dr. chris slatter educational research association of singapore conference 8 th and 9 th september...

Dr. Chris Slatter

Educational Research Association ofSingapore Conference8th and 9th September

Raffles Institution

Raffles Girls’School (Sec.)

Singapore

Provisions for Research Conversations:Enabling Practitioner Inquiry and

Professional Sharing atRaffles Girls’ School (Secondary)

Paper Number 2-3-42-055

A cursory look through textbooks and journals will reveal that the field of education is full of advice for teachers

with regards to students’ motivation, inquiry based learning, using technology in the classroom and so on. But what works best for a certain teacher, with a certain student profile, in a certain school in a certain country

with a certain culture? One way is for the teacher - equipped with some information from the literature - to find out for themselves through practitioner inquiry. But

what support is available to teachers who wish to perform research in their own classrooms and what

platforms are available for them to share their findings?

Abstract

Raffles Girls’ School (Secondary) has established a Pedagogical Research Laboratory (RGS PeRL) with the aim of performing research, conducting workshops and supporting teachers who wish to engage in their own practitioner inquiry. This presentation will discuss the

different ways in which RGS PeRL offers provisions that are necessary for teachers to perform research, whether it is to satisfy their own curiosity, or with the objective of

publishing in an international journal. It is hoped that individuals attending the presentation will leave with

some useful ideas that will contribute to the development of research in their own institution.

Abstract

“Although most psychosocial studies are conducted in the context of gifted education, there still seems to be a

gap between theory and practice, between psychological understanding of gifted development and promoting such

development through education. More systematic, sustainable programs of research and more coordination

among researchers are warranted to move the field forward.”

Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998 – 2010 (April). Gifted Child Quarterly, 55(2), 126-138.

A Need to Perform ResearchIn (Gifted) Education

Jolly and Kettler (2008, p. 440) conclude that, “Perhaps the lack of research on teaching and instruction is indicative of a growing divide between those who

conduct research in gifted education and practitioners who work daily in classrooms with gifted students.”

Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994-2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427-446.


Best practice in gifted education must be built upon evidence that is derived from sound empirical research.

However, Sternberg (2010, p. X) notes that, “...the field of giftedness has been less blessed by strongly designed research than have some other fields in education...”

Sternberg, R. J. (2010). Foreword. In B. Thompson, & R. F. Subotnik (Eds.), Methodologies for conducting research on giftedness (p. X). Washington, DC: American Psychological Association.


“You'll do me a much greater good if you give my soul relief from ignorance, than if you gave my body relief

from disease.”Plato

An Analogy…

Medicine is not an exact science, neither is education.

The doctor will q

uestion their patient

in order to make a diagnosis and give

them the best treatment.

What about the classroom teacher?

The Reflective Practitioner

A classroom teacher who asks reflective questions in order to improve the quality of teaching and

learning in their classroom.

The reflective questions are synonymous with research questions.

The Reflective Practitioner

Every classroom teacher is a potential researcher, able to collect a wealth

of information about their classroom environment.

The research findings can contribute to the

quality of teaching and learning at many different levels: Classroom. Whole level. School wide.

Education in general.

The Research Sample

Teachers and students who participate in the

research study.

Teachers and students should benefit from the

research study.

Data collected through classroom observations,

interviews, surveys, academic achievement

etc.

How is Practitioner Inquiryand Professional Sharing

Encouraged atRaffles Girls’ School (Sec.)?

Raffles Girls’School (Sec.)

Singapore

Raffles Girls’ School Pedagogical ResearchLaboratory (RGS PeRL) was officially launched

in August 2010.

RGS PeRL


in August 2010.

RGS PeRL

The centre has a single Director and fourTeacher Specialists whose work allocation

is 0.5 teaching and 0.5 research.


in August 2010.

RGS PeRL

The centre has a single Director and fourTeacher Specialists whose work allocation

is 0.5 teaching and 0.5 research.

The teacher specialists perform their ownresearch and also act as consultants for other

members of RGS staff.

Mr. Christopher Ow

Mrs. Mary Cheriyan Mrs. Lucille Yap Mrs. Chew Meek Lin

Mr. Teo Chin Leong Dr. Chris Slatter

Culture of informed practice: Teachers integrate their experience, judgement and knowledge with

current, relevant and reliable research.

RGS PeRL



RGS PeRL

Reflective Practice: habit of inquiring and investigating a problem situation in order to

understand how to frame a solution.



RGS PeRL

Reflective Practice: habit of inquiring and investigating a problem situation in order to

understand how to frame a solution.

Give an “Asian voice” to the field of (gifted) education.

RGS PeRL

Consultants and Collaboration:

RGS PeRL is very fortunate to have Dr. Lee Yim Ping(CRPP), Dr. Tan Liang See (NIE) and Prof. Maureen

Neihart (NIE) lend their expert knowledge to help guideits research.

RGS PeRLPlatforms for Professional Sharing:

Research findings are shared at a variety of platformswithin the school:

Staff meetings. Good Practice Day.

End-of-year Staff Conference. Hall Assembly (for students).

RGS PeRLConference Presentations:

11th Asia Pacific Conference on Giftedness(Sydney, Australia, 2010).

4th Redsigning Pedagogy Conference(National Institute of Education, Singapore, 2011).

Educational Research Association of SingaporeConference (Raffles Institution, Singapore, 2011).

RGS PeRLCurrent Research Projects:

Uncovering Wisdom Through Pedagogy

The structure of a performance task...

R - real world Role

A - real world Audience

S - real world Situation

P - real world Products and Performance

S - Standards criteria to judge product and performance

G - real world Goal



Limitations of the performance task appear to be grounded in the technical details of its implementation. For example, deadlines,

duration and mark allocation.





Some issues centred around pedagogy were raised. For example, some – but not all – teachers will discuss the grading rubric with their students. This needs to be addressed at a schoolwide level.





Some issues centred around pedagogy were raised. For example, some – but not all – teachers will discuss the grading rubric with their students. This needs to be addressed at a schoolwide level.

In general, the students recognise the importance of performance tasks and are able to verbalise this. Their feedback is in general

agreement with the pedagogical objectives of performance tasks as stated in the literature.


RGS PeRLFuture Projects:

Treffinger’s Levels of Service approach applied topractitioner inquiry.

Possible research collaboration with the Universityof Notre Dame, Sydney, Australia.

Continued research into performance tasksas an alternative means of assessment. Research Symposium for RGS Staff.

“Bite-sized” research publications for RGS staff.

RGS PeRLRequirements for Success:

Staff training. Expert help.

Strong support from RGS administration. Allocation of resources (time and money).

Curiosity and motivation of Teacher Specialists. Clear leadership.

Responsible risk taking. A culture of informed practice.

How can Practitioner Inquiryand Professional Sharing

be Encouraged atAt Schools Across Singapore?

Resources to Get Started

Starting a Research Culture It is already happening, but it needs to be nurtured. Leverage on staff who are studying for an M.Ed.

Encourage staff to attend conferences. Keep up-to-date with the literature on education.

Peer observations – a new perspective. Seek advice form experts.

Seek help from the school’s administration. Nurture a curious / reflective attitude.

Set aside time at department / staff meetings forresearch discussions.

Thank you for your attention.

What questions do you have to ask?

● Chris Slatter – RGS PeRL

[email protected]

dr. chris slatter educational research association of singapore conference 8 th and 9 th september...

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