implementing values through community action research dr josephine bleach 01-06-2011
Post on 18-Dec-2015
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Early Learning Initiative
Provides learning support programmes, which enables positive educational change in the local community
Works collaboratively with local educators to improve teaching and learning
Uses community action research
Vision
Each child in the Docklands will
achieve their full intellectual, emotional and physical potential;
progress smoothly and happily through their early years and schooling,
supported by responsive, sensitive and secure relationships with the significant adults in their lives;
and
go on to further and higher education and become active, responsible citizens.
Values
Community development - Bottom up rather than top down
Acknowledge, respect and utilise the expertise and experience of others
Support learning journeys
Work in partnership with others
Inclusive
Based on good practice, both nationally and internationally
Early Years
Parent Education: Toddler Groups, Parenting Courses, Information Sessions (149 people)
Continuous Professional Development: Improve the quality of teaching and learning; implement Síolta and Aistear (513 people)
Parent Child Home Programme: Develop children’s language, literacy and numeracy skills and prepare them to enter school ready to succeed (60 families)
Stretch to Learn
Primary: Literacy, numeracy and educational guidance programmes, Awards, NCI Challenges (1,239 people)
Secondary: Tuition Support, Awards, Discover University (216 people)
Third Level: Support for Third level Students, Campus Connect (14 people)
Community Action Research
Create a learning community that works together to ‘nurture and sustain a knowledge-creating system’, based on valuing equally each other and the following three interacting domains of activity:
Research: a discipline approach to discovery and understanding, with a commitment to share what is learned.
Capacity-building: enhancing people’s awareness and capabilities, individually and collectively, to produce results they truly care about.
Practice: people working together to achieve practical outcomes.
(Senge and Scharmer 2001, 240)
Evaluation
Review
Priorities & Long-term/Strategic
Plans
ActionPlans
Doing -Implementation
of Plans
Action Research Process
Evaluation
Participant Observation - observation forms, end-of-month reports
Feedback –visits, meetings, training days, events
Evaluation Forms – end of every programme/training session
End of Year Reviews - June
Evaluation
Action Research aims to change three things:
Practices or ‘doings’
Understanding of practice or ‘sayings’
Conditions of practice or ‘relatings’
(Kemmis 2009)
Findings
Over 2,000 people take part in various programmes and events each year
95% (N=567) who filled out evaluation forms found the programmes useful to their practice– Learning (N= 333)– Social benefit (N= 240)
‘Brings the family and all the education sections together, bonding links in the community’
‘Fosters a learning environment where school and home learning comes together’
Findings
Practice (Doings)Assessment and planning for learningEducational interactions with childrenLearning environmentNational policy (Síolta and Aistear)People working together and learning from each other
Understanding of Practice (Sayings)Core values – literacy and numeracyExcitement about learning and booksSkills and knowledge required for educational successEducational aspirations
Conditions of Practice (Relatings)Partnership approach – listen, learn and actRelationships improvedProblem-solving skills
Community Action Research
Shared statement of purpose and a set of guiding principles
Collaborative projects that focus on key change issues
Infrastructures that support community building
(Senge and Scharmer 2001, 242)
Discussion
Common Purpose– First task – defined project– Reflection, discussion and best practice elsewhere– Change thinking and practice– Develop skills of enquiry
Collaborative Projects– Linked to common purpose– Excitement about education and learning– Build practical know-how
Infrastructure– Annual Plan– On-going reflection, discussion, sharing and acting– Leadership– Role boundaries
Conclusion
Evaluation– ‘Independent scientific’ (Bamber et al 2010)– Action research
Continuous Programme Development– Meeting learning needs & system complexities– Implemented– Evaluation and monitoring structures
Community Building– Sharing and creating knowledge– Working together
Collective Vision– Benchmark– Direction and meaning– Sense of commonality
Conclusion
Changed thinking
Enhanced capabilities and skills
Improved practice
Increased educational capital
Developed a sense of ownership and responsibility
Last Word!!
Watching my child reading and exploring colours, shapes, looking so happy, wants us to read more to him. I never had that as a child. I have actually learnt myself from the books. I enjoy it too. Hope to get involved with the college when he goes to primary school (Dad)
We are listened to by the ELI. They follow up on suggestions and see them through. Our needs are addressed and ELI keeps in contact with us. (Primary School Principal)
You tell them (ELI) about a project you want to do and they row in behind you (Stakeholder)
Clearer understanding of the process. The importance of staff reflection and more aware of when to give the child support and how to facilitate the child’s needs (ECCE Manager)
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