1. Developing a research-engaged culture

2. Brief overview of Farnborough Sixth Form’s action research programme
Workshop objectives:
Brief overview of Farnborough Sixth Form’s action research programme
The benefits or increasing research-engagement
Obstacles to overcome
Vision for the future?
My involvement in action research
began in September 2004, when asked
by our Vice-Principal to carry out a
class-based project to evaluate the
impact of our ‘emotional intelligence’
strategies. Promoted vigorously by our
Director of Teaching for Learning, the
college had secured funding for these
ideas to be introduced and evaluated,
as part of a QIA innovation bid. Now, a
group of teachers, me included, had
the task of showing how successful this had been. In March 2005, I completed my MSc in
Psychological Research Methods with
the Open University. At the end of the
academic year, the Principal outlined a
new post, called Senior Project Leader,
the holder of which would be in
charge of action research projects at
the college. I came across the NFER’s
research-engaged schools project and
attended the corresponding conference
in September This event gave me
inspiration for how to proceed at our
college. In addition, by seeing my role
as a promoter of ‘research
engagement’, I began to look at things
from a more institutional perspective
and to see the benefits that such an
approach could bring.
The NFER study identified a number of key factors that were conducive to research-engaged schools:
a school culture that values openness, reflection and professional debate
a commitment to using evidence for school improvement
commitment of resources
desire for staff to work collaboratively, regardless of role and status
a willingness to embed the research activity into existing school systems
access to sources of expertise and advice.
Source: NFER, Supporting research engaged schools, April 2006

3. What is a ‘research-engaged’ school?
“In a research-engaged school, teachers seek answers to everyday questions, using the principles and methods of systematic enquiry. The results of the research are then ‘made public’ by sharing with other practitioners and members of relevant communities.”
My involvement in action research
began in September 2004, when asked
by our Vice-Principal to carry out a
class-based project to evaluate the
impact of our ‘emotional intelligence’
strategies. Promoted vigorously by our
Director of Teaching for Learning, the
college had secured funding for these
ideas to be introduced and evaluated,
as part of a QIA innovation bid. Now, a
group of teachers, me included, had
the task of showing how successful this had been. In March 2005, I completed my MSc in
Psychological Research Methods with
the Open University. At the end of the
academic year, the Principal outlined a
new post, called Senior Project Leader,
the holder of which would be in
charge of action research projects at
the college. I came across the NFER’s
research-engaged schools project and
attended the corresponding conference
in September This event gave me
inspiration for how to proceed at our
college. In addition, by seeing my role
as a promoter of ‘research
engagement’, I began to look at things
from a more institutional perspective
and to see the benefits that such an
approach could bring.
The NFER study identified a number of key factors that were conducive to research-engaged schools:
a school culture that values openness, reflection and professional debate
a commitment to using evidence for school improvement
commitment of resources
desire for staff to work collaboratively, regardless of role and status
a willingness to embed the research activity into existing school systems
access to sources of expertise and advice.
Source: NFER, Supporting research engaged schools, April 2006

4. Context-based research
“..there can be no such thing as ‘best practice’ which can be universally applied in all classrooms and in all contexts”. (Coffield 2008). “In practice, there seems to be a growing consensus that small-scale, practitioner-led action research projects often have more impact than more rigorously controlled studies.” (Claxton, 2006)

5. Teacher researchers
“.. Research that produces nothing but books will not suffice” (Kurt Lewin 1946) Educational research: "any inquiry teachers undertake to understand and improve their own practice" (McCutcheon & Jung 1990).

6. The Action Research cycle:
Plan 2
Source: McNiff et al, 2003
Being a ‘reflective practitioner’ (Putting the ‘I’ at the centre of the research)
Informed action:
Systematic monitoring to generate valid data
Authentic descriptions of the action
Explaining / interpreting the action
Validating your research
Making your research public (presenting/writing up)

7. The Farnborough annual action research cycle:
Dissemination
June 7th 2010 conference
Training on Action research
Submission of proposals
Carrying out projects
Submission of proposals for next year

8. “In a research-engaged school, teachers seek answers to everyday questions, using the principles and methods of systematic enquiry. The results of the research are then ‘made public’ by sharing with other practitioners and members of relevant communities.”
Discussion points:
What might a research-engaged culture mean in your own institution?
What would be the benefits to you and your institution of establishing a richer (or even richer!) culture of engagement with research?
What ingredients are needed to encourage a research-focused school or college?
What are the obstacles?
My involvement in action research
began in September 2004, when asked
by our Vice-Principal to carry out a
class-based project to evaluate the
impact of our ‘emotional intelligence’
strategies. Promoted vigorously by our
Director of Teaching for Learning, the
college had secured funding for these
ideas to be introduced and evaluated,
as part of a QIA innovation bid. Now, a
group of teachers, me included, had
the task of showing how successful this had been. In March 2005, I completed my MSc in
Psychological Research Methods with
the Open University. At the end of the
academic year, the Principal outlined a
new post, called Senior Project Leader,
the holder of which would be in
charge of action research projects at
the college. I came across the NFER’s
research-engaged schools project and
attended the corresponding conference
in September This event gave me
inspiration for how to proceed at our
college. In addition, by seeing my role
as a promoter of ‘research
engagement’, I began to look at things
from a more institutional perspective
and to see the benefits that such an
approach could bring.
The NFER study identified a number of key factors that were conducive to research-engaged schools:
a school culture that values openness, reflection and professional debate
a commitment to using evidence for school improvement
commitment of resources
desire for staff to work collaboratively, regardless of role and status
a willingness to embed the research activity into existing school systems
access to sources of expertise and advice.
Source: NFER, Supporting research engaged schools, April 2006

9. What are the benefits to students?
“ a growing research base on the influences on student learning... Shows that teacher quality trumps virtually all other influences on student achievement ”.
Source: Thompson and Wiliam (2007)
Gaining an insight into their own learning
Seeing their own teacher willing to learn
Improved learning experience by involvement in the project
The Sixth Form College …with a university feel

10. Encouraging professionalism
“ For over 20 years, the fashion in the educational world has been to ‘downplay’ the significance of teaching (and so, by implication, teachers) and to praise learning”
Source: Frank Coffield, ‘Just suppose teaching and learning became the first priority’
Encouraging a sense of professional agency gives a chance for staff to develop their own insights and devise appropriate actions, rather than ‘delivering’ an agenda set by others. This engaging in reflection and enquiry as part of professional development leads to an improvement in outcomes for pupils and contributes to the development of a learning culture within the school.
What are the benefits to staff?
Learning new skills of research
Gaining insight into an aspect of teaching and learning (creating champions for T&L initiatives)
Gaining accreditation on MA
Publishing work (PRE)
Increased job satisfaction

11. Thank you for your contributions today
Encouraging a sense of professional agency gives a chance for staff to develop their own insights and devise appropriate actions, rather than ‘delivering’ an agenda set by others. This engaging in reflection and enquiry as part of professional development leads to an improvement in outcomes for pupils and contributes to the development of a learning culture within the school.
What are the benefits to staff?
Learning new skills of research
Gaining insight into an aspect of teaching and learning (creating champions for T&L initiatives)
Gaining accreditation on MA
Publishing work (PRE)
Increased job satisfaction