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Pupil Gains Seminar University of Aberdeen 18 Sept 2008 Pupil Gains and CPD

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Keith Topping, Allen Thurston, Caroline Donaldson (Dundee) ... FRASER, C., KENNEDY, A., REID, L. and MCKINNEY, S. (2007) Teachers' continuing ... – PowerPoint PPT presentation

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Title: Pupil Gains Seminar University of Aberdeen 18 Sept 2008 Pupil Gains and CPD


1
Pupil Gains SeminarUniversity of Aberdeen 18
Sept 2008Pupil Gains and CPD
  • Donald Christie, Stephen McKinney and Mary
    Welsh
  • On behalf of the rest of the AERS LLT Project 2
    team-
  • Christine Fraser, Aileen Kennedy, Lesley
    Reid, Morwenna Griffiths, Alastair
    Wilson
  • (Univ. of Strathclyde, Glasgow, Aberdeen,
    Edinburgh)

2
The Applied Educational Research Scheme
  • Four collaborative research networks, funded by
    Scottish Funding Council and the Scottish
    Government (2004-2009).
  • Twin aims
  • To enhance research capacity in education in
    Scotland
  • To carry out worthwhile research relevant to
    national priorities for education
  • www.aers.ac.uk

3
AERS Learners, Learning and Teaching Network
Project 2
  • Teachers as Learners
  • Research questions
  • How is teachers professional learning understood
    and realised in Scotland?
  • How do teachers currently advance/address their
    own professional development/learning?
  • To what extent are schools professional learning
    communities?
  • To what extent are teachers professional needs
    and aspirations currently met?

4
Development of project
  • Diverse backgrounds/interests of LLTN Project 2
    team
  • Large body of literature on professional learning
    and CPD for our literature review and conceptual
    analysis
  • Complex, multidimensional nature of teachers
    professional learning
  • Limitations of conceptualisation of CPD using
    existing single frameworks

5
Development process
  • Examination of existing frameworks
  • Suggestion of composite framework
  • domain of influence
  • capacity for professional autonomy and
    transformative practice
  • sphere of action
  • Application of composite framework
  • to literature on 3 large-scale empirical studies
  • to LLTN2 empirical data

6
Summary of Triple Lens Framework
7
Lens 3 Sphere of action(Fraser et al., 2007)
8
Framework Advantages
  • Conceptual
  • multi-faceted approach for a multi-faceted
    problem
  • Analytical
  • enables focus on groups of themes at individual,
    individual/group, external levels
  • can integrate themes between levels
  • Organisational
  • supports collaborative working

9
  • ESRC TLRP Scottish Extension Project
  • Supporting group work in Scottish Schools
  • Donald Christie, Andy Tolmie, Christine Howe,
    Emma Jessiman (Strathclyde)
  • Keith Topping, Allen Thurston, Caroline
    Donaldson (Dundee)
  • Linked to TLRP Phase II SPRinG Project (Galton,
    Blatchford, Kutnick)
  • ScotSPRinG focused investigation on
  • P6/P7 stage, age range 9-12 (KS2)
  • Curriculum area Primary Science
  • Looking at composite and non-composite classes
    and
  • Urban and rural school contexts
  • Looked at both cognitive and affective outcomes

10
Research Design
  • Initial Survey
  • Two-phase intervention
  • Phase 1 Social and communication skills training
  • Phase 2 Collaborative group work in science
    topic studies
  • Intervention sample 24 schools/classes ( 3
    control classes)
  • 31 teachers and c. 600 pupils in P6/P7 classes
    (age 9-12)
  • Classroom observations
  • Observation of individual pupils
  • Ratings of classroom environment
  • Pre- and post-test battery
  • General attainment measures (PIPS)
  • Specific attainment measures in science
  • Attitudes, social relations, self esteem
    measures, etc.

