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Collaboration between
school practitioners and researchers
          in R&D-projects
   Implications for theory and practice




           EAPRIL 2012 - Jyväskylä, Finland
Presenters
• Femke Geijsel
Professor of Applied Sciences
Windesheim, University of Applied Sciences
Senior researcher
University of Amsterdam


• Henk Sligte
Senior researcher
Kohnstamm Institute, University of Amsterdam

                   EAPRIL 2012 - Jyväskylä, Finland
Presenters
Two R&D projects:
• Collegial consultation between teachers
Frank Dost: Teacher researcher at Stad and Esch, Meppel
Hennie Brandsma: Professor of Applied Sciences at ECNO, Groningen


• Integrating digital learning methods in lessons
Christiaan de Regt: Teacher researcher at Maerlant Lyceum, The Hague
Daniëlle de Laat: Advisor at AO Consult, Tilburg



                        EAPRIL 2012 - Jyväskylä, Finland
VO-raad=Dutch council for
       secondary education
• The VO-raad represents 334 school governing
  boards and over 600 schools in secondary
  education.
• As a sector organisation VO-raad aims at
  quality, development and innovation of the
  secondary education sector with 1 million
  students, age 12-18, and 120,000 staff
  members
• Supports R&D projects +
  us here@EAPRIL….
Your roles?
   Researchers
Teacher educators
    Teachers
    Advisors
     Others
Outline
•   Introduction: role of research in schools
•   Presentation of two R&D projects
•   Presentation overarching research
•   Discussion




                   EAPRIL 2012 - Jyväskylä, Finland
Introduction:
role of research in schools




     EAPRIL 2012 - Jyväskylä, Finland
R&D-projects
• Research & Development-projects in secondary schools,
  so-called SLOA-projects
• 32 projects in total in period 2010-2013
• Funding of VO-raad meant for the research part, the
  schools cater for the development part
• Collaboration between:
  school practitioners (teachers, school leaders)
  and external parties (researchers, advisors, supervisors)


                  EAPRIL 2012 - Jyväskylä, Finland
R&D-projects
• R&D themes, for example:
  –   evaluating reading lessons
  –   interventions in numeracy
  –   integrating games into lessons
  –   creating a school for pupils aged 10-14
  –   developing didactic methods for gifted students




                     EAPRIL 2012 - Jyväskylä, Finland
To the Cases
• Two R&D-projects:
  – Collegial consultation between teachers
  – Integrating digital learning methods in lessons




                EAPRIL 2012 - Jyväskylä, Finland
Collegial consultation on
    RSG Stad & Esch
A research project on the process and effects
Frank Dost (teacher-researcher) and Hennie
    Brandsma (university of Leeuwarden)
               EAPRIL Finland
             November 28 2012
A DUTCH CLASSROOM.




        ˆ
Collaborative processes
• The university of Groningen provided the observational
  instrument (V/d Grift, icalt-instrument)
• The university of Leeuwarden provided the training-
  sessions
• The researcher from the university of Leeuwarden
  trained the teacher-researchers and supervised the
  research-project
• A group of teacher-researchers from the school carried
  out the research
• The results of the research were shared with the
  teachers of Stad & Esch and other participating schools
Background information

• In 2009/2010: school received a negative
  inspection report on the pedagogical and
  didactical quality of teachers
• Goal: to improve these qualities
• Means: using an observational instrument for
  mutual observation and feedback sessions
• Subsidized by SLOA VO-council
INTERVENTIONS
• Teachers are trained in using the observational
  instrument
• Teachers are trained in giving and receiving
  effective feedback
• Each and every teacher is being observed and
  observes one or two colleagues
• After the observation there is mutual
  consultation on the observed teacher-behaviour
• Plans for improvement are being made
EXEMPLARY PART OF THE
    INSTRUMENT
IMPORTANT CONSIDERATION
• It’s all on the basis of improvement, not from
  an accountability-perspective!
THE UNDERLYING RESEARCH
Two questions:
The process: ‘What are the experiences within the
school with collegial consultation and the
observational instrument?’
The effects:
‘To what extent do the teaching behaviours
improve by using collegial consultation.’

• The data needed to answer the question on the
  effects are still being analysed.
THE RESEARCH PROCESS (1)
The object is a description of the process of
implementation
Method: We interviewed ±20 teachers and school
leaders on the following topics
• Their initial expectations
• The implementation
• Self efficacy
• Motivation
• Plans for the future
RESULTS OF THE INTERVIEWS
• Initial enthusiasm and motivation were
  reasonably high for collegial consultation
• The use of the instrument for improvement-
  purposes was widely supported
• The use of the instrument for assessment-
  purposes was widely criticized
• The practical use of the instrument was also
  criticized
• Most teachers want to continue with collegial
  consultation, but they want to adapt the
  instrument
THE RESEARCH PROCESS (2)
The object is an inventory of topics with respect
to further professionalization
Method: An online questionnaire for all teachers
Topics:
- Activating the pupils (5 questions)
- Within group differentiation (4 questions)
- Development of learning strategies (6
questions)
- learning behavior of pupils (3 questions)
NEED FOR PROFESSIONALIZATION

  Learning behavior of pupils                                                       2.4




