Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Similar a Ben martha and emily
Similar a Ben martha and emily (20)
Último
Último (20)
Ben martha and emily
- 1. Teachers make the worst students: so how can we become better at using the research? How can you move yourself, your department or school towards a culture of evidence based practice. @thrive_teach Martha Boyne Emily Clements Ben Wright
- 2. Why is evidence important? ‘there is a huge prize to be claimed by teachers…. by collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children’. Goldacre, 2013 • Integral part of many professions • Used to inform policy and practice • A basis to implement new ideas • Bridge the gap between research and practice • Research schools @thrive_teach
- 3. How do you get there? CPD Library – Get your school to invest in making current reading accessible. Make use of social media: • Variety of perspectives • Look for links to research @thrive_teach
- 4. How do you get there? Completing a Masters • Meta view of education • Return to pedagogy • Grounded in research • Critical approach • Conduct own small-scale research Limitations: - Cost - Time @thrive_teach
- 5. How do you get there? Journal Clubs A whole school CPD opportunity • Promotes a reflective practitioner • Provides a space for a professional learning conversation • Promotes the critical thinker Limitations: • Time • Support @thrive_teach
- 6. How do you get there? We couldn’t talk about acquiring evidence without mentioning TeachMeets! (other conferences are also available) @thrive_teach • Take away one or two ideas to reflect upon and implement. • Network and listen to others’ experiences and perspectives on the topics covered.
- 7. How do you get there? Mini classroom projects: • Small group of professional interested in research • One theory/idea agreed and implemented • Cross curricular in multiple classes Limitations: • Scaling • Number of teachers taking part @thrive_teach
- 8. How do you get there? @thrive_teach
- 9. Obstacles you might face… • Time • Finding relevant research • Finances • Lack of support @thrive_teach
- 10. How do you get there? 1) Engage in pedagogy 2) Complete a Masters 3) Set up a Journal Club 4) Attend events 5) Conduct mini-classroom projects 6) Encourage your school and others to do the above! @thrive_teach
- 11. References • Boyne, M. and Beadle, H. (2017). Journal Club: A mechanism for bringing EB practice into school. Teacher Education Advancement Network (TEAN) Journal. 9(2), pp. 14-23. • Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. • Goldacre.B. (2013) Building Evidence into Education. Department for Education • Manchikanti, L. (2008) Evidence-Based Medicine, Systematic Reviews, and Guidelines in Interventional Pain Management, Part 1: Introduction and General Considerations. Pain Physician 11:161- 186 • Profetto-McGrath. J. (2004). Critical Thinking and Evidence- Based Practice. Journal of Professional Nursing. 10.1016 • Youngblut. J. M., and Brooten. D. (2001) Evidence-Based Nursing Practice: Why is it Important? AACN Clinical Issues. 12(4):468- 76 @thrive_teach
Notas del editor
- Essential in the medical, nursing and social work professions The is a large gap between teachers and research. The gap is often smaller in NQT and bigger in more experiences teachers EEF gives funding for schools to become evidence based and to work within their locality to bring evidence into schools Calls from the government in 2007 for schools to become evidence based
- Forces you to step out of the classroom and instead reflect from an outside, meta perspective on what is happening in your lessons For some teachers, a Masters facilitates a return to thinking pedagogically All modules have a clear grounding in current research Facilitates a critical approach to evidence so you can decide for yourself which research is most valuable Take research into the classroom – the next step!
- JC – Successes - promotes a reflective practitioner The opportunity to continue to engage in reflective practice, or to return to the practice of actively using reflection as part of a professional routine, is one mechanism for responding to the difficulties faced as a teacher
- Takes time to engage in research – to read it, critique it, implement it, reflect on effectiveness Without access to JSTOR or online journals, can be hard to find research Can be hard to fund yourself or get financial support – from school to support investment of time/resources (fund or part-fund a Masters, for example) When running JC, for example, hard to get teachers to come along and engage in this – partly due to time restraints, partly lack of motivation – also lack of support from school to create a culture of evidence based practice
- CPD Library, social media Ask school to fund or part-fund, part time Be organised, positive, drum up support TeachMeets, Research Conferences Put your ideas into action Spread the word!