Collaborating to Learn and Learning to Collaborate in Educational Research
This presentation by Donald Christie explores the essence of collaboration in educational research, examining various projects and experiences that highlight the significance of working together. From research roots to future directions, the journey emphasizes the value of respecting others, sharing knowledge, creating dialogue space, and listening actively. Theoretical frameworks like Vygotsky's social learning theory underscore the interconnectedness between social interaction and learning, emphasizing dialogue's crucial role in shaping understanding and expertise within a community of learners.
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Collaborating to learn and learning to collaborate Donald Christie Department of Childhood and Primary Studies and Applied Educational Research Centre University of Strathclyde Faculty of Education Professorial Lecture 9 December 2008
Outline Prologue: research roots (routes?) Collaborating to Learn and Learning to Collaborate Researching collaborative group work in schools (TLRP ScotSPRinG Project) Researching teachers as collaborative learners (AERS LLT Network Project 2) Researching the research process itself: community of enquiry as a collaborative model for educational research (AERS LLT Network Project 1) Reflections and Future directions Epilogue
Prologue Early experiences of collaborating in research teams at Stirling and Aberdeen as contract researcher in Pure and Applied Cognitive Psychology Family and entry into teaching profession Early Jordanhill College collaborations Anne Ramsay (Children and computers) John MacBeath and Ken Dundas (ITE student experiences) Ralph Dutch (Northern College) and Peter Clarke (Stress survey) University of Strathclyde, post-merger collaboration with David Warden, Department Psychology Perceptions of prosocial and antisocial behaviour Fostering interpersonal awareness through peer learning (ESRC) Collaboration in Educational Studies with Joan Menmuir Personal Constructs of Early Years Practitioners
Lessons.. The importance of respecting and valuing others Willingness to share and to contribute is vital Need to create space for dialogue Need to listen
Collaborating to learn and learning to collaborate?
Theoretical framework vygotsky Learning construed as a social process Potential of social interaction as a powerful means of facilitating learning. Ideas of Piaget, Vygotsky, Leont ev, Lave, Wenger, Engestr m and others Role of differences in conceptual understanding and expertise Pivotal interrelationship between language and thought and hence the importance of dialogue All activities can be seen as cultural practices or ways of achieving particular objectives which are shared between members of a community.
Conceptual complexity or confusion? Collaboration versus Co-operation versus Co-location Other related ideas Partnership, community(?), peer mediation, reciprocity scaffolding Key mediating role of language and importance of dialogue
ScotSPRinG Project: Supporting group work in primary classrooms Donald Christie, University of Strathclyde Caroline Donaldson, formerly University of Dundee Christine Howe, formerly Strathclyde, now Cambridge University Emma Jessiman, formerly University of Strathclyde Allen Thurston, formerly Dundee, now Stirling University Andrew Tolmie, formerly Strathclyde, now Institute of Education, London Keith Topping, University of Dundee Kay Livingston, formerly Strathclyde, now Glasgow University www.tlrp.org/proj/phase111/Scot_extb.html and www.groupworkscotland.org
Background and Funding ESRC Teaching and Learning Research Programme www.tlrp.org Scottish Extension Project Linked to TLRP Phase II Project: Social Pedagogic Research into Grouping (SPRinG) Project (Maurice Galton, Peter Blatchford and Peter Kutnick) ScotSPRinG focused investigation on P6/P7 stage, age range 10-12 Curriculum area: Primary Science - general and specific attainment Social relationships, attitudes and self-esteem Looking at composite and non-composite classes and Urban and rural school contexts TLRP-ESRCs
Research Design Initial Survey Two-phase intervention Phase 1: Social and communication skills training Phase 2: Group work in science topic studies Intervention sample: 24 schools/classes (+ 3 controls); 31 teachers; and c. 600 pupils in P6/P7 classes Classroom observations and ratings (at 3 time points) Pre- and post-test battery General attainment measures (PIPS tests) Specific attainment measures in science Attitudes, social relations, self esteem measures, etc. TLRP-ESRCs
Intervention Sample: Urban and Rural schools; Composite and Non-composite classes 24 Primary Schools: 12 in West/Central Scotland; 12 in East/North Scotland Composite Single-age 6 schools 6 schools Urban 6 schools 6 schools Rural TLRP-ESRCs
In-service session TLRP-ESRCs Photo credit Dr Allen Thurston
Observed v. Reported Group Work National survey of teachers suggested group work was a common feature of classroom practice. However, initial observations showed in most classrooms children were unfamiliar with skills and processes of collaborative group work At Time 1, children were more likely to be working on their own in supposed group lessons At Time 1, children working IN groups, not working AS groups Quality of interaction and amount of collaborative dialogue significantly improved from Time 1 to Time 3, especially children sharing propositions and explanations (cf. exploratory talk , Mercer, 1996). TLRP-ESRCs
