- School of Education
Durham University
Leazes Road
Durham
DH1 1TA - 0191 3448344
Kate Wall
University of Strathclyde, Glasgow, School of Education, Faculty Member
- Education, Action Research, Research Methodology, Qualitative methodology, Educational Research, Methodology (Education), and 24 moreLearning and Teaching, Metacognition and its development, Higher Education, Case Study Research, Educational evaluation, Video Learning in the Classroom, Education Ethics, Teacher Research, Metacognition, Education Policy, Practitioner Enquiry, Educational Technology, Practitioner Inquiry, Teacher Education, Educational Psychology, Participatory Research, Continuing Professional Development, Early Years (Education), Teacher Learning, Visual Research Methods, Learning Networks, John Dewey, Teacher professional development, and Teachers' professional developmentedit
- Kate's research interests revolve around supporting teachers and learners in talking about experiences of learning an... moreKate's research interests revolve around supporting teachers and learners in talking about experiences of learning and teaching. She is particularly interested in methodologies for gathering pupils' views on curriculum and learning, with a particular focus on:
o visual methodologies for gathering the learners' perspective of teaching and learning
o learners' views on how they learn and their thinking about learning (Metacognition)
o ways in which teachers can be supported in generating talk about learning with learners
o learners' reflections on ability grouping strategies
o learners' experiences during the National Literacy and Numeracy Strategies
o how ICT can facilitate talk about learning
o the experiences of learners identified as having special eduactional needs in the primary school
o learning to learn: its meaning and its application in schools for all learners
o practitioner enquiry through action research as a method for supporting teacher learning about the teaching and learning process in their classroomsedit
This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education... more
This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education Reform Movement, I will ask questions about how a practitioner enquiry frame as located within Scottish education professional learning model, encourages thinking about how teachers engage with research. Focusing on how we judge the tools we use (in research and teaching and learning) and how both perspectives might provide helpful insight into judgements of quality, a productive space will be created. With origins in my own pedagogical repertoire, examples of visual tools will be used to exemplify this thinking demonstrating how the data arising from their use can be translated into the research domain. I will conclude by suggesting that for practitioner enquiry to be perceived as more realistic for the majority of the profession then a productive synergy is needed between research methodology and pedagogy, where assumptions about 'good practice' on either side are not mutually exclusive but rather complementary in supporting practitioners' reflective and strategic thinking.
Research Interests:
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and... more
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three-way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.
Research Interests:
Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the... more
Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large-scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers’ critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils’ responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils’ responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.
Research Interests:
This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on ‘Learning to Learn’. This is a potentially useful... more
This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on ‘Learning to Learn’. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum-driven and assessment-dominated education towards inclusive and lifelong learning. At the end of the academic years 2003–2004 and 2004–2005, a total of 43 teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from the analysis.
Research Interests:
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning.... more
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of
the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the development of a successful Learning to Learn school culture.
the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the development of a successful Learning to Learn school culture.
Research Interests:
(2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using ICT. A major element of this was the investigation of the impact that these portfolios had on teachers and learners,... more
(2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using ICT.
A major element of this was the investigation of the impact that these portfolios had on teachers and learners, particularly focusing on how they could be used to facilitate pupil talk about the learning process and metacognition.
This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies exploring digital portfolio development in classrooms across the primary age phase (3-11 years).
The teachers all approached the task in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool of reflection and celebration of pupils' progress.
A major element of this was the investigation of the impact that these portfolios had on teachers and learners, particularly focusing on how they could be used to facilitate pupil talk about the learning process and metacognition.
This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies exploring digital portfolio development in classrooms across the primary age phase (3-11 years).
The teachers all approached the task in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool of reflection and celebration of pupils' progress.
Research Interests:
Understanding and working with ethical issues when including young children in educational research is critical to ensuring their involvement is meaningful. Increasingly, different methodological approaches have been used to address some... more
Understanding and working with ethical issues when including young children in educational research is critical to ensuring their involvement is meaningful. Increasingly, different methodological approaches have been used to address some of these issues, and the use of visual methods is showing particular potential for its age appropriateness. This paper will specifically focus on three examples of drawing based visual method used with samples of children across compulsory school age from the Learning to Learn in Schools project: Pupil View Templates (n = 263, age range 4–12 years), cartoon storyboards (n = 210, age range 4– 16 years) and fortune lines (n = 69, 4–14 years). The discussion of each method will be framed from a pragmatic perspective and will particularly focus on the ethics of process and output, how the method was used and the data that were analysed. Questions will be asked about the considerations that need to be made when including young children in data sets with other older school-aged children and dilemmas identified: the affordances and constraints of visual approaches for all participants, the role of the visual as mediator, the role and positioning of the adult support and the impact this has on the nature of the data elicited.
This paper is about the complex interactions between the intent of the researcher, the development of a collaborative practitioner research network and the tools used to scaffold, measure and represent this process. Using a residential... more
This paper is about the complex interactions between the intent of the researcher, the development of a collaborative practitioner research network and the tools used to scaffold, measure and represent this process. Using a residential conference for the Learning to Learn network as a forum, we used visual methods in the form of posters to stimulate critical reflection and dialogue on the case studies presented by colleagues. Capturing responses to the work of others using a verbal instrument, we were able to construct network diagrams that provided a snap shot of what members of the network learned and how this was achieved. This resource allows us as researchers to gain an understanding as to the dynamics by which ideas and knowledge are exchanged and also provides a tool by which critical reflection on the wider principles and beliefs underpinning individual case studies can be scaffolded.
The aim of this project was to provide detailed information on the progress of pupils identified as having special educational needs (SEN) as they followed the National Literacy Strategy (NLS). Background: The NLS was introduced with the... more
The aim of this project was to provide detailed information on the progress of pupils identified as having special educational needs (SEN) as they followed the National Literacy Strategy (NLS). Background: The NLS was introduced with the aim of raising the standard of literacy for all pupils. However, there is an absence of any clearly defined approach to identifying and meeting the needs of pupils at risk for literacy learning. This raises questions about how effective the NLS can be for these individuals. Previous research in the department has revealed concerns from class teachers about the teaching of literacy to pupils with SEN (Smith, Hardman & Mroz, 1999; Mroz & Smith, 2000). These concerns centred on a possible polarisation effect between the most and the least able. Research elsewhere has indicated further anxiety about the inflexibility of the structure and unrealistic targets (Fisher & Lewis, 1999; Anderson et al., 1999; Smith & Whiteley, 2000). At the beginning of the NL...
