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dr . Renata Geležinienė Faculty of Social Welfare and Disability studies

Evidence-based teacher activity - teaching students with emotional and behavioural disorders: a practical approach. dr . Renata Geležinienė Faculty of Social Welfare and Disability studies Šiauliai University , Lithuania. What is EVIDENCE in the context of the reality of modern education?

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dr . Renata Geležinienė Faculty of Social Welfare and Disability studies

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  1. Evidence-based teacher activity - teaching students with emotional and behavioural disorders: a practical approach dr. Renata Geležinienė Faculty of Social Welfare and Disability studies Šiauliai University, Lithuania ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  2. What is EVIDENCE in the context of thereality of modern education? On the one hand: scientifically based standards and rules; finding the ‘golden standard’ determining the efficiency of education. The idea of evidence based teaching has originated in the sphere of medicine. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  3. From SOCIAL CONSTRUCTIVIST point-ofview(Coe, 1999; Biesta, 2007; Petty, 2008): close link between evidence, value and moral education; decisions are made not about what is possible (a factual decision), but about what is pedagogically desirable (a value based decision); the complexity and situativity of the educational process - there are no universal methods and strategies, suitable to all educational situations. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  4. Teacher in the everyday process of education has to use not only somebody else’s experiences and apply innovative teaching methods and strategies but also collect evidence about their efficiency in a particular educational situation and with particular participants of educational process. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  5. Evidence based teaching in solving emotional and behaviour problems of students in mainstream schools: importance of research into teachers’ activities in teaching and learning behaviour management strategies (Burnard, 1998); observing not only problem behaviour students but also assessing one’s own (teacher’s) behaviour, activities and their consequences (Corrie, 2002; Roffey, 2005). ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  6. Evidence based teaching: emphasis on the outcomes of the research performed by scientists and practitioners while analysing the intolerable behaviour and in foreseeing intervention strategies(Moran, Malott, 2004); using positive strategies based on the practical research performed by scientists and teachers (including behaviour, practitioners’ intervention, social values and systemic perspective)(Scheuermann, Hall, 2008; Swainston, 2007). ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  7. Key question of the research How does construing evidence based teaching change the process of education of the student with emotional and behaviour difficulties? ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  8. The subject of research – the efficiency of evidence-based teacher’s activity. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  9. THE AIM OF THE RESEARCH Substantiate the efficiency of evidence-based teacher’s activity, teaching students with emotional and behavioural difficulties,in general education school. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  10. Criteria of evidence-based teacher’s activity efficiency • The criterion of teacher’s learning-in-action; • Positive behaviour supports of students with emotional and behavioural difficulties ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  11. Teacher’s learning-in-action(1) • Versatile analysis of the situation of the student with emotional and behavioural difficulties, identifying the conceptions and expectations of the participants of the educational process; • Goal-directed activity planning, while consulting with the participants of the situation; • Initiation of changes in one’s activity and investigation of altered activities; ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  12. Teacher’s learning-in-action(2) • Observation and evaluation,while analysing the contribution of every participant of the educational process; • Initiation and implementation of reflective activities, seeking reflexive practice; • Creation of the environments favourable for discussions in the educational institution, emphasizing equal participation of the participants of the educational process; • Encouragement of the formation of evidence-based culture in the educational institution. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  13. Positive behaviour supports of students with EBD (1) • Encouragement and reinforcement of positive behaviour; • Creation of success-orientated educational situation; • Creation of requirements and rules orientated to positive changes; (self)disclosure of the student’s individuality, uniqueness and individual potential; ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  14. Positive behaviour supports of students with EBD (2) • Activation of the student and his/her family in the educational process and creation of cooperation relations; • (Self-)development of student’s self-observation, self-management and self-assessment activities; • Development of the system of positive behaviour supports within the institution. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  15. RESEARCH METHODOLOGY AND PROCEDURES ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  16. Research design(1) Diagnostic qualitative research Analyze of teachers (N=76) experience and activity with EBD students (cases N=36), their families, colleagues in mainstream school. (Semi-structured interview with deep interview elements, 2006-2007). Instrument of interview was made, consisting of 4 complex questions, which include planning, action, observation and reflection. Open questions were prepared, which helped to researcher to come back to the topical questions if there arose some unexpected subjects and discourses during the interview ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  17. