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Teachers action research and the generation of knowledge
Teachers action research and the generation of knowledge
Teachers action research and the generation of knowledge
Teachers action research and the generation of knowledge
Teachers action research and the generation of knowledge

: timcain. , . , Teachers action research and the generation of knowledge.ppt zip- 1112 .

Teachers action research and the generation of knowledge

Teachers action research and the generation of knowledge.ppt
1Teachers action research and the 13Research. AIM to investigate how music
generation of knowledge. The Southampton teachers use educational action research
Music Action Research Project, 2007-08. as a means of improving class music
Tim Cain UCET Annual Conference, Nov 10, teaching in Secondary schools QUESTIONS
2009. How do Secondary school music teachers
2Not proper research. Teachers undertake action research? What knowledge
action research tends to exist in the is created in the process?
margins (Zeichner, 1995) This description 14Action. Nov 1, 2007. Project teachers
rings true in the field of music learnt what action research is, how it is
education. I know its not proper carried out and how it differs from other
research but (Clayton & OBrien et sorts of research. Nov Dec, 2007.
al., 2008). Project teachers carried out project in
3First Generation research. Positivist schools Entered plans into wiki. Jan
and post-positivist The world can be known Jun, 2008. Projects continued in school
objectively Knowledge is obtained Visit by LA adviser (in some LAs) Project
empirically and logically (i.e. by teachers visits to each other*. Jun 18,
answering questions like what are the 2008. Teachers presented research projects
causes of . . .?) Disciplinary roots in to each other. July 4, 2008. I presented
psychology Methods include Randomised, preliminary findings 2 other presentations
controlled trials; experiments and quasi Teachers evaluated the project as a whole.
experiments, surveys, tests, mostly *This planned event did not happen.
quantitative. 15Projects. Involving TAs by Liz
4Second Generation research. O'Connell: what happened when Teaching
Interpretativist, constuctivist, Assistants became involved in planning and
phenomenological, hermeneutic No objective teaching music. KS3 Composing by Jason
standpoint Research into lived experience; Edgell: what happened when Y8 pupils were
subjective meanings uncovered by given several chances to record their
ethnographical means disciplinary roots compositions. KS3 Feedback by Sarah Moore:
in anthropology Phenomena studied in how pupils understood the feedback, given
contexts Ethnographies, case studies, them in music lessons, and how this was
thick description; mostly qualitative. improved. GCSE Listening by Nikki Budd:
5Third Generation research. Critical how Y11 pupils used non-musical stimuli to
theory, action research/practitioner develop their understanding of music from
research Insider research Aims to change different eras.
the world by understanding it and 16Projects. Vocational Relevance by
vice-versa Primacy of practical knowledge, Sally Wilcocks: how music lessons became
supported by experiential, presentational more relevant through bringing the music
& propositional knowledge the word industry into the classroom. Open all
prove does not exist in Action Research hours? by Philip Dowd: how pupils moved
(McNiff, 2002). from skills-based learning to ideas-based
6Types of action research. Experimental learning. Creative Skills by Rheann Long:
action research (broadly positivist) how three Y8 pupils became more creative
inductive action research through imaginative approaches to
(interpretivist), participatory action performing tasks. Projects are at
research (a limited form of participation) www.practitionerresearchinmusiceducation.o
participatory research practices g.
(underpinned by critical theory) 17
deconstructive action research practice (a 18
postmodernist, anti-essentialist stance) A 19Finding a research problem. teachers
previous study produced 27 different started by identifying a problem National
flavours of action research (Cassell programmes influenced Philip, Sarah and
& Johnson, 2006). Rheann and Nikki Whole-school matters
7Action research. Plan > act > influenced Sally, Liz and Jason The topics
evaluate (observe) > reflect > chosen by the teachers were about meeting
plan . . . (etc.) spiral Starts with professional expectations, rather than
questions like, How can I improve what I questioning or opposing such expectations.
am doing? (Whitehead) A natural extension 20Structuring the research. 2 undertook
of a teachers work (with emphasis on data a reconnaissance phase, the others did
& reflection) Generates experiential, not 3 created a plan and implemented it,
presentational, propositional and evaluating the implementation 1 had three
