CONVERSATION FIVE

Hi Gina,

Thx for the reply to my email and as you will see in my folder - i have suggested leaving out evaluation of the new policy - so thats fine and hopefully what i propose will complete in one academic year. I await Ians reply also to proposed research. Thank you also on your thoughts about my prof. autobiography, i have completed my first draft and will shortly submit that and also think further about your suggestions. In regards to the lit review - I have started with a number of key websites and then will move onto some journals. The school has much good practice lit to also for me to look at.

Nasima Menni

Great! You're doing the hardest part - figuring out the scale of your research. There is often a difference between what you will do for your day to day job and what you will choose to write about for your assignment. Keep up the good work!

Hello. My name is Maria. I have been reading comments on a regular basis but didn't really feel I had anything useful to say or handy to ask! I do now! My focus is to do with using success criteria when teaching writing as a way of improving writing standards amongst boys in writing. However, the area is huge. Where and how do I start? How do I know what pieces are most relevant to my focus? Everything I read seems important and useful. Help!

Hi Maria - you ask a good question! Have you had the chance to read over the guidance material linked above? There is no RIGHT or WRONG way of doing this OR a perfect number of texts. Think about...

-what are the main ideas coming through? Begin with ...say... ten (or more or less!!!) sources that seem the most relevant to your area...skim them first and allocate them according to usefulness. Summarise the ideas that match and the ideas that don't. Writers will never be saying EXACTLY the same thing. What are the major differences? If there are no differences, keep going until you discover some. At this stage, I usually end up doing a lot of skim reading until I get a feel for the texts.

Are you reading a mixture of journals and books and internet papers and government documents? Make sure you are not reading all the same type of text.

Then you can start to think about areas that are missing for you - what are they not saying? What matches your experience? What does not?

You will be getting closer to sifting through the large number of writers and organising the information in a way that is useful for your inquiry.

Do look at the guidance material which has some good examples.

I hope this helps - keep on sharing your thoughts!

 

I am interested in looking at pupil tracking and how to make this more useful and relevant to practioners. One problem is defining ‘tracking’. I’m defining tracking as opposed to assessment as assessment is an on-going process which pertains to an individual child whereas tracking is a broader device which allows for comparisons considering the intuitional impact of the curriculum and its delivery. (this my rough-working definition).

There appears from my reading so far to be a substantial body of literature into assessment, both in terms of how, why, what etc etc. There is much less on pupil tracking as this is often a broader management concern- you can ‘track’ pupils either as individuals or as different cohort groups for attendance, behaviour so the notion of tracking will fit different situations and circumstances-tracking relies on good assessment data to be effective but it is in this sense an application of assessment.

My questions therefore so far are?
• Is my own definition good enough to proceed with?
• Can I continue to look at thoughts/literature on assessment which in a way is the building blocks of tracking-on the basis that without good assessment effective tracking can’t take place- this looks at notions of why and what we assess?
• I’m in a bit of a mire here do I have a tutor with whom I can discuss some of these issues in more detail?

Pupil Assessment Tracking is the process of monitoring acheivement of individual pupils so that intervention priorities can be identified, and the provision of learning opportunities adjusted to ensure higher standards are acheived by all children.

In parctaice, it is based upon the UK National Curriculum notion of progression (2 levels per key stage- and as a consequence fractional levels for shorter terms). It enables practitioners to identify individuals and groups who may be underacheiving according to "norms". Such groups have been for instance, "girls", those with "free school meals" (a surrogate for social class), by race (eg white working class boys are said to progress less), those that acheived norms previosuly but whose progress advanced/declined or was stuck in a key stage.

The notion is based upon notions of raising acheivement for all, equality of outcomes, and social inclusion.

A number of points are debateable;
* learning may not be as linear as constructed by the model ( eg some subjects are broader not progressively deeper, learning may be "revelation" in fits and starts)
* acheivement is usually based upon attainment, and attainment in English, Maths and Science only!
* the capaicty of individual schools (who themslves are not equally resourced) to overcome disadvantage (such as mobility, class, etc)
* the accuracy of assessment techniques, particularly in the early years.
* Converting KS progression strategies to classroom level and short term strategies.