ABSTRACT The aim of this project was to provide detailed information on the progress of pupils identified as having special educational needs (SEN) as they followed the National Literacy Strategy (NLS). Background: The NLS was introduced... more
ABSTRACT The aim of this project was to provide detailed information on the progress of pupils identified as having special educational needs (SEN) as they followed the National Literacy Strategy (NLS). Background: The NLS was introduced with the aim of raising the standard of literacy for all pupils. However, there is an absence of any clearly defined approach to identifying and meeting the needs of pupils at risk for literacy learning. This raises questions about how effective the NLS can be for these individuals. Previous research in the department has revealed concerns from class teachers about the teaching of literacy to pupils with SEN (Smith, Hardman & Mroz, 1999; Mroz & Smith, 2000). These concerns centred on a possible polarisation effect between the most and the least able. Research elsewhere has indicated further anxiety about the inflexibility of the structure and unrealistic targets (Fisher & Lewis, 1999; Anderson et al., 1999; Smith & Whiteley, 2000). At the beginning of the NLS Framework, David Blunkett states that it is teachers who will make a difference to children in the classroom. Researchers agree and place the responsibility on teachers' professional shoulders to provide innovation, adaptation and supplementation of the NLS to provide for individual pupils' needs. The nature of this debate meant we felt there was a need to gather more evidence on how the NLS is being delivered and adapted, particularly to address the needs of SEN pupils in mainstream primary schools. Plus a need to identify the effective strategies for teaching these pupils. Our objectives were: -To provide information to policy makers about the challenges faced by teachers using the NLS with pupils who have SEN; -To identify the most effective teaching approaches for dealing with SEN pupils in literacy during the Literacy Hour; -To provide advice on how teachers can effectively include pupils with SEN within the Literacy Hour.
The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using ICT. A major element of this was the... more
The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using ICT. A major element of this was the investigation of the impact that these portfolios had on teachers and learners, particularly focusing on how they could be used to facilitate pupil talk about the learning process and metacognition. This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies exploring digital portfolio ...
Research Interests:
Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project1. Implicit in the animation process is reflective and strategic... more
Mind the Gap is a family learning project aiming to facilitate intergenerational
engagement with learning in schools through the vehicle of a stop-motion animation
project1. Implicit in the animation process is reflective and strategic thinking that helps
to make the process of learning explicit (Learning to Learn: Wall et al. 2010). The
animation project takes place in school and targets Year 4 children (aged 8 and 9 years
old) and their dads/ male guardians. The project is accompanied by staff development
in school to promote the same Learning to Learn (L2L) approaches across curriculum
and home/school boundaries. A team of researchers at Durham University is engaged in
two projects, firstly developing better understanding of the intervention elements and,
secondly, evaluating the impact. This paper will focus on data arising from the former
and will explore the space for family learning created in the project. We propose that
the context of an inherently challenging animation project, which includes schools,
parents and children working together in new ways to learn new skills associated with
information technology and creative story making, increases the likelihood of dialogue
about learning. It opens up the possibility of new relationships between home and
school as well as increasing the potential for learning based conversations that could be
engagement with learning in schools through the vehicle of a stop-motion animation
project1. Implicit in the animation process is reflective and strategic thinking that helps
to make the process of learning explicit (Learning to Learn: Wall et al. 2010). The
animation project takes place in school and targets Year 4 children (aged 8 and 9 years
old) and their dads/ male guardians. The project is accompanied by staff development
in school to promote the same Learning to Learn (L2L) approaches across curriculum
and home/school boundaries. A team of researchers at Durham University is engaged in
two projects, firstly developing better understanding of the intervention elements and,
secondly, evaluating the impact. This paper will focus on data arising from the former
and will explore the space for family learning created in the project. We propose that
the context of an inherently challenging animation project, which includes schools,
parents and children working together in new ways to learn new skills associated with
information technology and creative story making, increases the likelihood of dialogue
about learning. It opens up the possibility of new relationships between home and
school as well as increasing the potential for learning based conversations that could be
Research Interests:
Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic... more
Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic thinking that helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation project takes place in school and targets Year 4 children (aged 8 and 9 years old) and their dads/male guardians. The project is accompanied by staff development in school to promote the same Learning to Learn approaches across curriculum and home/school boundaries. A team of researchers at Durham University is engaged in two projects: first, developing better understanding of the intervention elements and, second, evaluating the impact. This article will focus on data arising from the former and will explore the space for family learning created in the project. We propose that the context of an inherently challenging animation project, which includes schools, parents and children working together in new ways to learn new skills associated with information technology and creative story making, increases the likelihood of dialogue about learning. It opens up the possibility of new relationships between home and school as well as increases the potential for learning-based conversations that could be lifelong and lifewide.
Research Interests:
Research Interests:
Self-Organised Learning Environments (SOLEs) are models of learning in which students self-organise in groups and learn using a computer connected to the internet with minimal teacher support. The original ‘hole in the wall’ experiments... more
Self-Organised Learning Environments (SOLEs) are models of learning in which students self-organise in groups and learn using a computer connected to the internet with minimal teacher support. The original ‘hole in the wall’ experiments in India are now applied to classrooms around the world. The idea of SOLEs is a social innovation that is inspiring educators (in schooling and also business contexts) everywhere, as demonstrated by Mitra’s award of the 2013 TED prize. However, when SOLEs are located in classrooms, a number of questions arise. Are SOLEs easily adapted for the classroom context? Is the impact on learning as transformative as suggested by the original ideas? This paper considers in detail the application over two years by one teacher, using SOLEs in a Year 4 classroom in an urban North East England primary school, in partnership with university researchers Dolan, Mitra and Leat. Issues of innovation and transformation are discussed, informed by the ideas of Bernstein, Engestrom, and Giroux. The SOLE concept, although flexible, has the potential to offer a divergent, radical transformative pedagogy. This sits somewhat uncomfortably alongside more convergent approaches which position the learner as subservient to the curriculum, with the task of merely mastering subject matter prescribed by the teacher. However, what is notable from this analysis is that transformative pedagogy seems to be positioned alongside, rather than in conflict with, the dominant educational framework.
