Annamari Ylonen and Brahm Norwich Evaluation of the project

Session outline  Evaluation at different levels  Goal Monitoring and Evaluation – principles and guidelines  Ethnographic research – what is this and what does it involve?  Process evaluation  Ethical issues  Timeline of evaluation activities  One survey to be filled in: concepts of inclusion & MLD

Different levels of evaluation  Pupil level o Goal Monitoring and Evaluation (GME) by teachers as part of the Lesson Study  Teacher level o Questionnaires /surveys : online (Survey-Monkey), or hard copies  Classroom and school level o Ethnographic research: observations of LS meetings and classes; some interviews  Process level (‘realistic evaluation’) o A survey/interviews about the Lesson Study process

Goal Monitoring and evaluation  Developed from Goal Attainment Scaling (GAS) for the Lesson Study project  Method of monitoring the learning outcomes of the case pupils (2 in each class identified as having MLD) 2-3 research questions for each pupil (related to LS aims) 3 goals for each pupil (related to LS aims and RQs). Within each goal, 3 levels: 2 before the LS (baseline and expected levels) and 1 after the LS (an achieved level)  The process is teacher/LS team-led How?  Detailed instructions are in the pack together with a template to be filled in for each Lesson Study/case pupils

Example of a GME goal and levels

Ethnographic research  Real time observations of the Lesson Study process (LS team meetings and classes) in schools  The focus is on the process, not on outcomes How? School visits (estimated 2-4 visits per school in each LS )  Observations in a small number of case study schools  Short interviews: a.with teachers, other LS team members and some senior leaders: views about the process, impact on pupil learning, issues arisen etc. b.with the case pupil focusing on their views about LS and how it affects their learning

Ethnographic research: case study schools  There will be 5 case study schools (same for both LS cycles)  How are these schools selected? By distance to Exeter: time constraints/logistics – easy access If your school fits this criteria, you may be asked to take part  How are the visits planned? By negotiating suitable times to fit within teaching timetables etc. Suggestion: initial visit ASAP to plan dates/times

Process evaluation Focus on the LS process at teacher and school levels  why and how the LS works in schools/impact on teaching and teachers  construction of process theory (links between contexts, mechanisms and outcomes) How? 1.An online survey at the end of the project (Feb/March 2012) OR at the final conference 2.Short interviews with a sample of teachers – possibly by phone

Ethical issues  The research and evaluation in the project follows ethical guidelines (by the British Educational Research Association)  Consent from research participants: Understand what the project is, what it is aiming to do and its purposes What taking part involves Right to confidentiality and anonymity (e.g. in any subsequent reporting of research findings) Right to withdraw from the study at any time  For case pupils interviews: written parental consent template available from project website

TIME PERIOD STUDENTTEACHERETHNOGRAPHICPROCESS EVALUATION OTHER AT THE 1st CONFERE NCE n/a1. MLD teaching approaches questionnaire 2. Inclusion survey n/a LESSON STUDY 1 GME – by teachers Visits to case study schools (observations and interviews School identification of MLD questionnaire LESSON STUDY 2 GME – by teachers Visits to case study schools (observations and interviews AT THE FINAL CONFERE NCE (OR AFTER) GME – final details (if not finished) 1. MLD teaching approaches quest. repeat 2. Inclusion survey repeat Process survey (if not done) Process interviews (sample)