   Within group differtiation                                           2.2           1-1.66 (no need)

                                                                                      1.67-2.33 (maybe)

          Learning strategies                                     2.1                 2.34 -3.00 (certainly)



Didactics for activating pupils                                               2.3




                                  1   1.2   1.4   1.6   1.8   2     2.2         2.4       2.6    2.8     3
CONCLUSIONS ABOUT THE NEED FOR
     PROFESSIONALIZATION
1. There is a high desire to improve teaching skills
within the teaching community of the school

2. Teachers are interested in improving their skills
with respect to activating pupils and improving
the learning behaviour of pupils

3. There are no differences in the need for
professionalization between sexes, age-groups
and level of experience
DISSEMINATION OF THE RESULTS
• Within the broader school community
• Presented to all teachers
• Results are discussed in small groups
• Conclusions were widely accepted and shared
What to do in the future?
• Collegial consultation will be continued as a
  standard way of teacher professionalization and
  improvement
• The observational instrument will be adapted to
  specific school and teacher needs
One or two questions?
Integrating digital learning tools in lessons
        Christiaan de Regt and Daniëlle de Laat




                                                  26
THIS PRESENTATION
(1) Introduction
• Project goals
• Activities
• Collaboration

(2) Demonstration of a digital lesson

(3) Outcomes
 • Design impact research
 • Findings
 • Conclusions
                                        27
PROJECT GOALS

• By using digital learning tools in ‘problem courses’ in
   the regular course program and at cancelled classes:
    – Providing a solution for cancelled classes;
    – Exploiting teacher’s teaching time more efficient
       and effective;
    – Reducing teacher’s workload;
    – Increasing education quality.
 • Experiment with digital lessons for three subjects
 • Integrate research and development


                                                            28
ACTIVITIES

• Step 1: Inventory research
  Which digital learning tools are available and effective?

• Step 2: Development teaching program
  Development of a teaching program with digital lessons, based on
  macro- to meso- and micro-design

• Step 3: Implementation of the teaching program
  Implementation of the teaching programs on the three participating
  schools

• Step 4: Impact research
  Research on the effects of digital learning tools on: teaching time,
  workload and education quality

• Step 5: Reports and dissemination
  Share experiences and knowledge
                                                                         29
COLLABORATION

Collaboration on three levels:
1. Within the school(s)
• Between teachers, education support staff and headmasters
2. Between the schools and the external party (AOC)
• Five meetings with headmasters and AOC
• Collaboration in development (support of teachers and education
  support staff by AOC)
• Collaboration in research (involvement of teachers and education
  support staff)
3. Within the external party (AOC)
• Researcher and educational expert

                                                                     30
(2) DEMONSTRATION OF A DIGITAL LESSON

• General experiences
• What obstacles are experienced?
• An example of a digital lesson




                                         31
GENERAL EXPERIENCES

•   Clarity comes first: prepair the students well
•   Students often respond positive on digital lessons
•   Variation is fun
•   Working independently on the computer is very nice
    for some individualistic students
•   Several small assignments are received more pleasant
    compared to a few large assignments
•   Students scroll through the digital lesson back and
    forth
•   Humor is important
•   ‘Personal’ contribution of teachers is appreciated
                                                           32
WHAT OBSTACLES ARE EXPERIENCED?

•   First lesson hour of the day is inconvenient
•   Technical problems
•   Ignorance colleagues
•   Lesson outcome not always clear
•   Students want to ask questions ánd get an answer
•   Unclarity provides problems quickly
•   Lack of ready made digital learning material
•   It is difficult to make a lesson far in advance
•   It takes much time to make a digital lesson

                                                       33
34
Avete pueri puellaeque!
 Welcome to your sixth
 digital lesson Latin.

In this lesson we complete
  the dativus. We will
  prepare us for the written
  test of Friday the 13th.


                           35
Introduction
This lesson consists of seven parts:
A. Shows the homework for the next lesson.
B. Is the Latin translation of Text 6A that you have made.
   This will be checked by yourself!
C. Shows what pupils of other schools have done with
   the hero Aeneas.
D. Some little assignments, including the dativus
E. Shows a video with two really critical parents.
   Recognizable? Try to understand the meaning of the
   Latin expressions.
F. Consists of little exercises for the written test
G. The evaluation of this lesson
                                                         36
A. Homework
For the next regular lesson Latin, you
must have done the things below.
When you are finished with the assignments of
thís lesson, you can start with them.

• Learning the Latin words lesson 6 (2x)
• Getting familiar with the rows of the noun and
  pronoun (with the dativus)

Good luck with your preparations!