Research Interests:
The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedago- gies under the umbrella term of learning to learn. In 2008, to gain greater under-... more
The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedago- gies under the umbrella term of learning to learn. In 2008, to gain greater under- standing of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner enquiry, the experi- ence for both teachers and students, and the support needed to facilitate success. This paper examines how the decision to use narrative interviews in conjunction with an iterative validation process supported a meaningful and ethical exchange between the teachers and researchers, where knowledge generation was fore- grounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Research Interests:
Research Interests:
Efforts to encourage 'interactive practice'in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the... more
Efforts to encourage 'interactive practice'in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation.
Research Interests:
Research Interests:
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and... more
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three-way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.
Research Interests:
As part of the Learning to Learn Phase 3 Evaluation (Higgins et al. 2007; Higgins et a. 2006; Higgins et al. 2005) teachers across three LocalAuthorities in England were supported in using an approach fitting ideas of professional enquiry... more
As part of the Learning to Learn Phase 3 Evaluation (Higgins et al. 2007; Higgins et a. 2006; Higgins et al. 2005) teachers across three LocalAuthorities in England were supported in using an approach fitting ideas of professional enquiry through action research (Baumfield, et al. 2008). In this complex project, teachers have explored different innovations that they
believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning (Kagan, 2001) to Assessment for Learning (Black and Wiliam 1998) to Thinking Skills (Baumfield and Higgins 1997). As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds
to debates around pupil voice (for example, Flutter and Ruddock 2004) and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy (Hall et al. 2006). This paper will use the method of pupil views templates (Wall and Higgins 2006) used by teachers as a pragmatic tool (Baumfield et al. 2007) to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive
knowledge and skilfulness (Veenman and Spaans 2005).
believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning (Kagan, 2001) to Assessment for Learning (Black and Wiliam 1998) to Thinking Skills (Baumfield and Higgins 1997). As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds
to debates around pupil voice (for example, Flutter and Ruddock 2004) and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy (Hall et al. 2006). This paper will use the method of pupil views templates (Wall and Higgins 2006) used by teachers as a pragmatic tool (Baumfield et al. 2007) to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive
knowledge and skilfulness (Veenman and Spaans 2005).
This article first investigates historical trends in both the practice and the understanding of consultation, considering the often contrasting perspectives of architects and designers, compared to teachers and educationalists. Differing... more
This article first investigates historical trends in both the practice and the understanding of consultation, considering the often contrasting perspectives of architects and designers, compared to teachers and educationalists. Differing assumptions held by these two broad groups of professionals can lead to conflicting aims and objectives for school buildings, even where there is determination to communicate effectively and find common ground. Our exploration of this issue will centre on the potential contribution of users of the educational environment and, in particular, what happens to the student perspective. Consultation over school buildings has tended in the past to centre on educators, and so miss out direct involvement of students (Woolner et al., 2005). However, there is increasing conviction that children should participate in decision-making (Burke and Grosvenor, 2003; Clark et al., 2003), including about school-design (DfES, 2002), and methods are being developed to do this (Wall and Higgins, 2006). The historical analysis will bring us to a point where, using the example of one school, the consultation procedure in practice can be reflected on. This will form the second element of the article, exploring consultation within the modern context of participatory school design and student voice. The experiences of a school undergoing redesign of a classroom space will be discussed in light of the dichotomy previously established, the perspective of architecture in contrast to that of education. The role of the child's view in influencing design solutions will be considered, together with the consequences for teaching and learning, consultation procedures and the re-design of school buildings.
This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al., 2005) which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available... more
This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al., 2005) which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available evidence regarding different facets of the physical environment and provided an analysis based on different areas of effect, including the extent to which different facets interact (positively and negatively) with one another. Our conclusions suggest that, although the research often indicates the parameters of an effective environment, there is an overall lack of empirical evidence about the impact of individual elements of the physical environment which might inform school design at a practical level to support student achievement. However, at a secondary level of analysis, there are indications that environmental change can be part of a catalytic process of school development and improvement. The implications of these findings for Building Schools for the Future will be discussed.
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning.... more
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about
learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the
development of a successful Learning to Learn school culture.
learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the
development of a successful Learning to Learn school culture.
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking... more
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the
school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish
ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a
participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse
sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to
knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.
school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish
ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a
participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse
sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to
knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.
Research Interests:
This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and... more
This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning
and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential
of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of
classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with
verbal and visual information.
and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential
of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of
classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with
verbal and visual information.
Research Interests:
The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In... more
The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.
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This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil... more
This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils’ views of how IWBs can impact on metacognition: thinking about learning. Using a template that has been developed by the Centre for Learning and Teaching at Newcastle University, pupils were encouraged to talk about learning in different contexts: this methodology and its rationale are described. The results show that overall comments from the pupils are positive, with the resulting
themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make recommendations for teachers and manufacturers.
themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make recommendations for teachers and manufacturers.
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Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally... more
Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS.
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This literature review was commissioned by the Design Council to inform its Learning Environments Campaign and sponsored by Center for British Teachers (CfBT). The primary objective of the Learning Environments Campaign is to challenge... more
This literature review was commissioned by the Design Council to inform its Learning Environments Campaign and sponsored by Center for British Teachers (CfBT). The primary objective of the Learning Environments Campaign is to challenge those involved in the leadership, design, planning, resourcing, and management of Britain’s schools to provide innovative and effective learning environments. The overarching brief for the literature review contained the following questions:
•What makes a good school (physical) learning environment?
•What impact do (physical) school learning environments have on student behavior, motivation, learning, and achievement?
•Which components/elements of school learning environments make the most difference to pupil behaviour, motivation, learning, and achievement, and why?
•What evidence exists to indicate the relative balance between the physical environment and the emotional and cognitive environments on pupil behavior, motivation, learning, and achievement?
•What makes a good school (physical) learning environment?
