Python Notes for mca i year students osmania university.docx
V1 researchSEND, University of Wolverhampton, 23 June 2018
1. +
Dr Gary Jones - @DrGaryJones – jones.gary@gmail.com
https://evidencebasededucationalleadership.blogspot.com
researchSEND
University of Wolverhampton
Saturday, 23 June, 2018
Evidence-based
practice: What it is and
what it isn’t
5. + Expert opinion likely to be accepted when
The author of the opinion must have the
relevant expertise.
The author ideally should not have a conflict
of interest that could influence, consciously
or unconsciously, the formulated opinion.
The opinion should not conflict with the
opinion of other qualified experts. If experts
disagree, further probing is required.
5
Ennis, R. H. (1962). A Concept of Critical Thinking. Harvard Educational Review.
32. 1. 81-111
6.
7. + Expert opinion likely to be accepted when
The author of the opinion must have the
relevant expertise.
The author ideally should not have a conflict
of interest that could influence, consciously
or unconsciously, the formulated opinion.
The opinion should not conflict with the
opinion of other qualified experts. If experts
disagree, further probing is required.
7
Ennis, R. H. (1962). A Concept of Critical Thinking. Harvard Educational Review.
32. 1. 81-111
9. +
In this session I intend to
Provide a working definition of evidence-based
practice.
Signpost post some criticisms of evidence-based
practice
Review a number of tools and techniques which you
can use to improve your evidence-based practice.
Outline an agenda for real evidence-based
education which is relevant to SEND
9
11. +
Theory of Action 1
Context – pressures on schools, teachers and
SENCOs to improve alongside a growing body of
evidence about effective teaching and learning
Problem – due to a number of reasons –
accessibility, appropriateness, applicability -
SENCOs have found it difficult to access the latest
educational research – which contributes to a
research-practice gap
Innovation – for SENCOs to work with colleagues to
increase access and understanding of research and
other evidence
11
12. +
Theory of Action 2
Learning – by having access and understanding
research this should provide teachers with
opportunities to increase general pedagogical
knowledge and pedagogical content knowledge
relevant to SEND
Changes in behaviour – this learning will impact
upon teacher motivation, influence teacher
professional judgement, teachers choice of teaching
and learning strategies and conduct in the classroom
and other settings
Changes in outcomes – as a result this should lead
to improved pupil learning outcomes – be they
cognitive and emotive
12
14. +
1. Inclusive culture, leadership
and management
2. High quality teaching
3. Use of expertise
4. Personalisation
5. Flexible use of evidence-
based strategies
6. Progress tracking
7. Communication and
collaboration
14
16. +
Ethics
When evidence is not used during practice,
important failures in decision making occur:
ineffective interventions are introduced;
interventions that do more harm than good are
introduced;
interventions that do more good than harm are not
introduced;
and interventions that are ineffective or do more
harm than good are not discontinued.
16
Gray, J. (2001). Evidence-based healthcare: how to make health policy and
management decisions (Second ed.). London: Churchill Livingstone.
21. +
Critics of evidence-based practice
Biesta, G. (2007). Why “What Works” Won’t Work:
Evidence‐Based Practice and the Democratic Deficit in
Educational Research. Educational theory. 57. 1. 1-22.
Elliott, J. (2001). Making Evidence‐Based Practice Educational.
British Educational Research Journal. 27. 5. 555-574.
Hammersley, M. (2004). Some Questions About Evidence-Based
Practice in Educaiton In Thomas, G. and R. Pring. Evidence-
Based Practice in Educations Maidenhead. Open University
Press.
MacLure, M. (2005). ‘Clarity Bordering on Stupidity’: Where’s the
Quality in Systematic Review? Journal of Education Policy. 20. 4.
393-416.
Sanderson, I. (2003). Is It ‘What Works’ That Matters? Evaluation
and Evidence‐Based Policy‐Making. Research papers in
education. 18. 4. 331-345.
21
22. +
Issues and controversies
the epistemological differences between academic researchers and
policy-makers in terms of what counts as evidence, the quality of evidence
and what evidence can or can't tell us;
whether the evidence-informed movement serves to work against the
practitioners' professional judgement;
issues in relations to how formal academic knowledge and professional or
tacit knowledge might be effectively combined;
differentials in power that can affect or limit interactions between teachers
or policy-makers and research/ers;
controversies in relation to to some of the methods commonly associated
with enhancing evidence uses;
how the capacity to engage with academic research might be enhanced;
issues such as the inaccessibility of research to teachers and policy-
makers, both in terms of where it is published and the language that is
typically used in such publications. (adapted from p1)
22
Brown, C. (2015). Evidence-Informed Policy and Practice in Education: A
Sociological Grounding. London. Bloomsbury Publishing.
23. +
Common misconceptions about
EBP (1)
Evidence-based practice ignores the expertise and knowledge
of teachers and head-teachers.
Evidence-based practice is the same as research-based
practice
Evidence-based practice involves teachers undertaking
research
Evidence-based practice is all about numbers and statisticians
24. +
Common misconceptions about
EBP (2)
School leaders need to make decisions quickly and don’t have
time for evidence-based practice?
Each school is unique, so the usefulness of scientific evidences
is limited
If you do not have high-quality evidence, you cannot do
anything
Good quality evidence gives you the answer to the problem
24
25. 25
BARENDS, E., ROUSSEAU, D. & BRINER, R. 2014. Evidence-Based Management
: The Basic Principles. Amsterdam: Center for Evidence-Based Management.
28. +
The PICO format
P — Pupil or Problem. How would you describe
the group of pupils or problem?
I — Intervention. What are you planning to do
with your pupils?
C — Comparison. What is the alternative to the
intervention/action/innovations
O — Outcomes. What are the effects of the
intervention/action/intervention?