                                                   37
B. Translation Tekst 6A. Check yourself
1.    Venus prepares a trick/ devises a list.
2.    She calls Amor, her son and tells him:
3.    ‘Son, I beg you, help me!
4.    I am planning to deceive queen Dido.
5.    The boy Ascanius is getting ready to go to Carthago
6.    and brings gifts to the queen.
7.    I dedicate this to you now:
8.    You, take the appearance of Ascanius and go to town.
9.    Go to the queen and awake love for Aeneas
10.   in her heart.
11.   I will take care of the boy Ascanius.’
12.   Amor obeys the goddess.
13.   He puts his wings of, takes the appearance of Ascanius and goes to town.
14.   Already he approaches the palace.
15.   Meanwhile, Venus puts Ascanius to a deep sleep.
16.   Then she lifts the boy out of bed and carries him to the mountains.
17.   There, he dreams between/ among fragrant flowers

                                                                                 38
C. Aeneas Troianus est
The main character Aeneas who we are reading about now, is a well
  known historic / mythical figure. That is why we will see him in many
  different stories and artworks.
The pupils CKV (cultural art forming) on the Stedelijk Gymnasium in
  Den Bosch have imitated his flight from Troy in a very original way.
  They took Text 3A from Vivat Roma! as a starting point.
The title of their video is ‘Aeneas Troianus est’, since this is in the Latin
  text. However, the pupils have made a huge language error. Do you
  recognize the error?

Click the link below to start the video:
klik hier




                                                                            39
D. Two little assignments with the dativus
Attention: the next two sheets contain the noun-schedules
1. Translate and put into plural:
a. Mihi cenam parat.              d. Filius excipit me.
b. Femina tibi donum dat.         e. Te saluto.
c. Servus ei non paret.           f. Eum relinquis.

2. Fill in the correct form of the personal pronoun:
a. Anchises ..... (eis, eas) amat.
b. Patres quaero, sed ..... (eas, eos) invenire non possum.
c. Aeneas hospitem videt et ..... (eae, eam, eum) recognoscit.
d. Didonem Aeneas amat et ..... (eam, ei, eis) flores dat.
e. Servae ..... (eis, ea) mensas tegunt.
                                                            40
D.1 Appendix I The noun
In the schedule below, you will find the noun that you already had to
learn. All case endings are in bold.


Case      Group 1     Group 2             Group 3
nom ev    puella      servus    bellum    pater      mater    nomen
dat ev    puellae     servo     bello     patri      matri    nomini
acc ev    puellam     servum    bellum    patrem     matrem nomen
nom mv    puellae     servi     bella     patres     matres   nomina
dat mv    puellis     servis    bellis    patribus   matribus nominibus
acc mv    puellas     servos    bella     patres     matres   nomina




                                                                          41
D.2 Appendix II The personal pronoun
Below you can find a schedule with the personal pronouns, including the
translations.


 case     1st person        2nd person         3th person
 nom ev   ego = me          tu = you           is = he        ea = she     id = it
 dat ev   mihi = (to) me    tibi = (to) you    ei = (to) him/ her/ it
 acc ev   me = me           te = you           eum = him      eam = her    id = it
 nom mv   nos = we          vos = you          ei = they      eae = they   ea =they
 dat mv   nobis = (to) us   vobis = (to) you   eis = (to) them
 acc mv   nos = us          vos = you          eos = them      eas = them ea = them




                                                                                     42
E. Koefnoen
You may know them. Those people that per se want their child to go to
gymnasium. Two well known actors from the satiric program Koefnoen play
such a married couple that at all costs wants to place their beloved
‘offspring’ on gymnasium.
The rector, yet classical trained, is quite overwhelmed. By citing Latin
spells, he tries to respond the parents as good as possible.

A. Watch the video and give a definition of the following statements:
1. pro forma
2. nolens volens
3. cum laude

B. The parents made at least two errors in Latin. Which?

Click hier for the video


                                                                        43
F. Practice question for the written test
   about lesson 6
I Translate the words below and give what is asked for:
1. paulatim             =                5. sidus (+pl)   =
2. distribuere          =                6. adire         =
3. lectus               =                7. postremo      =
4. flos (+pl +sex)      =                8. ubique        =


II Translate the verb forms below correctly:
1. convenit      =
2. mandate       =
3. pares         =
4. expellunt     =
5. incipio       =


                                                              44
F. Continuation
III Complete the schedule below:

  nom ev         nox
  dat ev                               animo
  acc ev                                       lumen
 nom mv
  dat mv
  acc mv                      regias
translation     night                          light




                                                       45
F. Answers practice-written test
1.: little by little, distribute, bed, flower(flores, m), star (sidera), go
    to, finally, everywhere
2.: he comes together, dedicate(s)!, you obey, they expel, I start
3.:

         nox               regia             animus               lumen
        nocti             regiae              animo               lumini
       noctem             regiam             animum               lumen
       noctes             regiae              animi               lumina
      noctibus             regiis             animis            luminibus
       noctes              regias            animos               lumina
        night             palace           heart, soul              light



                                                                              46
G. Evaluation

• Write your evaluation of this lesson on the
  separate sheet that you will get from the
  supervisor

• Do you have questions about the (teaching-)
  material, write them in your notebook!

  So long!



                                                47
(New Year 2011 in the Via del Corso, Roma)   >end<
                                                     48
Spring, here we come !