•What impact do (physical) school learning environments have on student behavior, motivation, learning, and achievement?
•Which components/elements of school learning environments make the most difference to pupil behaviour, motivation, learning, and achievement, and why?
•What evidence exists to indicate the relative balance between the physical environment and the emotional and cognitive environments on pupil behavior, motivation, learning, and achievement?
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This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on `Learning to Learn'. This is a potentially useful... more
This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on `Learning to Learn'. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum‐driven and assessment‐dominated education towards inclusive and lifelong learning. At the end of the academic years 2003-2004 and 2004-2005, a total of 43 teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from the analysis.
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The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT).... more
The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies. The teachers all approached the task of developing digital portfolios in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool for reflection and celebration of children's learning. As part of the data collection teachers were encouraged to gather pupil views about the digital portfolio learning process. These comments provide an interesting and surprisingly analytical perspective of the research and learning process not commonly considered in the academic community. This paper documents the pupils' views and uses them to review the strength of the digital portfolio process and the benefits of using it in the primary classroom.
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Research Interests:
This paper reports on an investigation into the interactive and discourse styles of a nationally representative sample of primary teachers (n = 70) as they work with pupils who experience difficulties in literacy development during... more
This paper reports on an investigation into the interactive and discourse styles of a nationally representative sample of primary teachers (n = 70) as they work with pupils who experience difficulties in literacy development during whole class and group-based sections of the literacy hour. Using a computerized observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole-class teaching' on the teaching of pupils with special educational needs (SEN) in the literacy hour to see whether the National Literacy Strategy (NLS) is promoting their active involvement. The findings suggest that while the NLS is encouraging teachers to involve pupils with SEN in the literacy hour, the discourse is dominated by teacher explanation and question/answer sequences that provide little opportunity for pupils of all abilities to initiate, explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS.
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This article reports on two action research projects which are part of the Campaign for Learning's Learning to Learn programme. The programme focuses on individual schools' and teachers' research priorities, within an overarching... more
This article reports on two action research projects which are part of the Campaign for Learning's Learning to Learn programme. The programme focuses on individual schools' and teachers' research priorities, within an overarching framework which seeks to understand the factors which promote successful learning. The programme has just finished the first cycle of research. The findings reported here are reflections on the process as well as explorations of the interactions between parents and schools. While both schools report increased pupil attainment as a result of the parental involvement, perhaps the most interesting aspect of the research is the way in which teachers and schools are making explicit their ideas about learning and testing them in dialogue with parents. Arguably, this creation of shared understandings could have the most profound impact on the pupils, their parents' views of learning and on the place of the schools within their communities.
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This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This... more
This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners' case studies, interviews, questionnaires and cross-project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers' learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.
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When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and... more
When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and the children identified with special educational needs (SEN) in her class. Now, as an educational researcher, she has had the opportunity to look at the policy changes in literacy education from a new perspective. In this article, looking at current research and commentaries on the National Literacy Strategy and using her own experiences and background, Kate asks how it affects teachers’ professionalism, their practice and perceptions on the inclusion of pupils with SEN.
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This talk starts by thinking about the theory and practice of metacognitive dialogue, what are the roles and dispositions taken by both students and teachers. It then explores a range of tools that can be used in the higher education... more
This talk starts by thinking about the theory and practice of metacognitive dialogue, what are the roles and dispositions taken by both students and teachers. It then explores a range of tools that can be used in the higher education classroom to support this type of innovative dialogue asking questions about how they facilitate and change the relationships between teacher, student and learning. Finally, it suggests the common characteristics of such tools asking what makes them catalytic in facilitating metacognitive exchanges.
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This is a keynote presentation that I gave at the CELCIS annual education conference
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This presentation to Fife Headteachers explored the Look Who's Talking project's 8 principles for voice with young children introducing our talking point posters to support voice practices in schools. I then made a link between voice as a... more
This presentation to Fife Headteachers explored the Look Who's Talking project's 8 principles for voice with young children introducing our talking point posters to support voice practices in schools. I then made a link between voice as a catalyst for effective learning.
Research Interests:
Research Interests:
Research Interests:
This session will focus on the feedback loop, the communication of progression and objectives from teacher to students, and importantly, the communication by students of their self-assessment and metacognitive processes towards achieving... more
This session will focus on the feedback loop, the communication of progression and objectives from teacher to students, and importantly, the communication by students of their self-assessment and metacognitive processes towards achieving those ends back to the teacher. I will ask, how we as teachers, can support students’ voice in such a way as to close this loop, how we can create democratic learning spaces that facilitate this type of conversation and introduce some tools and strategies that are supportive of the process. I will end by suggesting that with tighter feedback loops classroom dialogue can become mutually reinforcing of productive learning generating an increased likelihood of metacognitive awareness and insight.
In this Seminar I will draw on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges to explore the practices associated with developing metacognitive awareness. It... more
In this Seminar I will draw on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges to explore the practices associated with developing metacognitive awareness. It is an attempt to make clear the theoretical underpinnings of our belief that the project teachers were enacting something different, something metacognitive. I will suggest a pragmatic model of metacognition development based on ideas collaboratively produced across the project with five cycles of development exemplified from the pedagogic and the professional learning perspective with quotes, vignettes and case study excerpts. A catalytic relationship between the pedagogies used by the teachers to develop their students’ metacognition and the teachers’ own learning and metacognitive knowledge and skillfulness will be discussed.
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A brief introduction to visual methods in education research.
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Research Interests:
In the Summer term of 2008 we visited twelve primary and five secondary schools involved in the Learning to Learn in Schools project in Cornwall, Enfield, Cheshire and Northumberland. We asked students aged between 5 and 16 to make use of... more
In the Summer term of 2008 we visited twelve primary and five secondary schools involved in the Learning to Learn in Schools project in Cornwall, Enfield, Cheshire and Northumberland. We asked students aged between 5 and 16 to make use of a cartoon template to tell us the story of a time when they had learned something. We collected 210 templates.
