School-based Model of an Educational Research lab v.2

crashclappergapSoftware and s/w Development

Dec 13, 2013 (3 years and 11 months ago)

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Reflective practice cultivates thoughtful
teaching



Reflective practice translates
into


‘enhanced teacher efficacy:’ (
Stronge
,
2002,p7)



An indigenized paradigm

in educational
research generates home
-
grown
improvements


to educational practices





The Raffles
Programme

curriculum is
based on Gifted Ed principles:


Integrated Curriculum Model (
Van Tassel
-
Baska
, 1986)
:



Advanced Content



Higher Order process and product


Overarching themes, ideas & concepts
with salience to the real world

What’s the context to
PeRL’s

research?

Egs

of Curriculum Map & Unit Plan.

-
Curriculum
map

-
Unit Plan
UnitPlan_FoundingModSpore.doc


Special emphasis on the Asian high
ability female learner


Key thrusts


Pedagogical practices: What works



Gaps in research on the Asian high
ability female learner


According to the CORE 1 research, which characterised teaching
in Singapore secondary classrooms, these (CT habits) are not
common features
. On the other hand, these are features of
good teaching, not just teaching for the gifted. They have
equal relevance to students in all schools, in all streams.



For that reason, my hope is that PeRL might spend some time
helping RGS teachers capture, model and explain:



how teachers can plan and teach from the perspective of the
learner;


how to listen and watch in ways that add value to classroom
learning; and


how to teach in ways that help students to develop the habit
of becoming reflective on their own habits as learners, as
people.


Prof Peter Taylor, CRPP, 2010



1.
2 levels of research:

a)
School
-
wide: spearheaded and conducted by
Specialist Teachers


b)
Department/ Group
-
based: initiated by other
teachers but supported by RGS
PeRL
.


2.
Research Office: protocols
eg
, application;
template; ethical dimension


2.
Role of a custodian: co
-
ordination; verve;
catalyst; sees possibilities



Level 1
: What are the factors that enable
the implementation of the
Performance
Task

and contribute to the outcomes?



Implementation of the Performance Assessment
in RGS




Cognitive research (Gardner 1993) indicates that
most learning goes on within an active, rather
than a passive context and “that children
construct knowledge from their actions on the
environment” (Wadsworth 1989)






Factors that have enabled the PT to
take root
and be
sustained

as an assessment mode in
RGS.



Impact of the PT on the
quality

of teaching
and learning



Value
-
addedness

of the PT as a complement to
standardized testing



Relationship

between pedagogy and the PT.



Level 2

: Group/ department
-
based
-
Practitioner Inquiry

Egs
:


1. Raffles Apple Mobile project: What are the
factors that contribute to student buy
-
in of 1
to 1 laptop learning?


2. Under construction: Lesson Study (EL) and
Historian’s craft



1.
Advocacy role
:




indigenized research; the learning needs
of the Asian gifted girl


2. Learning
Community

of educators:


-
consultancy: ideas on Best Practices

-
research collaboration (Letter of Intent
signed with CRPP in April 2010)



3.
Reflective Practitioners:



School
-
based research is a potent strategy
for professional development because it is a
learning process which is systematic and
collaborative within the
context
of the
classroom and school environment. The
objective of such research to
understand

practice in order to
improve
that practice



Nowlan
, D. (2001).
Action Research as Teacher Professional Development.



Kemmis
, S., &
McTaggart
, R. (2000). Participatory action research. In
N.Denzin

& Y. Lincoln
(Eds.),
Handbook of Qualitative Research.

(2nd ed., pp 567
-
605). Thousand Oaks: Sage.


Calhoun, E.F., (1993). Action research: Three approaches.
Educational Leadership, 51
(2),
62
-
65.



PeRL’s

‘Blue Ocean’.

Raffles Girls’

School

Secondary

RGS
PeRL

is a small organisation with huge
aspirations. We are still learning the ropes of
research design even while conducting it. Our
model as a school
-
based research lab is a
double
-
edged sword: while it offers a ‘blue
ocean strategy’ (Kim and Mauborgne,2005) of
practitioner
-
orientedness

in research and
consultancy, we are also embedded within the
school structures and activities and so, need
to juggle adroitly these responsibilities with
our research agenda.

Intent of the research is to apply it.

Review

Improve

Innovate


Goal: that the purpose behind the
practice
-
the pupil
-
learns better