Fundementally, its not the tracking but the action to deal with underperformance of pupils that matter. Ofsted would expct a school "to know the problem", and "to have stratgies" to deal with

Work has been done on Vlaue added, assessing pupil progress, families of schools,
data is available in "raise online"

HMI, Ofsted and Goldstein are good sources.


My problme with you focus is that your terms are school level and system orientated (ie senior team and governors) when you may not have the capacity to act beyond classroom level.

Hello Ian,
I have just read your comments re pupil assessment, though very interesting not actually connected to my area of study. However I would really value your thoughts on Thinking Skills, particulary connected to self and peer assessment (it's a year 1 class).
I am reading lots but don't seem to be able to identify the main areas of debate. Any ideas?
Best wishes
Amanda Gable

Amanda, following the face to face recently, I will email over what I have done on the Literature Review which just illustrates my approach. I do not think I have got it right, though I have revised my approach from last year and think that it is better than the first version I did. The model may help or not!
Your project sounds very interesting, especially with such a young age group.

I don't know if I understand this correctly, but it isn't just reviewing literature in one's particular area of expertise, as I would only research Specific Learning Difficulties in particular Dyslexia, but also looking at Legislation concerning Inclusive Education - there appears to be quite a lot!! Some legislation being tagged on at a later date.

Having read some, it would appear that although there is much Legislation, some institutions use it as the letter of the law, but do not implement the spirit - but apparently personal tutors can advise on research material?

Jackie it sounds as if you are coming to some very valuable conclusions through your reading. You sound like you are on the right track.

Yes, do share your reading list with Ruth as she has expertise in this area and may be able to point you to some good sources. Remember though, there is no perfect reading list - it is more about how you approach the literature and how you show you can think about it in a critical way - see my comment to Maria above.

In everyones literature review there is a heirarchy of points to make.

In this case the focus is on "a critical review of dyselxia". Its in a heirarchy of isues of
Spcific Learning Diffiuclties, and Social Inclsuion literature.

You have to show your selction of the heirarchy.


The further from the core focus area , the less in quantity and space.


Put another way

If you did not show that "dyslexia" has become more of an issue because we have social inclusion (and equal opportunities) imperatives, you would be missing something. Arguably, if we never had a notion of equality of outcome we would not need a concpet like "dyslexia". When we start looking at acheivement equality, we then need to invent concepts to explain disaparity (eg teachers cant teach, schools are no good, pupils cant learn- ah- dyslexia) lets research why some pupils dont pass the test becuase of "dyselexia" It becomes a research topic becuase of equality/social inclsuion.

Thank you Ian for your comments; I haven't done much re Action Research but this weekend if ear marked for doing study. So your comment has inspired me.

Hello All.

I have been researching Student Directed Learning and have found little to enlighten me when looking at policies in the UK. My main source of information has come from American and N.Z. research documents. After much trawling I have come across a variety of authorities in this area but want to mention an ‘eye opener’ of a book, Teachers’ Guides to Inclusive Practices, Student-Directed Learning, written by Agran, King-Sears, Wehmeyer and Copeland (2003).

I must admit to having been rather lost when I started my research but this informative book has explained simply how to encourage students to self instruct, self monitor, self evaluate and self reinforce their learning. The guide is practical with plenty of student examples. I am nearing the end of the book and, as yet, still feel inspired that my focus will benefit not only my students but me as well!

Laura

You have two issues. (See my instructions below regarding a literature review)

1. Search words
In the UK this "movement" has ebbed and flowed under different names. Student slef directed learning(1980s-TVEI), independent learning (00- Oftsed ), flexible learning, resource based learning negotaited learning, personalisation, self supported study. Your current reading seems to be more "assessment for learning", and "tutored" learning of the 1980s/ study skills, learning skills, learning how to learn, even metacognitive skills/learning

A Major Problem remains of defining what you include and mean and what you dont when you say "independent learning"
In the UK oftsed's definition rules!

2.Cases
Ill defined concpets with multiple terms lead to thin literature.
You may have to adapt what is written in different fields eg HE, worlswide etc


3. This all begs the question of why this is important and to whom. ie the values and beliefs about learning and being educated. The OU 3rd question Why is this worthwhile?