We have gained interesting insights in to the limitations and potential of the cartoon format and a sense of the semiotic frame of this activity through a first level analysis where we have mapped the data set in terms of the ways in which they used the cartoon template, the broad themes of the cartoons presented and the demographic characteristics of the participants. There are some indications that the age and gender have an impact on the kind of learning illustrated. The ways in which we introduced the activity and the questions and perspectives of the students about their involvement raised important methodological and ethical issues for the team.
We have generated conceptual maps which offer us a bewildering menu of options for further analysis, to the extent that we fear being paralysed by too much choice. We are tantalised by the idea of an image grammar for understanding this work – but is this a quixotic enterprise? We will present a range of interpretations from an ongoing immersion process and reflect on participatory methods to validate our understanding with the students who produced the cartoons.
We have gained interesting insights in to the limitations and potential of the cartoon format and a sense of the semiotic frame of this activity through a first level analysis where we have mapped the data set in terms of the ways in which they used the cartoon template, the broad themes of the cartoons presented and the demographic characteristics of the participants. There are some indications that the age and gender have an impact on the kind of learning illustrated. The ways in which we introduced the activity and the questions and perspectives of the students about their involvement raised important methodological and ethical issues for the team.
We have generated conceptual maps which offer us a bewildering menu of options for further analysis, to the extent that we fear being paralysed by too much choice. We are tantalised by the idea of an image grammar for understanding this work – but is this a quixotic enterprise? We will present a range of interpretations from an ongoing immersion process and reflect on participatory methods to validate our understanding with the students who produced the cartoons.
Research Interests:
This paper will be based around the methodological issues inherent in collecting and analysing visual data gathered as part of the base line information for the first year of the ‘Learning to Learn in Schools Phase 4’ research project.... more
This paper will be based around the methodological issues inherent in collecting and analysing visual data gathered as part of the base line information for the first year of the ‘Learning to Learn in Schools Phase 4’ research project. This project is funded through the Campaign for Learning and aims to explore how the development of lifelong learning can be fostered in schools. It builds on a dispositions framework of the ‘5Rs’ which was constructed as part of Phases 1 to 3 (Rodd, 2001; 2003; Higgins et al. 2007). These dispositions are Readiness, Resilience, Resourcefulness, Reflectiveness and Responsibility and aim to give schools, teachers and pupils a starting point from which dialogue, enquiry and innovation around learning can happen (for more information on the methodology see Higgins et al. 2007; Baumfield et al. 2008 and Baumfield et al. 2007).
The project includes more than 40 schools, including both primary and secondary age phases, from four socio‐geographically different regions in England. This paper present the methodological challenges and initial findings from using visual methods to investigate to what extent students in the project are interpreting these dispositions using a visually based methodology (Prosser, 2007) and will evaluate pupils’ interpretations and understandings of the Rs and how they relate to their learning.
Teachers were asked to invite their students to draw their own representations and interpretations of the Rs and submit them to the Campaign for Learning as part of a competition in the first term of the project. All of these drawings will be analysed by the University team. The data for this paper is therefore drawn from the visual representations submitted by the students for the different dispositions. Analysis will be conducted by the authors as an iterative process of theory and construct generation (Glaser, 1992) using the common themes and representations used by the students. These will then be used to create a classification of students’ views of learning as supported by this framework.
The project includes more than 40 schools, including both primary and secondary age phases, from four socio‐geographically different regions in England. This paper present the methodological challenges and initial findings from using visual methods to investigate to what extent students in the project are interpreting these dispositions using a visually based methodology (Prosser, 2007) and will evaluate pupils’ interpretations and understandings of the Rs and how they relate to their learning.
Teachers were asked to invite their students to draw their own representations and interpretations of the Rs and submit them to the Campaign for Learning as part of a competition in the first term of the project. All of these drawings will be analysed by the University team. The data for this paper is therefore drawn from the visual representations submitted by the students for the different dispositions. Analysis will be conducted by the authors as an iterative process of theory and construct generation (Glaser, 1992) using the common themes and representations used by the students. These will then be used to create a classification of students’ views of learning as supported by this framework.
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Previous research has indicated that there is value in collaborative and repeated professional learning (McCormick et al. 2010) and that there are long-term impacts on performance and retention for teachers who have positive experiences... more
Previous research has indicated that there is value in collaborative and repeated professional learning (McCormick et al. 2010) and that there are long-term impacts on performance and retention for teachers who have positive experiences of this type of professional learning (Sammons 2007; Day et al. 2006). However, most networks are relatively homogeneous and have a pre-determined focus decided upon by their convenors. Extending work presented at ECER 2010 (Hall et al. 2010), this paper addresses the personal experiences expressed in participant interviews of professional learning as part of a heterogeneous enquiry network. This paper will focus on some of our key enquiry questions as network convenors: to what extent do these learning conversations lead to knowledge generation and transfer?; what impact does the professional learning process have on participant teachers? and to what extent is the learning sustained and built upon back to their institutions after network events?
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This paper reflects upon the complex interactions between the intent of the researchers, the development of a collaborative practitioner research network and the tools used to scaffold, measure and represent this process. Using a... more
This paper reflects upon the complex interactions between the intent of the researchers, the development of a collaborative practitioner research network and the tools used to scaffold, measure and represent this process. Using a residential conference for the Learning to Learn network as a forum, we used visual methods in the form of posters as boundary objects (Heldal, 2010) to stimulate critical reflection and dialogue on the case studies presented by colleagues. Capturing responses to the work of others using a survey instrument, we have constructed network diagrams in Nvivo8 that provide a snapshot of what members of the network learned and from whom (Fox, et al., 2007). This allows us as researchers to gain an understanding as to the dynamics by which ideas are exchanged and also provides a tool by which critical reflection on the wider principles and beliefs underpinning individual case studies of pedagogy can be scaffolded. The key questions addressed in this paper are:
Can the networks of influence between practitioner enquirers be predicted by their professional context, age of learners or subject discipline?
If the complexity of a heterogeneous network is unpredictable, is this a potentially chaotic or creative situation and how can this be mapped?
Can the networks of influence between practitioner enquirers be predicted by their professional context, age of learners or subject discipline?
If the complexity of a heterogeneous network is unpredictable, is this a potentially chaotic or creative situation and how can this be mapped?