11
The CPD intervention with teachers
  • Three days of professional development
  • Day 1 Key principles underlying collaborative
    group work
  • Social/communication skills training package
  • Assessment battery and observation
  • Day 2 Advanced group work training
  • Applying group work skills across curriculum
  • Introduction to science topics
  • Specific science assessments
  • Day 3 Feedback, reflection and evaluation
  • Researcher visits networking opportunities
  • Provision of classroom resources and materials

12
In-service session
13
Teacher-initiated intervention with pupils
  • Phase 1 (12 weeks) - Group work skills training
  • Group work sessions (1 hour weekly) using
    training materials and activities
  • Group work as part of general curriculum activity
    (c. 1 hour weekly)
  • Phase 2 (6-8 weeks) Group work in Science
  • Developing group work skills and applying them in
    two science topics/units
  • Evaporation (The Missing Water Mystery)
  • Forces (Down the Slope Car Race)

14
Gains in Science attainment
ANCOVAs EC pre- v. post- F (1, 509) 63.31, p
lt .001, partial eta squared .29 FM pre- v.
post- F (1, 460) 43.10, p lt .001, partial eta
squared .23
15
What caused cognitive gains?
  • Regression analysis showed cognitive gains
    predicted by improved group work quality, in
    terms of
  • quality of teacher support non-intrusive,
    scaffolding
  • collaborative quality of pupil dialogue sharing
    ideas and explanations

16
Affective Gains
  • Measures (pre- and post-test)
  • People in Your Class sociometric instrument
  • Harter General Worth Self-esteem Scale
  • Collaborative group work had clear impact on
    social relations
  • little strong evidence of self-esteem impact,
    except for urban single-age (but n.b. brief
    measure)
  • signs of separation/tension between routes to
    cognitive and social gains

17
What teachers valued about CPD (No. of statements
coded)
  • Welcoming of opportunities to network with other
    teachers (21)
  • Welcoming of opportunities to share issues and
    solutions with other teachers (20)
  • The materials provided a good structure that
    illustrated progression and coherence (21)
  • The CPD had a positive impact on managing group
    work (23)

18
Teachers views about pupil gains (N coded
comments)
  • As a result of the implementing the project there
    was
  • increased science knowledge and understanding,
    and skills in children (12)
  • increased confidence in children (12)
  • increased self-esteem in children (12)
  • increased social skills in children (11)
  • increased social inclusion within the class (8)

19
Findings from group work study
  • Most schools are not currently using group work
    effectively
  • Collaborative group work in Science can be very
    effective, and yield both cognitive and social
    gains
  • Successful group work in Science is associated
    with tasks that emphasise children sharing,
    discussing, agreeing and recording.
  • Good planning, preparation (structured generic
    specific training for pupils) and implementation
    of group work enables it to yield social as well
    as cognitive benefits.
  • Successful group work is associated with teacher
    adopting a non-directive, supporting role.
  • Good quality staff development for teachers makes
    a big difference

20
Applying the triple lens framework.
  • Attributes of successful CPD, yielding pupil
    gains
  • 1. All three domains of influence engaged
  • Personal social and occupational - esp. social
  • 2. On the spectrum of types of professional
    learning
  • Both transmissive and transformative elements
  • Key was teachers exercising autonomy and
    mediating the intervention
  • 3. Spheres of action
  • All four quadrants in operation and valued by
    teachers

21
Contacts
  • donald.christie_at_strath.ac.uk
  • s.mckinney_at_educ.gla.ac.uk
  • mary.welsh_at_strath.ac.uk
  • Selected Publications
  • FRASER, C., KENNEDY, A., REID, L. and MCKINNEY,
    S. (2007) Teachers continuing professional
    development (CPD) contested concepts,
    understandings and models, Journal of In-Service
    Education, 33 (2), 153-169.
  • THURSTON, A., CHRISTIE, D., HOWE, C.J., TOLMIE,
    A. TOPPING, K.J. (2008) Effects of continuing
    professional development on group work practices
    in Scottish primary schools. Journal of
    In-service Education, 34(3), 263-282.
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