This locks us into a notion of learning different from "filling vessels with facts(knowledge)

Thank you Ian,

Yes, there are many titles used, however, after all my research I have decided to use the term Student Self-Directed Learning.

I hope to submit my draft review this weekend.

Laura

Hello,
I've been discussing with others in my field about the literature on the Every Child matters agenda and how it appeals to our goals and are our programmes catering to the agenda purpose(the needs of the child)
Another query i may analyze is the value of Special schools and or how to best use their services using the Government literature of The Governments's Strategy for SEN. I need to create questionares for these topics. Any Ideas?

sted by Jessica Jacob at Apr 15, 2009 11:41 AM
Hope you have enjoyed or are enjoying your holidays. I Have been reading much literature on the different learning difficulties and how to approach and recognize them after reading the laws, programmes, and pracitice. I felt it was part of my professional goal to improve on my knowledge of the learning difficulties before going any further. It opened up my understanding on the issues faces by our SEN students.
Is that ok to do though, or am I wasting time or effort? Should I just focus on the practices and research? Is the latter part of the research anyway? Just need a little guidance. Thanks.

You are not wasting your time if you are meeting the MA requirements (for this section). You have chosen a focus topic. You need to

a. Show your in depth knowledge of the focus and its key ideas, concpets, models and issues.

b. Analyse and evaluate this looking for flaws, assumptions, tensions, contradictions, gaps and practical implications or problmes

c. Identify and justify some selected stratgies for parctice (models of learning) to be implemnted.

d. Identify some issues which you wish to research as a case study of your practice to reveal something of use to the rest of education.

Your job is to take us (the examiner more precisely) through this story of a-D, without spending an inappropriate time going down blind alleys (through for example cataloguing material that plays no part in the story) or missing large important chunks suggesting that you do not know what you are talking about.

see its easy!

(Draft and send it to your tutor- the only way to reassure yourself)

Thank you for your help. I very much needed the guidance.

Hi, I'm doing research around the CAF and accompanying management issues.Obviously there is masses of literature from the government around this. Research is a bit thinner on the ground although there is one detailed one that analyses the use of the ICT in detail.There is really only about 5 pieces of research that i can find between 2001 to 2008 on the imlementation of the CAF. Most of the research is in the form of journal articles and i have only found one book with recent research on multi-agency working that includes a great deal on the CAF. (I have found a lot on the area of multi-agency working though). Early CAF research is mainly from social services viewpoint and only recently from the education side. There is therefore quite limited amount of material although SENCOs have had quite a lot of input into some of the research. I am also having trouble accessing some interesting looking articles using Athens and being asked huge amounts of money to see them. Should I try the British library to get copies? Any ideas to help? Janet

Paying for material is not outside the expctations for MA level work. Be selective though.

However, libraries may be cheaper. British library if you are local (next to St pancras), our electronic database (although obviously we have not licesed everything in the world), your mdx library card is recognised by HEIs within M25.

For those overseas you may know local access points- but any disadvantage of access can be overcome later in other sections (ie good quality research)

Google has enough for everyone usually (Be warned that we will use google ourselves when we read what you have done! The worst assignments tell me there is nothing and I google and find 24,000 plus entries. get your search terms right.

Did you look at the JAR report on Harinet (Haringey Council Website)following the Baby P case. There is recomendation about the use of CAF's and the CAF process. It might be useful and may give some contextual information.

Hi Gina/Ian
I've revised my introduction - hopefully with a clear overarching question. Thanks for your help.
I've always found with LIt reviews that if you look at the bibliography of some texts which deal with your subject, you will often find helpful references which the author has used. I google scholar those, read someof teh abstracts, and chose from there. Also, going to websites which specialise in your field (for me it's OSDE or the NCSL - is v helpful.
Carol

Ian/Gina

Part of my needs analysis in the Unit 2 section is to carry out the questionnaires. I am still in the process of access and permission from the Headteacher. I have suggested surveying a class from each year - it will work out about 140 students and for the teachers questionnaire - about 60. Are theses numbers sensible in terms of valid sampling?

