Literaturnachweis - Detailanzeige
| Autor/inn/en | Griggs, Julia; Speight, Svetlana; Farias, Javiera Cartagena |
|---|---|
| Institution | Education Endowment Foundation (EEF) (United Kingdom); NatCen Social Research (United Kingdom) |
| Titel | Ashford Teaching Alliance Research Champion: Evaluation Report and Executive Summary |
| Quelle | (2016), (65 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Research; Decision Making; Teaching Methods; Evidence Based Practice; Educational Needs; Conferences (Gatherings); Seminars; Faculty Development; Teacher Attitudes; Intervention; Attitude Change; Participation; Faculty Workload; Barriers; Program Effectiveness; Leadership Responsibility; Mixed Methods Research; Foreign Countries; Teacher Surveys; Interviews; United Kingdom (England) |
| Abstract | The Ashford Teaching Alliance (ATA) Research Champion project ("the programme") was a pilot intervention aimed at developing teaching expertise and practice by promoting the use of educational research in decision-making and teacher practice. The programme ran for one academic year (2014/2015) in five schools within the ATA. Delivery was led by a "Research Champion," a senior teacher based at one of the schools who worked with research leads, other teachers, and senior leaders to promote engagement with research evidence. The programme had four key components: 'audits' of needs and research interests for individual schools; a series of research symposia for teachers; termly research and development "twilight forums" (events held at the end of the school day at one of the participating schools); and bespoke research brokerage. The principal objective of this pilot study was to explore whether, and to what extent, research communication and engagement strategies had the potential to improve teachers' use of, and attitudes towards, academic research to support pupils' progress. The project was funded through the EEF Research Use in Schools grants round which supported studies to test ways of increasing the impact of educational research in schools. It was jointly funded by the EEF, the Department for Education and the Mayor's London Schools Excellence Fund. Key conclusions include: (1) There was no evidence that teachers' attitudes towards research, or their use of research evidence in teaching practice, changed during the intervention; (2) Teachers found the research symposia and twilight events valuable, particularly as opportunities to learn about developments in educational research and reflect on teaching practice outside the classroom; (3) Attendance and engagement in the programme was occasionally low due to time pressures faced by teachers. This posed a serious threat to the feasibility of the programme; (4) A greater commitment from senior leadership teams to fully support staff with release time and classroom cover is likely to be necessary for successful implementation; and (5) The programme requires further development before it is ready for a trial. In particular it requires a clearer specification of the key features of the programme in terms of structure, content, and which components are required, and better information for schools on how much commitment is needed from teachers. [This project was jointly funded by the Education Endowment Foundation, the Department for Education and the Mayor's London Schools Excellence Fund.] (ERIC). |
| Anmerkungen | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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