                         49
(3) OUTCOMES

•   Impact research
•   Design impact research
•   Findings
•   Conclusions




                               50
DESIGN IMPACT RESEARCH
The research consists of three moments of measurement:

•   First measurement -> Impact measurement
    –   Depth interviews and extensive questionnaire students


•   Intermediate measurement (after lessons)
    –   Short questionnaires after each lesson
    –   Observations by teachers




                                                                51
OVERALL FINDINGS

• Average report marks
      – Digital lessons: 6,5
      – Regular lessons: 7,1
This difference is significant*


• How can this be explained?
Compared to the regular lessons, the students stated about
  the digital lessons significant less often that:
      –   the lesson was prepared well by the teacher;
      –   they had learned new things;
      –   the assignments were clear;
      –   the lesson was interesting.
                                                             52
FINDINGS BY SCHOOL

• Opinion about digital lessons
   – All students were in advance positive about digital lessons
   – Afterwards only at one school were the students more positive about
     digital lessons.
       •   Computers more fun then books
       •   Variety in different kind of assignments and tools was appreciated
       •   Ability to work at your own pace
       •   Silence during the lessons
       •   Discussion about digital lessons during regular lessons -> adaptation of next lesson
   – Ict can make a lesson more fun, but not if all lessons are digital

• Teacher appears indispensable factor
• Ict-facilities not always okay  Irritation and lost time

                                                                                              53
CONCLUSIONS

• The expected effects are limited realized. The use of digital
  learning tools does not automatically lead to:
   – efficient and effective use of teaching time;
   – replacement of cancelled lessons;
   – lower pressure and higher job satisfaction among teachers.


• The successful use of digital learning tools is strongly
  dependent on the parameters of the Four in Balance model
  (Kennisnet):
   –   Vision
   –   Expertise
   –   Digital learning materials
   –   Ict infrastructure.                                        54
Overarching Research
      Wouter Schenke
wschenke@kohnstamm.uva.nl
Overarching research
Research question:
What is the nature of cross-professional collaboration
  between teachers, school leaders, educational
  researchers/advisors in R&D-projects in terms of:
• reasons to collaborate
• division of tasks
• communication: structure and culture

Schenke, Volman, Van Driel, Geijsel, & Sligte (2012). De aard van cross-professionele
samenwerking in O&O-projecten in het voortgezet onderwijs. Pedagogische Studiën

                              EAPRIL 2012 - Jyväskylä, Finland
Theoretical background
• Cross-professional collaboration:
  A situation in which participants of different backgrounds
  work together to reach their goals

• R&D-projects provide a way to
  connect their corresponding worlds


Akkerman & Bakker (2011), Coburn & Stein (2010)


                               EAPRIL 2012 - Jyväskylä, Finland
Cross-professional collaboration


 School leader

                   Educational
                   researcher/
                     advisor

   Teacher
  researcher

                    EAPRIL 2012 - Jyväskylä, Finland
Theoretical background
• R&D-projects offer opportunities to:
    – ... bridge the gap between theory and practice
    – ... have a better use of research results
    – ... perform research in an ecological valid setting

• Reasons to collaborate in R&D-projects
    – Legitimating an innovation at school
    – Stimulating professional development of teachers
    – Agreement on reasons to collaborate?

Broekkamp & Van Hout-Wolters (2007), Cochran-Smith & Lytle (1999), Geijsel (2010),
Hora & Millar (2011), Volman (2008)
Theoretical background
• Division of tasks
    – Who is project leader?
    – Researchers share their research expertise
    – Researchers become supervisors and/or advisors as well
    – Teachers become teacher researchers by training and
      performing research
    – School leaders become data-driven and stimulate a research
      culture

    – Who is in control in research at school?

Coburn & Stein (2010), Van de Ven (2007), Wagner (1997)
Theoretical background
• Communication
    – Structure: meeting structure, time investment, means of
      communication
    – Culture: open-ended conversation




Edwards (2012), Engle (2010), Geijsel & Van Eck (2011)

                             EAPRIL 2012 - Jyväskylä, Finland
Method
•   Interviews with participants of 12 case studies
•   Collection of documents, such as reports
•   Within-site analysis
•   Cross-site analysis
•   Audit

Miles & Huberman (1994)




                          EAPRIL 2012 - Jyväskylä, Finland
Results
Reasons to collaborate:
• 9 out of 12 projects have congruent goals:
  same interests of internal and external parties

• 3 out of 12 projects have additional goals of
  researchers.
  For example: selling information of a new instrument




                  EAPRIL 2012 - Jyväskylä, Finland
Results
   Division of tasks
Number of   Development tasks:    Research tasks:      Teacher researchers   School leader active
projects    who is in control?    who is in control?   present?              in research tasks?
    I       School                School               Yes                   Yes

   III      School                School and           Yes                   Yes
                                  external party
   III      School and            School and           Yes                   Yes
            external party        external party
    II      School and            School and           No                    Yes
            external party        external party
    II      School and            External party       Yes                   No
            external party
    I       School                External party       No                    No


                                 EAPRIL 2012 - Jyväskylä, Finland
Results
   Communication structure
Number of                Meetings                                    Time investment
projects      Internal               External       School leader       Teacher          External party
    V       Overall project group with internal          High              High              High
                and external participants
    III     Internal project        Researcher           High              High          High or low
                 group
     I      Internal project        Researcher         Average             Low             Average
                 leader
    III     Overall steering group with internal         Low               Low               High
                and external participants