Nasima

Hi Nasima
Thought I'd add my two pen'orth. I've undertaken several questionnaires in my research. Bell, Stringer and Brudnrett &Jones suggest that around 30 is is smallest valid sample size. I've used questionnaires for about 180 and as long s they're tick box answers that works well. If you wish to reserach rich data then that number takes forever to analyse. Bell suggest do a number which you are comfortable with but is large enough to gain the information you need validly. She also makes the point that students kworking to a limited time frame should use manageable numbers as it's the analysis which is so incredibly time-sonsuming but which is so vital for important and accurate research. I used a mixture of Likert scales and open ended questions and used a sample of about 40. On a small scale study such as ours, that was time consuming enough! Hope this helps. What do other people think?
Carol

carol is quite corrct. (thanks and more slef help from everyone please)

I would add PURPOSE

If the purpose is "in dpeth" we could have fewer in the sample but more "in depth questionning".

In the end it has to work.

You have to check this out on a step by step basis with your tutor (and that is why getting too much out of sink with the programme is a strain) We will discuss data collection later. We appreciate that this has to be flexible to your own timescale though. This is a tension as we cant raise every issue with evryone at the same time.

Dont worry though I shall show you how to correct any errors later to your advantage (but be cautious about rushing data collection before your literature). If that makes your decision making stressful- well welcome to masters level research.

Hi all..been quiet again as started new job..but hoping to keep in the loop. recently attended a conference on CC called Reach Out where I have taken notes on the (impressive) contributions from key people such as Colin Prescod Stella Dadzie Patrick Roach and Mary Young. I have lots of ideas from this which I want to add to the lit review or quote elsewhere- is this OK Gina?

My main readings, which I have identified and started are the obvious works of Ted Cantle- the national review, made later into the book ‘Community Cohesion: A New Framework for Race and Diversity’, as a main reading- no point even going there without this guy- he is the CC guru- but im aware that I need more sides, hence Identity, Ethnic Diversity and Community Cohesion by Margaret Wetherell which gives contributors views ( varied), also
The Spirit Level: Why More Equal Societies Almost Always Do Better recently published by Richard Wilkinson and Kate Pickett.

Other scholalrly readings/ works/articicles:

Sharma, Yojana. "Hands up if you know what community cohesion means." Times Educational Supplement, (January 18, 2008),
 ‘It’s not about race. It’s about the community’: New Labour and ‘community...
Worley Critical Social Policy.2005; 25: 483-496
Race, social cohesion and the changing politics of citizenship’ London Review of Education, Volume 2, Issue 3 November 2004 ,
    'From anti-oppressive practice to community cohesion' a journal article by Kalbir Shukra published in 'Youth and Policy', no. 100, summer/autumn 2008, pp. 231-239
    ‘The Changing Terrain of Multi-culture: from anti-oppression to community cohesion’, Concept: The Community Education Journal

HILARY CREMIN, PAUL WARWICK (2008) Multiculturalism is Dead: long live community cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens, Research in Comparative
and International Education,

I hope that will be enough but I will see when this mega list is covered :-)

Thanks for sharing your ideas Lisa - everyone can benefit if they are doing similar work.

Conference sources are good - just reference them carefully as you would any other source. They can provide up to the minute thinking and can be very valuable. The guide to Harvard Referencing includes an example of how to reference.

Hope new job is going well :)

Thanks Gina..Ive actually emailed one of the contributors asking permission to quote as a courtesy (Patrick Roach) and then on looking at the NASUWT webiste found the enture speech so was delighted I can now quote verbatim.
At the new job they are being gentle with me initially and I am being 'inducted'- it's a huge job potentially so I am trying to get my bearings for now- once in schools the hard work will begin!

I interup this conversation by warning everyone that a hardware fault at a remote computer centre used by the University has removed all access to electronic data and e mail.

This will delay services and e mail for two days at least.


The good news is that we are working here!

Many people are asking for reading and we shall attempt to steer each individual to important works for their field of research. For some areas there are clear works eg Black and Wiliam's Inside the black Box.

However you should do your own search.

1. Brainstorm your search words (assessment, peer assessment, self assessment, geography etc)

2. Use Google

3. Use the Library catalogues and electronic catalogues.

4. Buy or borrow material you cannot get access to (This is not a book buying exempt MA!)

5. Be selective but not too selective (peer assessmnet in HE has lessons for schools and shows some wider knowledge/ assessment in geography has lesson in history.)