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  18. Research design (2) Participatory action research (5 students withEBDcases in 3 mainstream schools, 2007-2008) ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  19. 1st case Students N = 1 Mother N = 1 Teachers N = 5 Specialists N = 2 Administration N = 3 2nd case StudentN = 1 Grandmother N = 1 Teachers N = 5 Specialist N = 1 AdministrationN = 2 3rd case Student N = 1 Parents N = 2 Teacher N = 1 Specialist N = 1 Administration N = 2 4th case Student N = 1 Parents N = 2 Teacher N = 1 Specialists N = 2 Administration N = 2 5th case Student N = 1 Mother N = 1 Teacher N = 1 Specialists N = 2 Administration N = 2 Reflection 1st stage – The analysis of the situationfrom the standpoints of all participants of the educational process. 2nd stage – Planning of the activity through the disclosure of the opportunities and perspectives,envisaging of problems and tasks, search for resources, andwhile consulting with the participants of the situation, possible changes areidentified. 3rd stage – Initiation of one’s activity changes of every participant of the educational process, invoking of internal and external resources. 4th stage – Self-educational activities, constructing positive behaviour:planning, observation of the changes of the educational process, reflection and evaluation, raising of the new aims, and envisaging of the activities... 5th stage – Presentation of the results of the participatory action research to the participants, harmonisation of interpretations and insights, critical reflection. Reflection Reflection Reflection ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  20. Participatory action research Planning, take action, evaluating and reflecting collaboratively (thinking about the importance of difference, thinking creatively, thinking about power and relations, thinking about context's, thinking about barriers to inclusion): • identifying different standpoints • raising questions • developing ideas • identifying particular focus of change through interaction with those involved in situation. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  21. The data in the case study under discussion are triangulated through the data collection methods (an interview, reflections of all participants, student’s and teachers’ observation protocols, activity evaluation and self-evaluation protocols), researcher’s external reflections (recorded on the dictaphone and documenting her remarks in a notebook), data collection from different participants of the educational process. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  22. Case analysis is based on the holistic philosophy, when the context of the research is comprehensively revealed by describing environments, participants and their actions. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  23. Kęstas case "Tinker student" - encouragement of positive behavior versus control ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  24. Describing of the school which the student with EBD attends 1 • One of the non-state mainstream educational institutions, belonging to a religious community in town XX. • The aim is to educate a person having an understanding about the meaning of life, having his/her place in a community, a person with strong convictions. • The school has a few students with special needs and a Special Education Committee (SEC). ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  25. Describing of the school which the student with EBD attends2 • Behaviour Assessment Commission (BAC), made up of school professionals, representatives of the school parliament and parents, seeks to help those who find it difficult to learn and those with behaviour problems to overcome difficulties. BAC meets ‘when the question of expelling a student from school is discussed”(From the Student’s Diary). • Behaviour problems are dealt with by using the system of incentives and penalties – actions and criteria on the basis of which the students are either given some incentives or penalties. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  26. Describing of the school which the student with EBD attends3 • Incentives(citations, small presents, reduction of tuition fees, excursions in Lithuania and abroad for the best achievers and classes)are given for the active participation in school events, academic achievements and an orderly Student’s Diary. • Penaltiesare set for misbehaving in class, corridor, refectory, etc. by the teacher who noticed the fact recording the penalty points on the student’s card (possessed by every student and containing all incentives and penalties). ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  27. The comprehensive analysis of the school context reveals an ambiguous situation: • School documents represent a modern educational paradigm. • School lifeclose to the classical impact paradigm, based on the teacher-oriented behaviouristic control methods(Jucevičienė et al., 2005; Queen, Blackwelder, Mallen (2003). ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  28. Stage1:the cycle of the analysis of the situation from the point-of-view of all participants of the educational process. We wanted to find out the understanding of the problem by all involved, the meanings, school context and interactions construed by different teachers with Kęstas. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  29. Kęstas Was in Year 6; he started attending this school a year before. Already in Year 5 the student had learning(additional work was allocated for the student in Lithuanian and English for the summer holidays)and behaviour difficulties(constant conflicts with classmates, breaking school rules, etc.). The boy was noticed as having EBD, however, his special educational needs have not been assessed by the Pedagogical Psychological Service (PPS) at the time of the research. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  30. The meanings and senses of the participants • The student and his family describe personal, communication and learning abilities of the boy by emphasising his leadership qualities, his friendliness, communicability and good learning results in primary school. • The teachers stresses his sensitivity, creativeness and general abilities: a good memory, an ability to make use of support; however, describe the problem situation from the position of his shortcomings and disorders. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  31. The situation of a student as a person who is well-known at school • Teachers equate the fact that he is well-known with negative behaviour. • The family accentuates his positive features. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  32. Stage 2 – planning activities by revealing opportunities and prospects, by foreseeing problems/tasks and looking for resources, by consulting with the participants of the situation and by identifying attention to changes. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  33. A few spheres of activity were established: • To encourage all participants in order to answer the question: “What can I improve in my activities?” • To initiate reflective activities. • To initiate the creation of collaborative learning environments. • To initiate, model and apply in practice positive behaviour support activities • To raise problem questions: in what way is this problem important to me? What changes can I initiate? ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  34. Stage 3 – the cycle of initiating changes in personal activities • To suspend their present ordinary activities • To raise new questions and plan new activities in order to answer them • To analyse the present and past activities and to project new ones • To look for ideas by foreseeing what has to be done in order to change and improve one’s own activities and interactions • To engage in new activities, to assess them, to reflect upon expected and unexpected changes and to raise new questions. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  35. On this stage a certain level of the efficiency of activities has been reached: • From the analysis of the activities and achievements of other participants – towards planning one’s own activities. • From the concept “a student as a problem” towards description of problem situations and identification of problems encountered by the student. • From activities geared towards changing the student to initiating changes in personal activities. • From disciplinary measures towards maintaining elements of positive behaviour. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  36. Stage 4 – educational activities while construing the support of positive behaviour The activities of the participants of the educational process were based on the three criteria: changes in the understandings of the situation of a student with EBD and interactions with various educational environments, construing activities to support positive behaviour on the individual and institutional levels and the efficiency of evidence based teaching in the process of learning in action. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  37. Conclusions and discussion ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  38. The concept of the situation of a student with EBD • On Stages 1 and 2, while analyzing Kęstas’ situation, teachers mostly emphasised personal problems of the student. • On Stage 3, a slow transition towards description of problem situations is noticed by analyzing difficulties in connection with the situation. • On Stage 4, a major emphasis is put on revealing the student’s abilities. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  39. During the cyclic process of positive behaviour support activities there was a constant balancing between the system of incentives and penalties on the one hand and manifestations of positive behaviour support in the individual activities of teachers. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  40. Efficacy of evidence-based teacher’s activity, actualizing theteacher’s learning-in-action • Versatileanalysis of the situation of the studentwith emotional and behavioural difficultiesexpanded the conceptions of “evidence” and “awareness”. • Activity planning,activities, their evaluation and reflectionsencompassed not only personal changesbut also the conceptions of the whole context. • The teacher’s reflective practice turned into a continuous and qualitatively changing process. • Development ofdebatable environments,the manifestation of formation ofevidence-based cultureand policyand development of the system of positive behaviour supports. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  41. Teachers’ activity, orientated to positive behaviour supports • Teachers gradually transferred from the emphasis on disciplining, controlling or particular supervision to positive behavior supports, encouragement and enforcement. • Orientation of the teachers’ activity to the students’ needs, while developing success situations during the educational process. • Emphasizing personal uniqueness encouraged the disclosure of the student’s individual potential and activated the student’s participation. • Empowerment processes are being developed, activating equal participation, enhancing individual potential, improving interpersonal communication and learning-in-action abilities. • Developed preconditions for the development of the student’s self-control and self-management abilities. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  42. The implementation of the evidence based teaching on the individual, class and school level created a learning support system, ensuring the prevention of social seclusion, stimulating positive behaviour support and recognizing the individuality of a student with EBD as a value guaranteeing learning progress. ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  43. A few problem questions arise: • How should teachers be encouraged to initiate personal and students’ learning in action in everyday educational process? • How should the ideas of evidence based teaching and positive behaviour support be disseminated and implemented not only in the context of students with EBD but in the contexts of special education, mainstream education and even large? ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

  44. Evidence-based teacher activity - teaching students with emotional and behavioural disorders: a practical approach dr. Renata Geležinienė Faculty of Social Welfare and Disability studies Šiauliai University, Lithuania ATEE – 2010 Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, 26th - 30th August, 2010

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