29. +
Using the PICO format
For pupils requiring additional learning support (P)
how does the provision of 1 to 1 support (I)
compared with group support (C) affect achievement
rates.
30. +
Now try
P — Pupil or Problem. How
would you describe the group of
pupils or problem?
I — Intervention. What are you
planning to do with your pupils?
C — Comparison. What is the
alternative to the
intervention/action/innovations
O — Outcomes. What are the
effects of the
intervention/action/intervention?
30
31. +
Using the SPICE framework
Setting – where?
Perspective – for whom?
Intervention – what?
Comparison – compared with what?
.Evaluation – with what result
31
32. +
SPICE examples
From the perspective of a newly qualified teacher (NQT)
secondary school, is formal coaching more effective than
informal mentoring in ensuring NQTs successfully complete his
or her probationary year.
From the perspective of a newly appointed primary school
headteacher in a school that ‘requires improvement’ is seeking
to replace the existing leadership team with a new leadership
more likely to lead to the school becoming good or outstanding.
From the perspective of Y6 pupils are friendship groups more
important than parental views in influencing the preferred
choice of secondary education
32
33. +
Now try - SPICE
Setting – where?
Perspective – for whom?
Intervention – what?
Comparison – compared with
what?
.Evaluation – with what result
33
37. +
Helen Kara and 10 ways to access
journal articles
Openly accessible literature
Conventionally published
literature
Use Google Scholar
ResearchGate
Use Twitter
Google books
Amazon -
Affiliate to a University
Contacts – get a pdf
Contact the author
37
https://www.slideshare.net/MichelleHaywood5
41. +
Appraising research evidence
Why am I reading this?
What are the authors trying to
achieve in writing this?
What are the authors claiming
that is relevant to my work?
How convincing are these
claims, and why?
In conclusion, what use can I
make of this?
41
43. 43Author/sources Description Year Setting Who Commentary
Research
literature
Sims, Moss
and Marshall*
2017 Two mixed 11-
18 schools
Ofsted -
outstanding
10 teachers
in school A
and 7
teachers in
school
The research finds that
journal clubs are a viable,
scalable model of teacher-
led professional
development, capable of
creating sustained increases
in evidence-informed
practice.
School data
(quantitative)
Professional
Learning
Programme
2017 The school All staff Some space in professional
learning calendar for half-
termly journal clubs
Stakeholder views School staff
meeting
2017 The school All teaching
staff including
teaching
assistants
General acceptance of idea
in principle, though
suggested it should be
trialled with a group of 7 -10
volunteers
Practitioner
Expertise
Senior
Leadership
Team
2017 The school HT, 2 DHs
and School
Research
Lead
No direct experience though
school research lead has
attended sessions on journal
clubs at researchED and is
aware of available resources
44. +
1. Inclusive culture, leadership
and management
2. High quality teaching
3. Use of expertise
4. Personalisation
5. Flexible use of evidence-
based strategies
6. Progress tracking
7. Communication and
collaboration
44
50. +
The components of an argument: a
Toulminian analysis
The claim (C) or conclusion
Facts of grounds we appeal as a foundation for C, called
grounds or data (D)
How do we go from D to C – proposition that provides
justification – called the warrant (W) – provide a licence to the
inference for doing from C to D.
Standing behind our warrant will be backing (B)
50
Kvernbekk, T. (2013). Evidence-Based Practice: On the Function of
Evidence in Practical Reasoning. Studier i Pædagogisk Filosofi. 2. 2. 19-
33.
51. +
The components of an argument
Data/gounds Some of students
read poorly
Some of my
students read poorly
Some of students read
poorly
Claim or
conclusion
I shall ask a
colleague, what she
has done in the past
and do that
I shall give them the
same exercises as I
used last year
I shall use XYZ method to
improve reading
Warrant Experienced teacher
who has been
successful with this
type of students
These students
appear to have the
same problems and
these exercises
seemed to work
Since this approach helps
with phonological measures
51
53. +
The components of an argument
Some pupils have difficulties paying attention (D)
I shall encourage regular physical activity throughout the day
(C )
Carrying out moderate levels of physical activity improves
attention and behaviour throughout the day (W)
Reeves et al 2016 (B)
53
57. +
Evidence to decision
Priority
Logic model
Benefits
Costs
Certainty of the
evidence
Balance
Resource use
Acceptability
Equity
Feasible
Recommendation
Further comments
57
58. Framework for analysis of context
Participants’ will
Sizing up a context
No
Commitment
Some
Commitment
Strong
Commitment
Extant know-
how limited
Limited
capacity
Very small-
scale test
Very small-
scale test
Very small-
scale test
Good
capacity
Very small-
scale test
Very small-
scale test
Small-scale
test
Substantial
know-how
exists
Limited
capacity
Very small-
scale test
Small-scale
test
Large-scale
test
Good
capacity
Small-scale
test
Large-scale
test
Implement
BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015.
Learning to improve: How America's schools can get better at getting better.
63. +
An agenda for real evidence-based
education
Makes the ethical leadership and management of school its top
priority.
Demands multiple sources of evidence in a format that governors,
school leaders, teachers, support staff, parents and pupils can
understand.
Is characterised by expert judgement rather than mechanical rule
following.
Involves shared decision-making between governors, leaders,
teachers, pupils, parents and other stakeholders.
Builds on the fundamentally human aspect of education to foster
mutual respect between everyone within a school community.
Applies these principles to all aspects of the work of the school.
63
64. +
In summary
Evidence-based practice is ethically essential within SEND
But significant challenges to its adoption – time, money, skill,
motivation, opportunity
Some reasonably straightforward techniques which anyone can
use to help make decisions evidence-based
64