6. Consider what the examiner will do if you say "there is nothing much on this subject!

Some thoughts/concerns
Posted by Eric Andrew Fridthjof Christiansen at Apr 18, 2009 10:49 AM
Some thoughts/concerns
Posted by Ian at Apr 23, 2009 08:40 AM

Pupil Assessment Tracking is the process of monitoring achievement of individual pupils so that intervention priorities can be identified, and the provision of learning opportunities adjusted to ensure higher standards are achieved by all children.

Ian that is an excellent definition, is it quoted from elsewhere or your own?
If it is your own may I please use it and reference you?

Jim

I invented it andrew. You can reference this discussion as Terrell 1 (2009) An online conversation for the Dissertation/Action Enquiry Module last referenced at http://mwb.encryptec.co.uk/[…]/discussion_reply_form on 29th April 2009

You can disagree or point out any flaws.

Cheers i'll check it out. My notion is that its an assesment tool- I'm reading lots of stuff about tracking and cohorts- but a definition will be crucial

Hi every one! Am alive!
I have started looking through various works on spelling a little easier for me as I had done a PGCE in Dyslexia. I have held a meeting with learning support teachers and talked through my assignment and we hope to implement some teaching strategies across the school this term. am i biting off too much (doing research and critical review at the same time)?
Hellen

There are diverse opinions about Dyslexia, from the MP who thinks that dyslexia is caused by poor teaching, to the Welsh Assembly who state that there is still much to be learnt about the Spld. Michael Thompson, Gavin Reid and Philippa Ottoway are very readable authors; there's alot of information around. I'm doing some reading on dyslexia as well as inclusive education.

I've a pile of books that keep staring at me at the moment, just need the time to read them! Good luck Hellen.

Hi Carol and Hi Ian,

Thx for the info above re numbers for questionnaires. Its mad at school at the moment have not had a chance to read on methodology yet and so your info is really helpful - thank you. For the purpose of accurate and validity of results I have decide to carry our about 150 questionnaires in total for the pupils taking 30 from each year group and about 60 questionnaires for staff and about 10 interviews.

Ian - Are the numbers still too many - should i cut down?

Nasima Menni

As was said above 30 is the smallest size for quantative anlaysis. This is because after 30 any random variation due to sampling za small number of a larger poupulation start to drop. Eventually as the sample meets the total population firgure the error drops completely. So that a 100% sample would give accurate data.

nOte that 30 is a rough figure but it depends on the total population. eg 30 of 60 staff gives 50% whereas 30 of 30000 is only 1% . the error due to selection of the sample is likley is much much greater.

It also depends upon what you are doing

It alos depends upon how much you wish to analyse sub groups. You may start by 30 but then break down into Girls and boys for example. But you then only have 15 of each!

My biggest worry is not this but something else:


In my experience quantitative data alone has often led to poor asssignments.

Because quantitive data depends on good questionning (more), and reveals so little there is not enough left to analyse or portray events. The assignments are therfore often very superficial.

Surveys in these works are often sen as voting mechanisms not research eg
"60 % liked the lesson" - what does that mean? Who cares if they liked the lesson? When did lesson become democratic? Do we not choose to act as professionals in best interstes not because of popularity? You see too many unanswered questions.

Good open ended and qualitative data gives greater scope for in depth portraits of what is happening and complex analysis and discussion. Rich portrayal of what children do and learn, and why ist worthwhile are far better.

However, opne ended data is diffiuclt to analyse and should therfore be less in quantity because your pupose is in depth analysis.

I'd also say Nasima, Ian and anyone else out there that I did have a problem when I had a sample of 45 (80%) of the teaching staff that shen I broke down the results into subsections, some groups were ridiculously small (3 per dept) and so the analysis of raw data wasn't very accruate or helpful. However, as Ian points out, the most interesting responses were the ones which came in the qualitative replies and they often came out of the small departments. Robson ( think) points out that it is often a good idea to put some easy questions first, then the quantitative questions, followed by the more interesting qualititave ones which require a bit of thought and make the respondents feel valued. Only have a few of these though. I certainly found a mixture of the two types of question far more useful and manageable. 150 does seem a big case study. How are you going to record the data and analyse it from the interviews. That requires a lot of time and codification. Will the questions be the same, and are you trying to elicit the same type of information from the interviews as the surveys? IS there any way in which you can get r ound this by having a more uniform method of data collection. It wasn't clear whom you were going to interview. I'm only saying all of this as I've goine through similar processes myself as I went to organise data collection. What do other pe ople think?
Bests wishes
Carol

I would expect large numbers of particpants to be engaged in critical reviews of the literature and implementing stratgies, and colelcting data at the same time.