                                      High = > 200h. Average = 100-200h. Low = < 100 h. on a yearly basis



                               EAPRIL 2012 - Jyväskylä, Finland
Stad and Esch     Results
                                             In control:
Four types of collaboration:
                                               School
A. Ownership of project lies with the school
   and researcher supports the school
B. Interests and tasks of school practitioner
   and researcher are intertwined
C. Researcher advises steering group; no
   teacher researchers at school
D. Researcher has additional interests in     Researcher
   project and controls research
    Maerlant Lyceum
Results
  Types of collaboration
Types   Number of    Reasons to collaborate             Division of tasks         Communicati
        projects                                                                  on
                    Congruent     Additional   Development       Research         Time invest-
                     reasons       reasons     tasks: in         tasks: in        ment school
                                               control           control
 A          IV         +               -       School            School and       High
                                                                 external party
  B         III        +               -       School and        School and       High
                                               external party    external party
  C         II         +               -       School and        School and       Low
                                               external party    external party
 D          III         -             +        School and        External party   Average
                                               external party
Discussions
• The practical and scientific value of
  cross-professional collaboration:
  – On project-bound collaboration
  – On the level of the school organisation
  – On the professional sector as a whole




                EAPRIL 2012 - Jyväskylä, Finland

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EAPRIL SLOA-VO workshop totaal