Research Interests:
The Learning to Learn Phase 3 Evaluation is a research project funded through the Campaign for Learning and facilitated by the Centre for Learning and Teaching at Newcastle University. This project involves 33 primary and secondary... more
The Learning to Learn Phase 3 Evaluation is a research project funded through the Campaign for Learning and facilitated by the Centre for Learning and Teaching at Newcastle University. This project involves 33 primary and secondary schools in three LEAs, representing a wide range of socio-economic contexts across England. All of the schools have implemented interventions under the umbrella term of learning to learn. Working definitions of learning to learn exist, drawing on ideas of metacognition, Thinking Skills, self-regulation, self-efficacy and self-esteem. However, within this project definitions remain fluid and changing since through the process of research the teachers themselves are creating new understandings of what learning to learn is in practice.
This project is rooted in the belief that the teachers’ voice is paramount; therefore an action research methodology has been used. Moreover this methodology is one in which the teachers can identify their own research focus as well as their own intervention methods. The locus of control is firmly in the teachers’ domain rather than academia’s. However, to avoid criticisms of un-generalisable findings, as common research tools are introduced to the different action research case studies in schools, then conclusions can also be drawn across the whole national sample; thus becoming a persuasive tool for influencing practice and policy makers. This paper will explore the methods by which the different case studies are supported, the partnership that has developed between University and schools and the way that professional learning has evolved.
This project is rooted in the belief that the teachers’ voice is paramount; therefore an action research methodology has been used. Moreover this methodology is one in which the teachers can identify their own research focus as well as their own intervention methods. The locus of control is firmly in the teachers’ domain rather than academia’s. However, to avoid criticisms of un-generalisable findings, as common research tools are introduced to the different action research case studies in schools, then conclusions can also be drawn across the whole national sample; thus becoming a persuasive tool for influencing practice and policy makers. This paper will explore the methods by which the different case studies are supported, the partnership that has developed between University and schools and the way that professional learning has evolved.
Research Interests:
In this paper I am going to argue that teachers who want to encourage metacognition in their students need to be metacognitive role models for their students. By being more explicit about their own learning experiences they will not only... more
In this paper I am going to argue that teachers who want to encourage metacognition in their students need to be metacognitive role models for their students. By being more explicit about their own learning experiences they will not only model the ups and downs of lifelong learning but also in openly recognizing the learning process that is in inherent in teaching will facilitate the dispositions that should be the bedrock of professional practice.
I will locate my thinking alongside a definition of metacognition which allows direct parallels to be drawn with common language around teaching and learning, ‘reflective and strategic thinking’ (Moseley et al. 2005). By highlighting some of the practices that I have seen in classrooms as part of the Learning to Learn in Schools and Further Education Project (Wall et al. 2010) that are supportive of metacognitive development then I will argue that constructing teachers in the role of metacognitive role models is not a massive leap in theory or practice, even if it does need a shift in how that practice is described and understood in practice. I will suggest that there are certain values and principles, arising from the epistemology of practitioner enquiry, that underpin the development of metacognition. This requires an openness from teachers and an authentic engagement with their own learning trajectories as well as the immediate learning about teaching and learning that occurs in classrooms every day. Finally I will focus on action research as a process that can support changes in practice, facilitate constructive dialogue about learning and therefore enable teachers to recognize their potential as metacognitive role models.
I will locate my thinking alongside a definition of metacognition which allows direct parallels to be drawn with common language around teaching and learning, ‘reflective and strategic thinking’ (Moseley et al. 2005). By highlighting some of the practices that I have seen in classrooms as part of the Learning to Learn in Schools and Further Education Project (Wall et al. 2010) that are supportive of metacognitive development then I will argue that constructing teachers in the role of metacognitive role models is not a massive leap in theory or practice, even if it does need a shift in how that practice is described and understood in practice. I will suggest that there are certain values and principles, arising from the epistemology of practitioner enquiry, that underpin the development of metacognition. This requires an openness from teachers and an authentic engagement with their own learning trajectories as well as the immediate learning about teaching and learning that occurs in classrooms every day. Finally I will focus on action research as a process that can support changes in practice, facilitate constructive dialogue about learning and therefore enable teachers to recognize their potential as metacognitive role models.
Research Interests:
Research Interests:
This presentation is from EARLI 2007. It provides preliminary investigation using Pupil Views Templates to explore whether primary aged pupils involved in approaches under the heading of Learning to Learn (L2L) are different to other... more
This presentation is from EARLI 2007. It provides preliminary investigation using Pupil Views Templates to explore whether primary aged pupils involved in approaches under the heading of Learning to Learn (L2L) are different to other children in the way that they describe their talk and thinking about learning. It uses compares two samples: L2L (n=263) and those from three other research projects (n=246). The analysis focuses on differences in the pupils’ perspectives of cognitive skills and metacognition during classroom activities.
This paper explores arguments about the nature of visual data, the applicability of what is considered epistemologically appropriate and the decision making which needs to accompany any appraisal of methodological process in education... more
This paper explores arguments about the nature of visual data, the applicability of what is considered epistemologically appropriate and the decision making which needs to accompany any appraisal of methodological process in education research. It will outline what is believed to be a key challenge of visual methodology: how to combine large scale, open-ended data sets with acceptable and rigorous analysis techniques and use practical examples of data collected and analyzed across a variety of projects to highlight areas of contention in terms of the nature and warrant of the resulting knowledge. Using exemplification from three existing visual data sets, the affordances and constraints of the research process will be explored. This will lead to the presentation of a typology of visual data collection, analysis and synthesis which, it will be argued, can support researchers in finding a vocabulary to articulate a more rigorous visual methodological process to relate the findings of this relatively new approach with other research methods and techniques.
This presentation focuses on pupil views templates (Wall and Higgins 2006): their development across a number of research projects and collaborations with teachers; their use as a teaching and learning tool and as a research tool; the way... more
This presentation focuses on pupil views templates (Wall and Higgins 2006): their development across a number of research projects and collaborations with teachers; their use as a teaching and learning tool and as a research tool; the way that the data has been analysed and some emerging findings from the Learning to Learn Phase 3 Evaluation.