You have to plan this yourself within your own setting and cope.

You should expect to return to the narrative to adjust later in the light of what emerged from this non linear approach. (ie you changed the strategeis you had decribed to different ones.

Just wanted to say sorry I didn't reply straight away. Just wanted to say thanks Gina, your advice has been really useful. Still gathering information but making progress! I will keep you posted.
Maria

Hi Ian, Hi Carol

I am still awaiting a reply on my email re credit transfer – Can you please kindly have a look at that.

I have placed back my folders of work to date back on my account – I just had to make sure I am observing all the ethical issues in regards to the research. Ian can you kindly look at my overview again and see if what I propose is now manageable and I have not taken on too much.

In regards to the numbers and type of data – I have a mixture of quantitative and qualitative responses. Carol my project is to review the schools behaviour policy and have not collected all the data as this will take a lot more time but I have downloaded this wonderful document called ‘Research method and data analysis’ – Maybe I can email it to you?? Also Is it possible for you to write the full names of the two books you refer to; Robson and Bell??

Thx Nasima

Credit transfer has to be applied for with supporting evidence in the form of a transcript of credit. it is then assesssed according to the criteria of 1 masters level, 2 recent (5 years) and 3 relevance (to ma education or inclsuive education.

This is in the programme handbook if you need details

Thx for the above info Ian. Can you please give me some feedback of the work done so far in particular Unit 1. Many Thx.

Nasima

This is a selection of the material I'm reading. Hope people find it useful. Nasima - my references will be here. :)

Research Methodology
Bell, J 2005, Doing your Research Project, (2nd Edition 2008), Maidenhead, OUP/McGraw-Hill
Burgess R, 1989, The Ethics of Educational Research. Lewes, The Falmer Press
Burton N, Brundrett M, and Jones M. 2008 Doing Your EDUCATION RESEARCH PROJECT. London, Sage Publications.
Cohen, L, Manion, L, and Morrison, K. 2005. Research Methods in Education. Oxford, Routledge
Robson C, 1993, Real World Research, Oxford, Blackwell Publications
Stringer,E.2008, Action Research in Education. (second edition) New Jersey NY. Pearson Education



Ethics and Morality
Vardy P and Grosch P, 1994, The Puzzle of Ethics (third edition 1999) London, Harper Collins.
MacIntyre A, 1981 After Virtue (third edition 2007) London, Duckworth.
Research Articles

Starratt R, 2005, Cultivating the moral character of learning and teaching: a neglected dimension of educational leadership, This School Leadership and Management,Vol. 25, No. 4, September 2005, pp. 399_/411 Boston College USA


The Global Dimension
Claire H and Holden C, 2007, The Challenge of Teaching Controversial Issues. Stoke on Trent, Trentham Books Ltd
Hicks D and Holden C, 2007 Teaching the Global Dimension: Key principles and effective practice. Oxford Routledge, Taylor and Francis.
Steiner M (editor) 1996, Developing the Global Teacher. Stoke on Trent, Trentham Books in association with The World Studies Trust.

Leadership and Educational Change
Fullan M, 2003 The Moral Imperative of School Leadership, California, London and New Delhi, Sage Publications
Fullan M, 2007 The New Meaning of Educational Change, Abingdon and Teacher’s College Press, New York,Routledge,
Sergiovanni T, 1992, Moral Leadership: Getting to the Heart of School Improvement, California, Jossey Bass

Curriculum and Teaching Standards
National Curriculum:
http://curriculum.qca.org.uk/key-stages-3-and-4/index.aspx (Global dimension sections)
Professional Standards for Teachers Sept 2007 London Teachers Development Agency http://www.tda.gov.uk/[…]/core.aspx
Secondary Curriculum Review: QCA at
http://curriculum.qca.org.uk/[…]/index.aspx
DEA response to the Secondary Curriculum Review, Open letter, April 2007, London http://www.dea.org.uk/[…]/dea_response_qca_sup_mat.pdf
Teachers’ Attitudes to Global Learning An Ipsos MORI Research Study on behalf of the DEA: http://www.dea.org.uk/[…]/dea_teachers_MORI_mar_09.pdf
Teachers as Innovative Professionals, September 2008. www.gtce.org.uk/research
LECTURE NOTES
Waters M, 2009 “A curriculum For Achievement” Education Conference at Middlesex University, London transcript of powerpoint lecture provided by Waters.

