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The Grassroots Model of Research in Schools
- 1. Dr. Christina Hinton Harvard GSE Carl Hendrick Wellington College 1
- 2. Research and Development Whooooa, TMI! Research and practice are integrated in most fields. In medicine, for example, researchers work alongside practitioners in teaching hospitals to incorporate new advances into practice.
- 4. John Dewey Who is this handsome fella?
- 5. “Research is the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time.” Urie Bronfenbrenner
- 7. Four Problems with Education Research
- 8. “For much of the 50 year history of research on teaching, teachers and their work have been the topics of study. They have been the researched rather than the researchers. Teachers have in effect been objects of study.” Cochran-Smith, Lytle 1. The ‘Outside-in Model’
- 9. “Teachers have been given answers to questions they didn’t ask.” 2. Knowledge Creation
- 11. “What does this look like in my classroom?” 3. Gap Between Research and Practice
- 12. Is this what kids see when they hear Growth Mindsets Or Grit?
- 13. 1. Measure whatever can be easily measured. 2. Disregard that which cannot be measured easily. 3. Presume that which cannot be measured easily is not important. 4. Presume that which cannot be measured easily does not exist. Yankelovitch The McNamara fallacy
- 14. 1. The “Outside-in” Model 2. Knowledge creation 3. Gap between research and practice 4. The McNamara Fallacy Four Problems with Education Research
- 19. • To mobilize evidence to inform • To ask our own questions. • Practitioner-led + involve students • Engagement with strategic partners. • Establish platform to share & disseminate
- 20. What does research look like in the school?
- 21. Traditional Model of Practitioner Research
- 25. How is research structured in the school?
- 26. “Doing classroom research changes teachers and the teaching profession from the inside out, from the bottom up, through changes in teachers themselves. And therein lies the power.” The Grassroots or ‘Outside-in Model’
- 28. Dr. Christina Hinton Harvard GSE Carl Hendrick Wellington College 1
Notes de l'éditeur
- Consider, for example, how research and practice are integrated in the field of agriculture, or the field of medicine.In education, there is a gab between research and practice. As a result, research is sometimes virtually irrelevant to practice, and pedagogy is sometimes based on tradition or ideology rather than evidence
- Historical overview: (3-5 mins) Christina - Dewey first noticed this problem in education. At the time, Dewey was the head of the department of Philosophy, Psychology, and Pedagogy at the University of Chicago. With this position, he had both a rich understanding of developmental psychology and close ties with schools. As a result, he saw first-hand the discrepancies between the research findings and practice in schools. To connect research and practice, Dewey founded the laboratory school at the University of Chicago in 1896. The laboratory school was both a school for children and a laboratory for testing theoretical models. As a laboratory, the school had the same relationship to developmental psychology as a laboratory has to biology, chemistry, or physics – it was a place for putting theory into practice in an experimental setting to deepen understanding. Carl - could add in something about Stenhouse?? “systematic inquiry made public’ for putting theory into practice in an experimental setting to deepen understanding.
- Historical overview: (3-5 mins) Christina - Dewey first noticed this problem in education. At the time, Dewey was the head of the department of Philosophy, Psychology, and Pedagogy at the University of Chicago. With this position, he had both a rich understanding of developmental psychology and close ties with schools. As a result, he saw first-hand the discrepancies between the research findings and practice in schools. To connect research and practice, Dewey founded the laboratory school at the University of Chicago in 1896. The laboratory school was both a school for children and a laboratory for testing theoretical models. As a laboratory, the school had the same relationship to developmental psychology as a laboratory has to biology, chemistry, or physics – it was a place for putting theory into practice in an experimental setting to deepen understanding. Carl - could add in something about Stenhouse?? “systematic inquiry made public’ for putting theory into practice in an experimental setting to deepen understanding.
- Over 100 years later, we still face the same problem today. Research and practice are quite disconnected. As a result, we have research with little relevance to practice.
- On the other side, we have practices in schools that are not based on sound research. such as this new “innovative” approach I just read about…
- Establish problem: I think its helpful to trace three central problems with the education research, specifically the often dysfunctional relationship between researchers in the academy and practitioners in the classroom.
- 1. The model has been outside-in. Teachers have in effect been objects of study. Research on teaching is something that has been done to them not by them. Research on teachers is different to research by teachers. We have not had any real tradition of teachers as theorizers and interpreters of their own practice in any kind of systematic way either in the process-product paradigm or the interpretative paradigm. Teachers are constantly viewed under a microscope, but never given a chance to actually look through it themselves. Yes they do lesson observations, but rarely are teachers privy the powerful microscopic lens of research methodology and knowledge to view the inscrutable microbiology of the classroom in any kind of systematic way.
- 2. Teachers have been given answers to questions they didn’t ask. Arising from this dysfunctional tradition then is the following problem – teachers have been given answers to questions they didn’t ask. Teachers have not been active participants in the kinds of questions about the very classroom in which they teach. Often the discourse around what happens in a classroom is decided by people who have never actually worked in a classroom. Here the academy has decided what is important and what counts as research according to its own traditions. Research is not a central part of being a teacher. Can you think of another area of the relational disciplines or social science where this is not the case? Climate of school reform is short term/quick gain in focus.
- 3. Gap between research and practice is too large Because teachers are not actively involved in the research process, because they are not privy to the mode of discourse around education research, and its method of knowledge generation - this stuff needs to be broken down for them, and this for me is where the trouble starts. Take Carol Dweck’s work on Growth Mindsets – 30 years of research into complex psychological processes, an elegant representation of a highly complex phenomenon. Her book Self-Theories’ is hugely influential and has changed the face of education. But instead of having teachers actually read the research, discuss it and apply it we now have a cottage industry of consultants who interpret it for us and ‘break it down’ into media friendly soundbytes.
- 4. McNamara Fallacy and the problem with numbers in education Against all this we now have a climate where the central driver of what education is for is now being determined in a sort of process-product, fiscal way, where the complex relational process of the classroom is being reduced to numbers, and student, teachers an schools are judged by them. We have lost sight of what testing was for, it was originally meant to serve as an indicator of student progress, as something to inform judgment. Data in the form of high stakes standardized testing is now the judgment itself. It’s not so much that the tail is wagging the dog - the tail now is the dog.
- Establish problem: I think its helpful to trace three central problems with the education research, specifically the often dysfunctional relationship between researchers in the academy and practitioners in the classroom.
- http://www.youtube.com/watch?v=c40e72mxK1I&feature=youtu.be We have developed an innovative model for doing research in schools, building on Dewey’s original laboratory school concept… Research Schools International join Harvard Graduate School of Education researchers with schools around the globe to carry out: Research Professional Development Dissemination
- Most of our projects focus on characters skills. We’ve carried out research projects on care, compassion, growth mindset, grit, motivation happiness, mindfulness, and global education. Wellington College is a model partner. They have established a research center with a head of research there, which Carl will tell you more about. In our collaborative project, we’ve partnered with Wellington and 3 state schools to study… grit and self-compassion, growth mindset and helpfulness… In the next phase of the project, we will collaboratively develop interventions to target those skills..