If we are to foster children and young people's democratic skills and understanding, we need to develop practices that support this from the earliest age. This paper considers the factors applicable to working democratically with very... more
If we are to foster children and young people's democratic skills and understanding, we need to develop practices that support this from the earliest age. This paper considers the factors applicable to working democratically with very young children – those under seven – in facilitating their voices. Grounded in the work around children's rights, these factors are explored to propose a series of questions designed to support practitioners in advancing practice to facilitate children's voices. This paper draws on thinking and ideas that emerged during a seminar series that facilitated international academics working in the field in dialogue with a range of early years practitioners. One outcome of the seminars were eight factors that were seen as pivotal in facilitating very young children's voice: Definition, Power, Inclusivity, Listening, Time and Space, Approaches, Processes and Purposes. All of which demand attention and subsequent action if young children's voices are to be heard and taken seriously. To facilitate such an approach then we propose a series of questions associated with each of these eight factors to help guide dialogue.
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This keynote will question the notion of evidence and tools for enquiry into what works in teaching and learning. Within a practitioner enquiry frame I will ask questions about how we might judge the quality of tools we use, and how... more
This keynote will question the notion of evidence and tools for enquiry into what works in teaching and learning. Within a practitioner enquiry frame I will ask questions about how we might judge the quality of tools we use, and how methodological and pedagogical thinking might provide helpful insight. Examples of visual research tools for working to elicit the voice of young children, with origins in my own pedagogical repertoire translated into the research domain, will be used to exemplify this thinking. I will conclude by suggesting that for effective practitioner enquiry a productive synergy is needed between methodology and pedagogy where assumptions about ‘good practice’ on either side are not seen as mutually exclusive but rather as complementary in supporting practitioners’ reflective and strategic thinking
Research Interests:
Understanding and working with ethical issues when including young children in educational research is critical to ensuring their involvement is meaningful. Increasingly, different methodological approaches have been used to address some... more
Understanding and working with ethical issues when including young children in educational research is critical to ensuring their involvement is meaningful. Increasingly, different methodological approaches have been used to address some of these issues, and the use of visual methods is showing particular potential for its age appropriateness. This paper will specifically focus on three examples of drawing based visual method used with samples of children across compulsory school age from the Learning to Learn in Schools project: Pupil View Templates (n = 263, age range 4–12 years), cartoon storyboards (n = 210, age range 4– 16 years) and fortune lines (n = 69, 4–14 years). The discussion of each method will be framed from a pragmatic perspective and will particularly focus on the ethics of process and output, how the method was used and the data that were analysed. Questions will be asked about the considerations that need to be made when including young children in data sets with other older school-aged children and dilemmas identified: the affordances and constraints of visual approaches for all participants, the role of the visual as mediator, the role and positioning of the adult support and the impact this has on the nature of the data elicited.
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This session will focus on the feedback loop, the communication of progression and objectives from teacher to students, and importantly, the communication by students of their self-assessment and metacognitive processes towards achieving... more
This session will focus on the feedback loop, the communication of progression and objectives from teacher to students, and importantly, the communication by students of their self-assessment and metacognitive processes towards achieving those ends back to the teacher. I will ask, how we as teachers, can support students’ voice in such a way as to close this loop, how we can create democratic learning spaces that facilitate this type of conversation and introduce some tools and strategies that are supportive of the process. I will end by suggesting that with tighter feedback loops classroom dialogue can become mutually reinforcing of productive learning generating an increased likelihood of metacognitive awareness and insight.
What are the characteristics of an environment that facilitates metacognitive awareness? What are the roles learners (and teachers) inhabit in a metacognitive community? This keynote will explore the practices associated with developing... more
What are the characteristics of an environment that facilitates metacognitive awareness? What are the roles learners (and teachers) inhabit in a metacognitive community?
This keynote will explore the practices associated with developing metacognitive awareness. Using exemplification from real classrooms, we will explore the environment, the community dynamics and the roles and dispositions of learners and teachers when the dialogue changes from an emphasis on outcomes to process. In a practical session Kate will ask you to reflect on your own learning, its peaks and troughs, and consider how these experiences might be shared to support others’ learning journeys and what the consequences of this sharing might be.
This keynote will explore the practices associated with developing metacognitive awareness. Using exemplification from real classrooms, we will explore the environment, the community dynamics and the roles and dispositions of learners and teachers when the dialogue changes from an emphasis on outcomes to process. In a practical session Kate will ask you to reflect on your own learning, its peaks and troughs, and consider how these experiences might be shared to support others’ learning journeys and what the consequences of this sharing might be.
Research Interests:
This chapter will dis l three underlying principles of teacher prac oner research: autonomy; disturbance; and dialogue. These principles have emerged from a range of projects we have undertaken in partnership with teachers at all levels... more
This chapter will dis l three underlying principles of teacher prac oner research: autonomy; disturbance; and dialogue. These principles have emerged from a range of projects we have undertaken in partnership with teachers at all levels of educa on. This dis lla on is not so much about the details of the ‘how’ of teachers’ research into learning and teaching in their own contexts - we (and many others) have wri en about this elsewhere – but rather about where the ques ons come from and how meaning is created and communicated. It is about the robust voices of teachers, and the diversity and richness of their research as harnessed through the process of prac oner enquiry. We will therefore explore how meaning is created and communicated by teachers involved and use the principles as a lynch-pin through which we explore their professional learning. The chapter will include some background to explain how we have worked with teachers, as well as narra ve, case examples and analysis to illustrate important aspects of an inquiry approach. Most importantly, we’ll include as many voices from our partnerships as possible to re ect the collabora on that made this learning possible.
Research Interests:
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research. This exciting new edition of a popular text is an important resource for any education professional interested... more
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research. This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching. Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research ...
'Is action research easy? No! Is it achievable? Based on the strength of this text, the answer is an unqualified 'yes'. The book is an accessible, thorough and comprehensive guide to both the processes and heavyweight issues involved in... more
'Is action research easy? No! Is it achievable? Based on the strength of this text, the answer is an unqualified 'yes'. The book is an accessible, thorough and comprehensive guide to both the processes and heavyweight issues involved in action research' - Learning & Teaching Update
`Both the style and the content of this book would seem to make it an excellent core text for PGCE or undergraduate level courses in teacher or student teacher research...It offers an easy-to-follow research approach that allows true reflection on practice' - ESCalate
Action Research in the Classroom is an essential guide for any teacher or student-teacher interested in doing research in the classroom. The authors map out an easy-to-follow action research approach that will help teachers improve on their professional practice and evaluate the needs of their pupils and schools for themselves.