practical knowledge (Heron & Reason, separate parts, with a single, overarching
1997). aim Collaboration: pupil voice, guest
8Foster (1999): 25 teachers studies. speakers, involvement of other adults 3
Most studies related to important employed a cyclical structure, altering
educational concerns reports contained their plans as their projects developed,
significant omissions and ambiguities in response to their emerging findings.
researchers appeared unable to distance 21Data. In planning, 2 identified the
themselves from their preconceived views evidence that might demonstrate
about effective practice insufficient improvement Collected data included:
evidence presented to support claims questionnaires; interviews; recordings of
significant doubts about the validity of work; pupils written work; assessments of
evidence a minority could not be pupils work; photographs & video;
characterized as research. observation & diary Awareness of
9Furlong & Sainsbury (2005): 100 validity issues.
studies. taking part in action research 22Consequences. improvements in the
was a valuable form of continuing quality of pupils work improved
professional development teachers becoming enjoyment, attendance and engagement in
more confident, more knowledgeable, extra-curricular music improved confidence
collecting and using evidence, and and concentration projects increased
learning about their own learning For teachers self-awareness.
many, the research led to informed 23Reporting. Initial plans & reasons
reflection impacts on practice: schools, written on wiki 1 wrote & edited
teaching, children and occasionally, directly to the website 1 co-written with
parents significant impact on the morale me Most gave a verbal presentation which I
the outcomes are often hard to recorded, transcribed and uploaded All
disentangle from the development of the structured as narratives of personal
people not always based on rigorous experience (Strand, 2009) Considerable
evidence. interest in each others projects (but
10Bartlett & Burton (2006): a tended to think of their own projects as
research group. an under-developed use of obvious).
research conventions, including systematic 24Knowledge. Experiential (I certainly
data collection and the issue of have a much clearer idea about the
validity more awareness of the complex strengths and weaknesses of those
nature of what is often treated students) and self-awareness
superficially during in-service training Presentational (Lizs planning document,
began to seek out the relevant associated Rheanns scaffolding worksheet and Sarahs
literature able to evaluate suggested feedback diaries and prompt cards)
innovations Validity strengthened through Propositional (see handout) Practical
peer examination and discussion. (demonstrated in teachers stories about
11Knowledge. Foster (1999): the their teaching, such as Sally presenting a
production of knowledge is the primary real-life task as, you are a music
goal of research, which teachers action producer and you have been sent this
research fails to achieve Furlong and track; you have to mix it and send it back
Sainsbury (2005): research outcomes are to the band so it gets released Little
hard to disentangle from the K: generated by reflective processes,
teacher-researchers professional drew on data, lacked scientific rigour,
development. Lytle & Cochran-Smith stored in narratives of individual
(1998) the knowledge question is, the experience, not generalisable.
question that persists. 25Issues to explore. Teachers claimed to
12Knowledge. Garvey & Williamson have learned from each other, (listening
(2002) Big K and Little K knowledge: to others was the best bit and [my
Big K knowledge develops cumulatively project] made a difference, not just to me
is consolidated and made explicit in but to others) Big K knowledge not always
books, journals and encyclopedias is propositional (Kodaly, Orff, Suzuki) How
passed from one generation to the next might knowledge, generated by teachers
through the institutions of formal action research, become Big K?
education is no longer the property of 26How do Secondary school music teachers
individual minds, is driven forward by undertake action research? The Southampton
research and development on a global Music Action Research Project, 2007-08.
scale Little K knowledge, is the Tim Cain: t.cain@soton.ac.uk Nov 9, 2009.
knowledge that individuals possess for 27Teachers action research and the
themselves [it] reflects their generation of knowledge. The Southampton
experience of work and understanding is Music Action Research Project, 2007-08.
firmly anchored in the realm of individual Tim Cain UCET Annual Conference, Nov 10,
education and experience. 2009.
Teachers action research and the generation of knowledge.ppt

Teachers action research and the generation of knowledge

Teachers action research and the generation of knowledge

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