The development of a research culture in secondary schools

Ebbutt, David

doi:10.1080/09650790200200171

Cited by 28 publications

(12 citation statements)

References 8 publications

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“…The rationale for such work has been that initiatives to promote teacher research engagement are more likely to succeed if they are based on an understanding of teachers' conceptions of research and of the role research plays in their work. A further related strand of inquiry, particularly in the UK, has focused on the notion of research-engaged teachers and schools (Ebbutt 2001;Handscomb and Macbeath 2003;Hemsley-Brown and Sharp 2003;Barker 2005;Sharp et al 2005;Sharp 2007). One collective finding to emerge from this work is that organizational and institutional factors, and not just teachers' individual attitudes, can also exert a powerful influence on the extent to which teachers can be research-engaged.…”

Section: Teacher Research Engagementmentioning

confidence: 99%

English Language Teachers' Conceptions of Research

Borg¹

2009

Applied Linguistics

262

314

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This article examines the conceptions of research held by 505 teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers' views on what research is and how often they read and do it (and why or why not in each case). An understanding of these issues is central to the development of informed policies for promoting teacher research engagement, but relevant systematic evidence is lacking in the field of English language teaching (ELT). The study shows that the teachers held conceptions of research aligned with conventional scientific notions of inquiry. The teachers also reported moderate to low levels of reading and doing research, with a lack of time, knowledge, and access to material emerging as key factors which teachers felt limited their ability to be research-engaged. Teachers engaged in research reported being driven largely by practical and professional concerns rather than external drivers such as employers or promotion. Overall, the findings of this study point to a number of attitudinal, conceptual, procedural, and institutional barriers to teacher research engagement. Understanding these, it is argued here, is an essential part of the broader process of trying to address them and hence to make teacher research engagement a more feasible activity in ELT.

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Section: Teacher Research Engagementmentioning

confidence: 99%

English Language Teachers' Conceptions of Research

Borg¹

2009

Applied Linguistics

262

314

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“…However, teachers are most likely to be able to engage in action research if there is a culture of action research in their school. Ebbutt hypothesised that it would take ten years for a school to move from no culture of research to an established and embedded research culture [11]. Part of effective professional learning (PL) is trying out new ideas in the classroom and evaluating their effectiveness [33], by carrying out action research or classroom research.…”

Section: Classroom-based Researchmentioning

confidence: 99%

“…Of the 22 teachers joining the project, 7 were primary teachers with 14 secondary teachers and one from middle school (age [8][9][10][11][12][13][14]. All the teachers who did not continue (4) were from secondary education.…”

Section: Participantsmentioning

confidence: 99%

Classroom-Based Research Projects for Computing Teachers

Sentance

Sinclair

Simmons

et al. 2018

ACM Trans. Comput. Educ.

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The introduction of Computing to the national curriculum in England has led to a situation where in-service teachers need to develop subject knowledge and pedagogical expertise in computer science, which presents a significant challenge. Professional learning opportunities can support this; these may be most effective when situated in the teachers' own working practices. This paper describes a project to support Computing teachers in developing pedagogical skills by carrying out classroom-based research in their schools. A group of 22 primary (Grades K-5) and secondary (Grades 6-10) teachers from schools across England planned, designed and implemented research projects either individually or in small groups, supported by a team of university colleagues. Inter and intra group progress was shared online and face-to-face within a distributed community of inquiry. Data collection included surveys, video data, and the projects completed by the teachers. The findings from the project are analysed using Clarke and Hollingsworth's Interconnected Model of Teacher Professional Growth (IMTPG), which enables an identification and exploration of teacher change. Results of the analysis demonstrate that the approach can foster "growth networks" -the construct used within IMTPG to indicate teacher change which is likely to be sustained and fundamental to teachers' understanding. The individual nature of this change indicates that the approach supports personal change related to each teacher's specific situation. Although there is a huge literature on action research as part of teacher professional learning, we believe this to be the first time this has been carried out in the context of computer science education. We conclude by critically reflecting on the lessons that we have learned in leading this project.

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“…Two of the schools in the partnership have a history of engagement in research that goes back 10 years. Elsewhere (Ebbutt, 2000), these two schools are described as having an established research culture. There is variability, but by and large the other four schools have come to research more recently.…”

Section: Introductionmentioning

confidence: 98%

Educational research partnership: differences and tensions at the interface between the professional cultures of practitioners in schools and researchers in higher education

Ebbutt

Robson

Worrall

2000

Teacher Development

Self Cite

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This article is a contribution to an ongoing debate in the United Kingdom about the value and impact of educational research. Specifically it focuses upon educational research carried out by teachers in school when they work in a partnership relationship with university-based researchers from a School of Education. The occupational culture of each of these professional groups differs, and the likelihood within a partnership for difference to be magnified and for misunderstanding and tension to arise are manifold. In attempting to explain how educational research is viewed from the perspective of each other's occupational culture, the hope is that greater understanding will give rise to partnerships that prove fruitful for both teacher researchers in school and for professional researchers from Higher Education.

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The development of a research culture in secondary schools

Cited by 28 publications

References 8 publications

English Language Teachers' Conceptions of Research

English Language Teachers' Conceptions of Research

Classroom-Based Research Projects for Computing Teachers

Educational research partnership: differences and tensions at the interface between the professional cultures of practitioners in schools and researchers in higher education

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