THXX CAROL

Nasima

Hello Ian/Ruth,

This has been the most difficult task so far. I have submitted a draft and hope that I am not too far off the track!

Laura

Hi Ian/Ruth
am unable to access the ATHENS eresources even after getting a user name and pin from the webmaster. is it only me experiencing the problem. Help!
Hellen

Hi Gina Ian and everyone else contributing to this conversation

MLD – Curriculum and Personalised Learning (PL)

Research into this area is proving very interesting. The subject of MLD’s seems to be under researched . There is a key Text by Norwich and Kelly, ‘Moderate Learning Difficulties and the Future of Inclusion (2005) which explains the development of the term MLD and deals with some of the complications that has arisen as a result of its lacks of definition. My own research so far seems to agree with this opinion. On the subject of Personalised Learning there are many articles that examine the tensions that have arisen between the theory and practice, for example, exam results, whether or not a separate teaching pedagogy is required for each type of special needs or is AFL enough. Some of the research discusses tensions with other agendas, such as ECM but my thoughts are not very clear on where this fits in at the moment. The issue for me seems to be that there is a lack of research on the combined notion of PL, curriculum development and the effects on SEN pupils. Much of the information on PL comes from articles rather than books. I will have to try and draw these threads together in the book review. I have also taken the time to join the SCONUL library scheme which gives me access to good research libraries. I feel that I have done some research at the moment in the direction of where I believe my dissertation will be going, however, I suspect that issues will be thrown up after the research. My major concern is the age of some of the books and articles on MLD. Listed below is a sample of articles and texts. (I have also undertaken research on research methods etc but will save this for a later conversation)

Benjamin, S. (2002) The Micropolitics of Inclusive Education and Ethnography. London: Open University Press

Campbell, R. Robinson, W. Neelands, J. Hewston, R. Mazzoli, L. (2007) Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies, Vol 55, No2, pp135-154

Carpenter, B. Ashdown, R. Bovair, K. (2001) Enabling Access Effective Teaching and Learning for Pupils with Learning Difficulties. London:David Fulton

Costley, D. (1996) Making Pupils Fit the Framework: research into the implementation of the National Curriculum in schools for pupils with moderate learning difficulties, focusing on Key Stage 4. School Organisation, Vol 16, No 3, pp341-354

Johnson, M. 2004. Personalised Learning - an Emperor’s Outfit? Institute of Public Policy and Research London

Meyen, E. (1998) Educating Students with Mild Disabilities Strategies and Methods. Sydney: Love

Nind, M. Rix, J. Sheehy, K. Simmons, K. (2005) Curriculum and Pedagogy in Inclusive Education, Values into Practice. London:Routledge Farmer

Norwich, B. And Kelly, N. (2005) Moderate Learning Difficulties and the Future of Inclusion. Oxon:Routledge Falmer

This would seem to be an interesting area of research - I look forward to learning more. You are concerned about the age of some of the books and articles, this is something you can comment on in your lit review, don't worry, we still read Greek writers! Sometimes it is useful to know where ideas originated and see how we built on that knowledge.
I am reading through everything and trying to get some idea of what you are all doing - the next conversation will start on Friday and will be asking you about your data collection.

Hello everyone.
My subject is the introduction of Virtual Learning Environments and I have found it very hard to find published literature as most primary VLE are only really happening now. Most of my sources are blogs or magazine articles, and whilst these are very helpful and a few names crop up often, presumabaly making these people at least the most recognised in the field, there is no editorial process, so I have no guarantee of the voracitoy of what I am quoting. Does this matter, or are blogs a valid source of contemporary thought?