The process of professional enquiry is an approach that helps teachers to respond to challenges and actively engage with the complexity of their working lives. This book sets out to enhance teachers' problem-solving skills and locate their own activity in a wider context, leading to opportunities to develop practice.
Numerous practical tips and examples of real-life action research projects from a range of types of schools make Action Research in the Classroom a must-have text for all teachers and students of education.
Subject Areas: Action Research in Education | Action Research
`Both the style and the content of this book would seem to make it an excellent core text for PGCE or undergraduate level courses in teacher or student teacher research...It offers an easy-to-follow research approach that allows true reflection on practice' - ESCalate
Action Research in the Classroom is an essential guide for any teacher or student-teacher interested in doing research in the classroom. The authors map out an easy-to-follow action research approach that will help teachers improve on their professional practice and evaluate the needs of their pupils and schools for themselves.
The process of professional enquiry is an approach that helps teachers to respond to challenges and actively engage with the complexity of their working lives. This book sets out to enhance teachers' problem-solving skills and locate their own activity in a wider context, leading to opportunities to develop practice.
Numerous practical tips and examples of real-life action research projects from a range of types of schools make Action Research in the Classroom a must-have text for all teachers and students of education.
Subject Areas: Action Research in Education | Action Research
This is the third book in the Learning to learn for life series of practical examples for everyone interested in developing better schools and lifelong learners. It has particular emphasis on Key Stages 3 and 4. The first book in the... more
This is the third book in the Learning to learn for life series of practical examples for everyone interested in developing better schools and lifelong learners. It has particular emphasis on Key Stages 3 and 4. The first book in the series focused on the Foundation Stage and Key Stage 1, and the second on Key Stage 2.
This book is based on the Campaign for Learning’s Learning to Learn in Schools Action Research Project, which is examining how to help pupils learn most effectively in order to give each one the best chance to achieve his or her full potential
This book is based on the Campaign for Learning’s Learning to Learn in Schools Action Research Project, which is examining how to help pupils learn most effectively in order to give each one the best chance to achieve his or her full potential
This book is about making learning more obvious in classrooms. Teachers are good at getting children and young people to do things in school, to understand how they have to do it, and to know when they have done it. But how often do... more
This book is about making learning more obvious in classrooms. Teachers are good at getting children and young people to do things in school, to understand how they have to do it, and to know when they have done it. But how often do children know what they have to learn, understand how they have to learn it, and know when they have learned something? It's a bit like having an elephant in the classroom that no one mentions; everyone just politely pretends it is not there as they squeeze past it. Thi s book is about how to get everyone talking about learning more often and explicitly so that the learning elephant becomes an important and celebrated feature of classrooms.
This is the first book in the Learning to learn for life series for everyone interested in developing better schools and lifelong learners. It has a particular emphasis on the Foundation Stage and Key Stage 1. Other key stages will... more
This is the first book in the Learning to learn for life series for everyone interested in developing better schools and lifelong learners. It has a particular emphasis on the Foundation Stage and Key Stage 1. Other key stages will feature in later publications.
This book is based on Phase 3 of the Campaign for Learning's Learning to Learn in Schools Action Research Project, which examined how to help pupils learn most effectively and so give each one the best chance to achieve his or her full potential. Phase 3 develops the outcomes of Phases 1 and 2 of the project, which have previously been published in Teaching Pupils how to learn and creating a learning to learn school.
This book is based on Phase 3 of the Campaign for Learning's Learning to Learn in Schools Action Research Project, which examined how to help pupils learn most effectively and so give each one the best chance to achieve his or her full potential. Phase 3 develops the outcomes of Phases 1 and 2 of the project, which have previously been published in Teaching Pupils how to learn and creating a learning to learn school.
This is the second book in the Learning to Learn for Life series, based on our Learning to Learn in Schools Project, which is examining how to help pupils to learn most effectively and so give each one the best chance to achieve his or... more
This is the second book in the Learning to Learn for Life series, based on our Learning to Learn in Schools Project, which is examining how to help pupils to learn most effectively and so give each one the best chance to achieve his or her full potential, this book is full of practical examples for everyone interested in developing better schools and lifelong learners. This book has a particular emphasis on Key Stage Two. The first book in the series focused on the Foundation Stage and Key Stage 1 and the other Key Stages will feature in a later publication.
"A review commissioned by the Design Council to inform its Learning Environments Campaign and sponsored by CfBT Research and Development1. The primary objective of the Learning Environments Campaign is to challenge those involved in... more
"A review commissioned by the Design Council to inform its Learning Environments Campaign and sponsored by CfBT Research and Development1.
The primary objective of the Learning Environments Campaign is to challenge those involved in the leadership, design, planning, resourcing and management of Britain’s schools to provide innovative and effective learning environments.
The overarching brief for the literature review contained the following questions:
– What makes a good school (physical) learning environment?
– What impact do (physical) school learning environments have on student behaviour, motivation, learning and achievement?
– Which components/elements of school learning environments make the most difference to pupil behaviour, motivation, learning and achievement, and why?
– What evidence exists to indicate the relative balance between the physical environment and the emotional and cognitive environments on pupil behaviour, motivation, learning and achievement?"
The primary objective of the Learning Environments Campaign is to challenge those involved in the leadership, design, planning, resourcing and management of Britain’s schools to provide innovative and effective learning environments.
The overarching brief for the literature review contained the following questions:
– What makes a good school (physical) learning environment?
– What impact do (physical) school learning environments have on student behaviour, motivation, learning and achievement?
– Which components/elements of school learning environments make the most difference to pupil behaviour, motivation, learning and achievement, and why?
– What evidence exists to indicate the relative balance between the physical environment and the emotional and cognitive environments on pupil behaviour, motivation, learning and achievement?"
Research Interests:
Research Interests:
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how... more
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manch...
Research Interests:
Research Interests:
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how... more
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manch...
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and... more
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total).
The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013.
The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it.
The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013.
The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it.