  • 1. Collaboration between school practitioners and researchers in R&D-projects Implications for theory and practice EAPRIL 2012 - Jyväskylä, Finland
  • 2. Presenters • Femke Geijsel Professor of Applied Sciences Windesheim, University of Applied Sciences Senior researcher University of Amsterdam • Henk Sligte Senior researcher Kohnstamm Institute, University of Amsterdam EAPRIL 2012 - Jyväskylä, Finland
  • 3. Presenters Two R&D projects: • Collegial consultation between teachers Frank Dost: Teacher researcher at Stad and Esch, Meppel Hennie Brandsma: Professor of Applied Sciences at ECNO, Groningen • Integrating digital learning methods in lessons Christiaan de Regt: Teacher researcher at Maerlant Lyceum, The Hague Daniëlle de Laat: Advisor at AO Consult, Tilburg EAPRIL 2012 - Jyväskylä, Finland
  • 4. VO-raad=Dutch council for secondary education • The VO-raad represents 334 school governing boards and over 600 schools in secondary education. • As a sector organisation VO-raad aims at quality, development and innovation of the secondary education sector with 1 million students, age 12-18, and 120,000 staff members • Supports R&D projects + us here@EAPRIL….
  • 5. Your roles? Researchers Teacher educators Teachers Advisors Others
  • 6. Outline • Introduction: role of research in schools • Presentation of two R&D projects • Presentation overarching research • Discussion EAPRIL 2012 - Jyväskylä, Finland
  • 7. Introduction: role of research in schools EAPRIL 2012 - Jyväskylä, Finland
  • 8. R&D-projects • Research & Development-projects in secondary schools, so-called SLOA-projects • 32 projects in total in period 2010-2013 • Funding of VO-raad meant for the research part, the schools cater for the development part • Collaboration between: school practitioners (teachers, school leaders) and external parties (researchers, advisors, supervisors) EAPRIL 2012 - Jyväskylä, Finland
  • 9. R&D-projects • R&D themes, for example: – evaluating reading lessons – interventions in numeracy – integrating games into lessons – creating a school for pupils aged 10-14 – developing didactic methods for gifted students EAPRIL 2012 - Jyväskylä, Finland
  • 10. To the Cases • Two R&D-projects: – Collegial consultation between teachers – Integrating digital learning methods in lessons EAPRIL 2012 - Jyväskylä, Finland
  • 11. Collegial consultation on RSG Stad & Esch A research project on the process and effects Frank Dost (teacher-researcher) and Hennie Brandsma (university of Leeuwarden) EAPRIL Finland November 28 2012
  • 13. Collaborative processes • The university of Groningen provided the observational instrument (V/d Grift, icalt-instrument) • The university of Leeuwarden provided the training- sessions • The researcher from the university of Leeuwarden trained the teacher-researchers and supervised the research-project • A group of teacher-researchers from the school carried out the research • The results of the research were shared with the teachers of Stad & Esch and other participating schools
  • 14. Background information • In 2009/2010: school received a negative inspection report on the pedagogical and didactical quality of teachers • Goal: to improve these qualities • Means: using an observational instrument for mutual observation and feedback sessions • Subsidized by SLOA VO-council
  • 15. INTERVENTIONS • Teachers are trained in using the observational instrument • Teachers are trained in giving and receiving effective feedback • Each and every teacher is being observed and observes one or two colleagues • After the observation there is mutual consultation on the observed teacher-behaviour • Plans for improvement are being made
  • 16. EXEMPLARY PART OF THE INSTRUMENT
  • 17. IMPORTANT CONSIDERATION • It’s all on the basis of improvement, not from an accountability-perspective!
  • 18. THE UNDERLYING RESEARCH Two questions: The process: ‘What are the experiences within the school with collegial consultation and the observational instrument?’ The effects: ‘To what extent do the teaching behaviours improve by using collegial consultation.’ • The data needed to answer the question on the effects are still being analysed.
  • 19. THE RESEARCH PROCESS (1) The object is a description of the process of implementation Method: We interviewed ±20 teachers and school leaders on the following topics • Their initial expectations • The implementation • Self efficacy • Motivation • Plans for the future
  • 20. RESULTS OF THE INTERVIEWS • Initial enthusiasm and motivation were reasonably high for collegial consultation • The use of the instrument for improvement- purposes was widely supported • The use of the instrument for assessment- purposes was widely criticized • The practical use of the instrument was also criticized • Most teachers want to continue with collegial consultation, but they want to adapt the instrument
  • 21. THE RESEARCH PROCESS (2) The object is an inventory of topics with respect to further professionalization Method: An online questionnaire for all teachers Topics: - Activating the pupils (5 questions) - Within group differentiation (4 questions) - Development of learning strategies (6 questions) - learning behavior of pupils (3 questions)
  • 22. NEED FOR PROFESSIONALIZATION Learning behavior of pupils 2.4 Within group differtiation 2.2 1-1.66 (no need) 1.67-2.33 (maybe) Learning strategies 2.1 2.34 -3.00 (certainly) Didactics for activating pupils 2.3 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3
  • 23. CONCLUSIONS ABOUT THE NEED FOR PROFESSIONALIZATION 1. There is a high desire to improve teaching skills within the teaching community of the school 2. Teachers are interested in improving their skills with respect to activating pupils and improving the learning behaviour of pupils 3. There are no differences in the need for professionalization between sexes, age-groups and level of experience
  • 24. DISSEMINATION OF THE RESULTS • Within the broader school community • Presented to all teachers • Results are discussed in small groups • Conclusions were widely accepted and shared What to do in the future? • Collegial consultation will be continued as a standard way of teacher professionalization and improvement • The observational instrument will be adapted to specific school and teacher needs
  • 25. One or two questions?
  • 26. Integrating digital learning tools in lessons Christiaan de Regt and Daniëlle de Laat 26
  • 27. THIS PRESENTATION (1) Introduction • Project goals • Activities • Collaboration (2) Demonstration of a digital lesson (3) Outcomes • Design impact research • Findings • Conclusions 27
  • 28. PROJECT GOALS • By using digital learning tools in ‘problem courses’ in the regular course program and at cancelled classes: – Providing a solution for cancelled classes; – Exploiting teacher’s teaching time more efficient and effective; – Reducing teacher’s workload; – Increasing education quality. • Experiment with digital lessons for three subjects • Integrate research and development 28
