Week 20: Teaching as Inquiry

Teaching as Inquiry

In preparation for our next Teaching as Inquiry project we are reading around the topic:

Effective teachers inquire into the relationship between what they do (style) and what happens for students (outcomes).What is happening for students in my class? But effective teachers do more than simply inquire (or reflect) – they take action (in relation to what they are doing in the classroom) to improve the outcomes for students and continue to inquire into the value of these interventions. Thus effective teaching is more than style and it is more than outcomes – it is the continual interrogation of the relationship between these two dimensions with the aim of enhancing student achievement. Such a model implies particular attitudes or dispositions (open-mindedness, fallibility) and particular actions (questioning students about what they are understanding) but it does not prescribe or checklist such qualities. It simply prescribes inquiry, action and the search for improvement.

 (The inquiring teacher: Clarifying the concept of teaching effectiveness Dr Graeme Aitken)

Literature Review

Literature Review

For the past 3 weeks I have been spending time reading lots of articles around the topics of student self-management, motivation, engagement and student voice.

A summary kind of statement from John Hattie's 'What works in best in education" says 

            'teaching must be visible to the student

                 and learning must be visible to the teacher"

There is a lot of technology that helps make student learning more visible such as Padlet and student presentation tools. But for students to make presentations and work collaboratively they need good self-management skills. Self-regulation increases students capacity to plan, implement and evaluate their learning.

So my research question is based around the key competency of 'managing self' 

         How can the competency of 'managing self' be enhanced in the secondary classroom? 

 I wonder if self-management is largely a behavioural modification or does it have more to do with intrinsic qualities like willpower and feelings of competence? How much can we teach self-management?

Week 17: Introduction to research in educatiion

Research

David Parson Video "What is Research"

"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:

1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question." (Creswell, 2011, p.3)

Creswell, J. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London: Pearson. Chapter 1, Retrieved from: http://ptgmedia.pearsoncmg.com/images/9780131367395/downloads/Creswell_C01.pdf

How Research can Support Teachers – Evidence Informed Practice

Evidence-informed practice or evidence-based practice  Evidence-informed practice refers to the ways in which teachers and schools use research evidence, in conjunction with other sources of evidence (such as student data) and their own expertise to make decisions and to support their teaching. It is based on the idea that to be their most effective teachers should engage with research and keep up to date with the latest developments in their curriculum areas and in the discipline of education more generally.

 Coe's (1999)  article, in Week 17 media makes the point that "The only really sound evidence about what works comes from actually trying it." (p.5)

Coe, R. (1999). Manifesto for Evidence-Based Education. Centre for Evaluation and Monitoring, Durham University.

Kaupapa Maori Research

According to the Rangahau website, there are 8 key elements or principals of Kaupapa Māori research:

• Tino Rangatiratanga - The Principle of Self-determination
• Taonga Tuku Iho - The Principle of Cultural Aspiration
• Ako Māori - The Principle of Culturally Preferred Pedagogy
• Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
• Whānau - The Principle of Extended Family Structure
• Kaupapa - The Principle of Collective Philosophy
• Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
• Ata - The Principle of Growing Respectful Relationships

From Reflexivity In Kaupapa Maori   

       

For help with literature Review

Unitec 

Go to Unitec >Study Toolbox > Post Grad Study > Literature Review