaken as ESRC Project Breaking New Ground in the Geography, History and Religious Studies departments at Rivington and Blackrod High Schools with KS4 students. The initial research prepared the way for what has now become a borough-wide student voice movement entitled B.L.A.S.T. (Bolton Listens As Students Talk) under the Networked Learning Community banner. The schools subsequent involvement in this project is also reported.