Gains in Science attainment Intervention Control Single-Age Composite Total Intervention Urban Rural Urban Rural Evaporation & Condensation Pre-test Post-test (Max=19) 8.59 (2.83) 10.92 (3.59) 9.92 (3.14) 12.15 (3.25) 9.85 (5.07) 12.67 (3.17) 9.26 (2.73) 12.48 (3.98) 9.23 (3.59) 12.20 (3.56) 10.30 (3.26) 10.14 (3.00) Force & Motion Pre-test Post-test (Max=34) 20.94 (5.45) 23.56 (5.26) 22.30 (4.57) 24.38 (5.08) 19.87 (4.47) 22.78 (5.19) 19.86 (5.12) 23.59 (4.94) 20.52 (4.91) 23.54 (5.19) 23.15 (5.09) 23.88 (5.04) ANCOVAs E&C pre- v. post- F (1, 509) = 63.31, p < .001, partial eta squared = .29 F&M pre- v. post- F (1, 460) = 43.10, p < .001, partial eta squared = .23 TLRP-ESRCs
Process x Outcome Interaction Regression analysis showed cognitive gains were predicted by improved group work quality, in terms of: collaborative quality of pupil dialogue: sharing ideas and explanations quality of teacher support: non-intrusive, scaffolding TLRP-ESRCs
Teacher Perceptions Teachers rated all aspects positively: Value of the in-service training provision Quality and value of materials and resources provided Impact of intervention on their practice Impact of intervention on the children s learning TLRP-ESRCs
Findings of ScotSPRinG Project In the cognitive domain: Collaborative group work is effective across wide range of class/school contexts Gains made attributable to the quality of collaborative dialogue in groups (explanations/ propositions) Successful group work in is associated with tasks that emphasise children sharing, discussing, agreeing and recording. Successful group work is also associated with a non-directive, but supportive role on the part of the teacher TLRP-ESRCs
More ScotSPRinG findings In the social and affective domains: High quality preparation for/implementation of group work yields benefits in social relationships And some small but measurable effects in self- esteem Overall conclusion: Good planning, preparation and implementation of collaborative group work enables it to yield socio-emotional as well as cognitive benefits Children need to learn to collaborate if they are going to collaborate to learn! TLRP-ESRCs
Teachers as collaborative learners? Deriving the Standard for Chartered Teacher: a collaborative research exercise. International literature review 20 Focus Groups (N=300) on general issues surrounding Chartered Teacher Programme 17 Focus Groups specifically on qualities of accomplished teaching with range of stakeholders (N=235: HMI, TEI, teachers, parents, pupils) Individual behavioural event interviews with 19 accomplished teachers Plus.. Data from two national consultations (2 x 60,000 questionnaires!) Collaborative project team: Edinburgh, Strathclyde Univ. and private sector partner Arthur Andersen Consultants(!)
Researching the Standard for Chartered Teacher (SCT) Grounded theory/content analysis by the hexagonal post-it method!
Model of the Chartered Teacher
New models of teacher professionalism Standard for Chartered Teacher includes commitment to: Collaboration with, and influence on, colleagues For example, by: acting as a source of advice to colleagues on particular aspects of teaching and learning contributing to school development and to strengthening its capacity for self-evaluation through analysis, sharing and dialogue with colleagues, and modelling good practice contributing to the school's in-service and CPD activities working as a leading member of a team, inside and outside the classroom, to share good practice, improve teaching and learning and develop resources for use in the school. (Standard for Chartered Teacher, Scottish Executive, 2003)
Extended teacher professionalism entails collaboration Strong drive towards multi-professional approaches in the caring professions Full service schools serving children, their families and their communities Demands collaboration with other teachers with other professions with parents with community groups, agencies and businesses BUT ALSO with children and young people themselves (See Daniels et al. Learning in and for interagency working, www.tlrp.org )
Teachers as collaborative learners? Applied Educational Research Scheme (AERS) Learners, Learning and Teaching Network (LLTN) Project 2: Teachers as Learners Donald Christie, Strathclyde Morwenna Griffiths, Edinburgh Aileen Kennedy, Strathclyde Lesley Reid, Edinburgh Christine Fraser, Aberdeen Stephen McKinney, Glasgow Mary Welsh, Strathclyde Alastair Wilson, Strathclyde (With research support from Eleni Karagiannidou and Liz Seagraves) AERS Applied Educational Research Scheme
Triple-lens framework AERS Applied Educational Research Scheme Framework Terms of categorisation What is being categorised? Personal/social/ occupational Domain of influence of professional learning Bell and Gilbert s aspects of professional learning (amended) Transmission/transitional/ transformation Capacity for professional autonomy and transformative practice supported by the professional learning Kennedy s framework for analysing CPD Quadrants of teacher learning Formal/informal Planned/incidental Sphere of action in which the professional learning takes place
Collaborative CPD Learning as socially-situated and not an individual activity Value of sustained and collaborative CPD (Cordingley et al., 2005) Role of collaborative CPD in shaping professional identity, especially in early years (Rhodes et al., 2005) Successful learning communities: learning is central; good relationships fundamental (Bolam et al., 2005) Electronic (Wilson et al., 2008) and/or local collaboration (James et al., 2006) Attends to personal, social and occupational dimensions (Bell & Gilbert, 1996) Emphasis on importance of relationships in early professional development (Jim McNally, TLRP EPL Project) AERS Applied Educational Research Scheme