  • 29. ACTIVITIES • Step 1: Inventory research Which digital learning tools are available and effective? • Step 2: Development teaching program Development of a teaching program with digital lessons, based on macro- to meso- and micro-design • Step 3: Implementation of the teaching program Implementation of the teaching programs on the three participating schools • Step 4: Impact research Research on the effects of digital learning tools on: teaching time, workload and education quality • Step 5: Reports and dissemination Share experiences and knowledge 29
  • 30. COLLABORATION Collaboration on three levels: 1. Within the school(s) • Between teachers, education support staff and headmasters 2. Between the schools and the external party (AOC) • Five meetings with headmasters and AOC • Collaboration in development (support of teachers and education support staff by AOC) • Collaboration in research (involvement of teachers and education support staff) 3. Within the external party (AOC) • Researcher and educational expert 30
  • 31. (2) DEMONSTRATION OF A DIGITAL LESSON • General experiences • What obstacles are experienced? • An example of a digital lesson 31
  • 32. GENERAL EXPERIENCES • Clarity comes first: prepair the students well • Students often respond positive on digital lessons • Variation is fun • Working independently on the computer is very nice for some individualistic students • Several small assignments are received more pleasant compared to a few large assignments • Students scroll through the digital lesson back and forth • Humor is important • ‘Personal’ contribution of teachers is appreciated 32
  • 33. WHAT OBSTACLES ARE EXPERIENCED? • First lesson hour of the day is inconvenient • Technical problems • Ignorance colleagues • Lesson outcome not always clear • Students want to ask questions ánd get an answer • Unclarity provides problems quickly • Lack of ready made digital learning material • It is difficult to make a lesson far in advance • It takes much time to make a digital lesson 33
  • 34. 34
  • 35. Avete pueri puellaeque! Welcome to your sixth digital lesson Latin. In this lesson we complete the dativus. We will prepare us for the written test of Friday the 13th. 35
  • 36. Introduction This lesson consists of seven parts: A. Shows the homework for the next lesson. B. Is the Latin translation of Text 6A that you have made. This will be checked by yourself! C. Shows what pupils of other schools have done with the hero Aeneas. D. Some little assignments, including the dativus E. Shows a video with two really critical parents. Recognizable? Try to understand the meaning of the Latin expressions. F. Consists of little exercises for the written test G. The evaluation of this lesson 36
  • 37. A. Homework For the next regular lesson Latin, you must have done the things below. When you are finished with the assignments of thís lesson, you can start with them. • Learning the Latin words lesson 6 (2x) • Getting familiar with the rows of the noun and pronoun (with the dativus) Good luck with your preparations! 37
  • 38. B. Translation Tekst 6A. Check yourself 1. Venus prepares a trick/ devises a list. 2. She calls Amor, her son and tells him: 3. ‘Son, I beg you, help me! 4. I am planning to deceive queen Dido. 5. The boy Ascanius is getting ready to go to Carthago 6. and brings gifts to the queen. 7. I dedicate this to you now: 8. You, take the appearance of Ascanius and go to town. 9. Go to the queen and awake love for Aeneas 10. in her heart. 11. I will take care of the boy Ascanius.’ 12. Amor obeys the goddess. 13. He puts his wings of, takes the appearance of Ascanius and goes to town. 14. Already he approaches the palace. 15. Meanwhile, Venus puts Ascanius to a deep sleep. 16. Then she lifts the boy out of bed and carries him to the mountains. 17. There, he dreams between/ among fragrant flowers 38
  • 39. C. Aeneas Troianus est The main character Aeneas who we are reading about now, is a well known historic / mythical figure. That is why we will see him in many different stories and artworks. The pupils CKV (cultural art forming) on the Stedelijk Gymnasium in Den Bosch have imitated his flight from Troy in a very original way. They took Text 3A from Vivat Roma! as a starting point. The title of their video is ‘Aeneas Troianus est’, since this is in the Latin text. However, the pupils have made a huge language error. Do you recognize the error? Click the link below to start the video: klik hier 39
  • 40. D. Two little assignments with the dativus Attention: the next two sheets contain the noun-schedules 1. Translate and put into plural: a. Mihi cenam parat. d. Filius excipit me. b. Femina tibi donum dat. e. Te saluto. c. Servus ei non paret. f. Eum relinquis. 2. Fill in the correct form of the personal pronoun: a. Anchises ..... (eis, eas) amat. b. Patres quaero, sed ..... (eas, eos) invenire non possum. c. Aeneas hospitem videt et ..... (eae, eam, eum) recognoscit. d. Didonem Aeneas amat et ..... (eam, ei, eis) flores dat. e. Servae ..... (eis, ea) mensas tegunt. 40
  • 41. D.1 Appendix I The noun In the schedule below, you will find the noun that you already had to learn. All case endings are in bold. Case Group 1 Group 2 Group 3 nom ev puella servus bellum pater mater nomen dat ev puellae servo bello patri matri nomini acc ev puellam servum bellum patrem matrem nomen nom mv puellae servi bella patres matres nomina dat mv puellis servis bellis patribus matribus nominibus acc mv puellas servos bella patres matres nomina 41
  • 42. D.2 Appendix II The personal pronoun Below you can find a schedule with the personal pronouns, including the translations. case 1st person 2nd person 3th person nom ev ego = me tu = you is = he ea = she id = it dat ev mihi = (to) me tibi = (to) you ei = (to) him/ her/ it acc ev me = me te = you eum = him eam = her id = it nom mv nos = we vos = you ei = they eae = they ea =they dat mv nobis = (to) us vobis = (to) you eis = (to) them acc mv nos = us vos = you eos = them eas = them ea = them 42
  • 43. E. Koefnoen You may know them. Those people that per se want their child to go to gymnasium. Two well known actors from the satiric program Koefnoen play such a married couple that at all costs wants to place their beloved ‘offspring’ on gymnasium. The rector, yet classical trained, is quite overwhelmed. By citing Latin spells, he tries to respond the parents as good as possible. A. Watch the video and give a definition of the following statements: 1. pro forma 2. nolens volens 3. cum laude B. The parents made at least two errors in Latin. Which? Click hier for the video 43
  • 44. F. Practice question for the written test about lesson 6 I Translate the words below and give what is asked for: 1. paulatim = 5. sidus (+pl) = 2. distribuere = 6. adire = 3. lectus = 7. postremo = 4. flos (+pl +sex) = 8. ubique = II Translate the verb forms below correctly: 1. convenit = 2. mandate = 3. pares = 4. expellunt = 5. incipio = 44
  • 45. F. Continuation III Complete the schedule below: nom ev nox dat ev animo acc ev lumen nom mv dat mv acc mv regias translation night light 45
  • 46. F. Answers practice-written test 1.: little by little, distribute, bed, flower(flores, m), star (sidera), go to, finally, everywhere 2.: he comes together, dedicate(s)!, you obey, they expel, I start 3.: nox regia animus lumen nocti regiae animo lumini noctem regiam animum lumen noctes regiae animi lumina noctibus regiis animis luminibus noctes regias animos lumina night palace heart, soul light 46
