Pupil Gains Seminar University of Aberdeen 18 Sept 2008 Pupil Gains and CPD

1. Pupil Gains SeminarUniversity of Aberdeen 18 Sept 2008Pupil Gains and CPD Donald Christie*, Stephen McKinney** and Mary Welsh* On behalf of the rest of the AERS LLT Project 2 team:- Christine Fraser***, Aileen Kennedy*, Lesley Reid****, Morwenna Griffiths****, Alastair Wilson* (Univ. of *Strathclyde, **Glasgow, ***Aberdeen, ****Edinburgh)

2. The Applied Educational Research Scheme • Four collaborative research networks, funded by Scottish Funding Council and the Scottish Government (2004-2009). • Twin aims • To enhance research capacity in education in Scotland • To carry out worthwhile research relevant to national priorities for education www.aers.ac.uk

3. AERS Learners, Learning and Teaching Network – Project 2 “Teachers as Learners” Research questions: • How is teachers’ professional learning understood and realised in Scotland? • How do teachers currently advance/address their own professional development/learning? • To what extent are schools ‘professional learning communities’? • To what extent are teachers’ professional needs and aspirations currently met?

4. Development of project • Diverse backgrounds/interests of LLTN Project 2 team • Large body of literature on professional learning and CPD for our literature review and conceptual analysis • Complex, multidimensional nature of teachers’ professional learning • Limitations of conceptualisation of CPD using existing ‘single’ frameworks

5. Development: process • Examination of existing frameworks • Suggestion of composite framework • domain of influence • capacity for professional autonomy and transformative practice • sphere of action • Application of composite framework • to literature on 3 large-scale empirical studies • to LLTN2 empirical data

6. Summary of Triple Lens Framework

7. FORMAL Chartered teacher module classes Education Authority courses In-school courses School development meetings Action Research Projects Sharing professional experiences at assessment moderation meetings Incidental conversations at teacher network meetings PLANNED INCIDENTAL Joint forward planning Web-based networks Staffroom ‘chat’ ‘Corridor culture’ Photocopier conversations INFORMAL Lens 3 – Sphere of action(Fraser et al., 2007)

8. Framework: Advantages • Conceptual: • multi-faceted approach for a multi-faceted ‘problem’ • Analytical: • enables focus on groups of themes at individual, individual/group, external levels • can integrate themes between levels • Organisational: • supports collaborative working

9. ESRC TLRP Scottish Extension Project: “Supporting group work in Scottish Schools” [Donald Christie, Andy Tolmie, Christine Howe, Emma Jessiman (Strathclyde) Keith Topping, Allen Thurston, Caroline Donaldson (Dundee)] • Linked to TLRP Phase II “SPRinG” Project (Galton, Blatchford, Kutnick) • ScotSPRinG focused investigation on • P6/P7 stage, age range 9-12 (KS2) • Curriculum area: Primary Science • Looking at composite and non-composite classes and • Urban and rural school contexts • Looked at both cognitive and affective outcomes

10. Research Design • Initial Survey • Two-phase intervention • Phase 1: Social and communication skills training • Phase 2: Collaborative group work in science topic studies • Intervention sample: 24 schools/classes (+ 3 control classes); • 31 teachers; and c. 600 pupils in P6/P7 classes (age 9-12) • Classroom observations • Observation of individual pupils • Ratings of classroom environment • Pre- and post-test battery • General attainment measures (PIPS) • Specific attainment measures in science • Attitudes, social relations, self esteem measures, etc.

11. The CPD “intervention” with teachers • Three days of professional development: • Day 1: Key principles underlying collaborative group work; Social/communication skills training package; Assessment battery and observation • Day 2: Advanced group work training; Applying group work skills across curriculum; Introduction to science topics Specific science assessments • Day 3: Feedback, reflection and evaluation • Researcher visits; networking opportunities • Provision of classroom resources and materials

12. In-service session

13. Teacher-initiated intervention with pupils Phase 1 (12 weeks) - Group work skills training • Group work sessions (1 hour weekly) using training materials and activities • Group work as part of general curriculum activity (c. 1 hour weekly) Phase 2 (6-8 weeks) – Group work in Science Developing group work skills and applying them in two science topics/units: • Evaporation (The Missing Water Mystery) • Forces (Down the Slope Car Race)

14. Gains in Science attainment ANCOVAs E&C pre- v. post- F (1, 509) = 63.31, p < .001, partial eta squared = .29 F&M pre- v. post- F (1, 460) = 43.10, p < .001, partial eta squared = .23

15. What caused cognitive gains? Regression analysis showed cognitive gains predicted by improved group work quality, in terms of: • quality of teacher support: non-intrusive, scaffolding • collaborative quality of pupil dialogue: sharing ideas and explanations

16. Affective Gains • Measures (pre- and post-test) • People in Your Class sociometric instrument • Harter General Worth Self-esteem Scale • Collaborative group work had clear impact on social relations • little strong evidence of self-esteem impact, except for urban single-age (but n.b. brief measure) • signs of separation/tension between routes to cognitive and social gains

17. What teachers valued about CPD (No. of statements coded) • Welcoming of opportunities to network with other teachers (21) • Welcoming of opportunities to share issues and solutions with other teachers (20) • The materials provided a good structure that illustrated progression and coherence (21) • The CPD had a positive impact on managing group work (23)

18. Teachers views about pupil gains (N coded comments) As a result of the implementing the project there was: • increased science knowledge and understanding, and skills in children (12) • increased confidence in children (12) • increased self-esteem in children (12) • increased social skills in children (11) • increased social inclusion within the class (8)

19. Findings from group work study • Most schools are not currently using group work effectively • Collaborative group work in Science can be very effective, and yield both cognitive and social gains • Successful group work in Science is associated with tasks that emphasise children sharing, discussing, agreeing and recording. • Good planning, preparation (structured generic + specific training for pupils) and implementation of group work enables it to yield social as well as cognitive benefits. • Successful group work is associated with teacher adopting a non-directive, supporting role. • Good quality staff development for teachers makes a big difference

20. Applying the triple lens framework. Attributes of successful CPD, yielding pupil gains: 1. All three domains of influence engaged: • Personal; social; and occupational - esp. social 2. On the spectrum of types of professional learning: • Both transmissive and transformative elements • Key was teachers exercising autonomy and mediating the intervention 3. Spheres of action: • All four quadrants in operation and valued by teachers

21. Contacts • donald.christie@strath.ac.uk • s.mckinney@educ.gla.ac.uk • mary.welsh@strath.ac.uk Selected Publications: FRASER, C., KENNEDY, A., REID, L. and MCKINNEY, S. (2007) Teachers’ continuing professional development (CPD): contested concepts, understandings and models, Journal of In-Service Education, 33 (2), 153-169. THURSTON, A., CHRISTIE, D., HOWE, C.J., TOLMIE, A. & TOPPING, K.J. (2008) Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-service Education, 34(3), 263-282.