AERS Applied Educational Research Scheme Levels of engagement in collaborative learning Level Type of engagement Extent of shared concern Exemplification Colleagues in a staffroom Participants at an in-service course 1 Being beside others (Co-location) Common location Stage partners (primary) or subject teachers (secondary) discussing curriculum 2 Talking with others (Co-operation) Common interests Colleagues involved in school- based action research project to address a shared problem 3 Engaging with others (Collaboration) Common problem or task
Research as form of collaborative activity? Applied Educational Research Scheme (AERS) Learners, Learning and Teaching Network (LLTN) Project 1: Building Communities of Enquiry in Educational Research Donald Christie, Strathclyde Claire Cassidy, Strathclyde Norman Coutts, Aberdeen Jayne Dunn, Dept of Education, South Australia, formerly Dundee Sanna Rimpilainen, Stirling, formerly Strathclyde Christine Sinclair, Strathclyde Don Skinner, Edinburgh Alastair Wilson, Strathclyde AERS Applied Educational Research Scheme
Community of Enquiry: model for educational research? International literature review and conceptual analysis yielded seven factors worthy of consideration by those seeking to establish community of educational enquiry Dialogue and participation Quality of relationships Perspectives and assumptions Structure and context Climate Purpose(s) Control AERS Applied Educational Research Scheme
Research as form of collaborative activity? Community of Enquiry Collaborative enquiry creates new knowledge AND new models of applied research (Cassidy, et al., 2008) Entails collaboration with other practitioners, with policy makers, with HEI researchers, with all stakeholders, including: children as co-enquirers/co-researchers AERS Applied Educational Research Scheme
The Virtual Research Environment (VRE) as platform for collaborative enquiry Use of VRE first suggested by Prof Mary James (TLRP Learning to Learn Project) and then pioneered by LLT2 Incredible explosion of interest: now over 200 worksites supported through AERS LLTN. Particularly successful have been examples where children and young people (and B.Ed.4 students) are participants/co- enquirers. Provides space for voices of marginalised groups to be expressed and listened to, creating new forms of research evidence (see Wilson, et al., 2008) Adopted as part of the Research to Support Schools of Ambition Project (led by Prof Menter at Glasgow) Now accepted as platform for research communications in faculty. Not all worksites have thrived and many have defied predictions in terms of the way they have been used.
Why collaborate in research? Sound theoreticallyand ethically Social learning Cultural capital/Social capital Respectful, participatory, inclusive Sound methodologically and pragmatically Facilitates capacity building in broad sense Potentially more ecologically valid Pooling expertise increases capability within any given project Sound economically and politically Scarce resources better used Policy imperative: joined-up research for joined-up policy AERS Applied Educational Research Scheme
Learning to Collaborate Requires Effort Commitment Social and communication skills Organisation Engagement with, and in, action/activity Plus Need to consider 7 factors!
Collaboration can enhance learning in schools, BUT . Collaboration is not a panacea! In classroom learning Collaborative learning is most suitable where there is a need for learners to reach new levels of conceptual insight by transcending current understanding through being challenged by others perspectives (E.g. Damon & Phelps, 1989) Collaborative learning is not best suited to situations calling for the acquisition of new skills, routines or strategies, or to practice-based learning tasks. Collaborative group work can also enhance motivation, but individual effort remains essential Learning to collaborate has both intrinsic and instrumental value, but need for individual self regulation clearly also remains
Community of Enquiry may be a powerful model for educational research, BUT Again, collaboration is not a panacea! Research entails many phases of activity, not all of which are collaborative in nature or necessarily lend themselves to collaboration. Some phases of research have clear potential for collaboration, e.g. research planning and generating research questions. Others like reading, thinking, data analysis and report writing may at times entail essentially individual activity Some of these may call for a combination of individual and collaborative approaches, with interesting possibilities emerging.
Future directions for my research AERS LLTN projects will continue to publish for at least 18 months; Project 2 team to align with SERA Network; Project 1 team to continue pioneering work with VRE Opening up to scrutiny the area of inter-professional/ multi-professional forms of collaborative working to address social disadvantage Cross-faculty research group from GSSW, CPS, EPS and CS Developing pump-priming bid to University RDF for preparatory review of policy and research Aim to submit bid to ESRC in by Summer 2009 Collaborative group work across the curriculum Harness significant expertise within CPS and across Faculty to form group to research collaborative learning in context of ACfE
Epilogue Not everything that counts can be counted and not everything that can be counted counts (Einstein) Ultimately it is people that matter Thank you everyone for listening!