  • 47. G. Evaluation • Write your evaluation of this lesson on the separate sheet that you will get from the supervisor • Do you have questions about the (teaching-) material, write them in your notebook! So long! 47
  • 48. (New Year 2011 in the Via del Corso, Roma) >end< 48
  • 49. Spring, here we come ! 49
  • 50. (3) OUTCOMES • Impact research • Design impact research • Findings • Conclusions 50
  • 51. DESIGN IMPACT RESEARCH The research consists of three moments of measurement: • First measurement -> Impact measurement – Depth interviews and extensive questionnaire students • Intermediate measurement (after lessons) – Short questionnaires after each lesson – Observations by teachers 51
  • 52. OVERALL FINDINGS • Average report marks – Digital lessons: 6,5 – Regular lessons: 7,1 This difference is significant* • How can this be explained? Compared to the regular lessons, the students stated about the digital lessons significant less often that: – the lesson was prepared well by the teacher; – they had learned new things; – the assignments were clear; – the lesson was interesting. 52
  • 53. FINDINGS BY SCHOOL • Opinion about digital lessons – All students were in advance positive about digital lessons – Afterwards only at one school were the students more positive about digital lessons. • Computers more fun then books • Variety in different kind of assignments and tools was appreciated • Ability to work at your own pace • Silence during the lessons • Discussion about digital lessons during regular lessons -> adaptation of next lesson – Ict can make a lesson more fun, but not if all lessons are digital • Teacher appears indispensable factor • Ict-facilities not always okay  Irritation and lost time 53
  • 54. CONCLUSIONS • The expected effects are limited realized. The use of digital learning tools does not automatically lead to: – efficient and effective use of teaching time; – replacement of cancelled lessons; – lower pressure and higher job satisfaction among teachers. • The successful use of digital learning tools is strongly dependent on the parameters of the Four in Balance model (Kennisnet): – Vision – Expertise – Digital learning materials – Ict infrastructure. 54
  • 55. Overarching Research Wouter Schenke wschenke@kohnstamm.uva.nl
  • 56. Overarching research Research question: What is the nature of cross-professional collaboration between teachers, school leaders, educational researchers/advisors in R&D-projects in terms of: • reasons to collaborate • division of tasks • communication: structure and culture Schenke, Volman, Van Driel, Geijsel, & Sligte (2012). De aard van cross-professionele samenwerking in O&O-projecten in het voortgezet onderwijs. Pedagogische Studiën EAPRIL 2012 - Jyväskylä, Finland
  • 57. Theoretical background • Cross-professional collaboration: A situation in which participants of different backgrounds work together to reach their goals • R&D-projects provide a way to connect their corresponding worlds Akkerman & Bakker (2011), Coburn & Stein (2010) EAPRIL 2012 - Jyväskylä, Finland
  • 58. Cross-professional collaboration School leader Educational researcher/ advisor Teacher researcher EAPRIL 2012 - Jyväskylä, Finland
  • 59. Theoretical background • R&D-projects offer opportunities to: – ... bridge the gap between theory and practice – ... have a better use of research results – ... perform research in an ecological valid setting • Reasons to collaborate in R&D-projects – Legitimating an innovation at school – Stimulating professional development of teachers – Agreement on reasons to collaborate? Broekkamp & Van Hout-Wolters (2007), Cochran-Smith & Lytle (1999), Geijsel (2010), Hora & Millar (2011), Volman (2008)
  • 60. Theoretical background • Division of tasks – Who is project leader? – Researchers share their research expertise – Researchers become supervisors and/or advisors as well – Teachers become teacher researchers by training and performing research – School leaders become data-driven and stimulate a research culture – Who is in control in research at school? Coburn & Stein (2010), Van de Ven (2007), Wagner (1997)
  • 61. Theoretical background • Communication – Structure: meeting structure, time investment, means of communication – Culture: open-ended conversation Edwards (2012), Engle (2010), Geijsel & Van Eck (2011) EAPRIL 2012 - Jyväskylä, Finland
  • 62. Method • Interviews with participants of 12 case studies • Collection of documents, such as reports • Within-site analysis • Cross-site analysis • Audit Miles & Huberman (1994) EAPRIL 2012 - Jyväskylä, Finland
  • 63. Results Reasons to collaborate: • 9 out of 12 projects have congruent goals: same interests of internal and external parties • 3 out of 12 projects have additional goals of researchers. For example: selling information of a new instrument EAPRIL 2012 - Jyväskylä, Finland
  • 64. Results Division of tasks Number of Development tasks: Research tasks: Teacher researchers School leader active projects who is in control? who is in control? present? in research tasks? I School School Yes Yes III School School and Yes Yes external party III School and School and Yes Yes external party external party II School and School and No Yes external party external party II School and External party Yes No external party I School External party No No EAPRIL 2012 - Jyväskylä, Finland
  • 65. Results Communication structure Number of Meetings Time investment projects Internal External School leader Teacher External party V Overall project group with internal High High High and external participants III Internal project Researcher High High High or low group I Internal project Researcher Average Low Average leader III Overall steering group with internal Low Low High and external participants High = > 200h. Average = 100-200h. Low = < 100 h. on a yearly basis EAPRIL 2012 - Jyväskylä, Finland
  • 66. Stad and Esch Results In control: Four types of collaboration: School A. Ownership of project lies with the school and researcher supports the school B. Interests and tasks of school practitioner and researcher are intertwined C. Researcher advises steering group; no teacher researchers at school D. Researcher has additional interests in Researcher project and controls research Maerlant Lyceum
  • 67. Results Types of collaboration Types Number of Reasons to collaborate Division of tasks Communicati projects on Congruent Additional Development Research Time invest- reasons reasons tasks: in tasks: in ment school control control A IV + - School School and High external party B III + - School and School and High external party external party C II + - School and School and Low external party external party D III - + School and External party Average external party
  • 68. Discussions • The practical and scientific value of cross-professional collaboration: – On project-bound collaboration – On the level of the school organisation – On the professional sector as a whole EAPRIL 2012 - Jyväskylä, Finland