Step 1: Research FIRST

Drawing on Educational Research to Inform My Practice

Step 1: Research

Step 2: Carry out field study

Step 3: Analyze results

Seems pretty simple....

I come from a science background, where research is predominantly used to prove a point or support findings. It is used as a basis to design experiments that set out to find specific answers to specific questions. Research that led to more questions than answers was not deemed useful or relevant. Often while performing studies of a scientific nature, much of the research that is useful is that which explains why the results occurred, or is helpful in deciphering what the data means. In these cases, powerful pieces of research can be found AFTER the experiment itself has taken place.

So now you know my ‘excuse’ for not researching BEFORE beginning my series of field studies. This was a lesson that was learned throughout my first year of my graduate diploma program. I just couldn’t shut off that switch for wanting to find research that supported my data. Looking for research to ground my study was something I struggled with. I didn’t even know where my field study would take me so how was I supposed to find academic articles to support me?

Over the course of the second year of my program, the light bulb finally went on. In reading the research I’ve selected and collected often validates what I do in my classroom. In a ‘big picture’ sense, it helps me keep my eye on my purpose – why am I doing what I’m doing? What is my goal for my students? For me? In a ‘smaller picture’ sense, it has given me ideas of methodology and practical applications. Often it is easy to experience information overload, so being able to filter through what is relevant to me and my practice (i.e. honing my “crap detection” skills) has been important.

• See Howard Rheingold’s blog post, “Crap Detection 101”
• See my blog post, reflecting on Mr. Rheingold's post.
• Anyone want to reflect upon my reflection upon my reflection upon Howard's reflection? How can you tell I attend Simon Fraser University...

The following are reflections to a few prompts that were thrown my way by my instructional team:

How has academic research informed your field study?

It has grounded my past field studies in that common themes kept re-emerging in the research, causing me to look closer at these issues in my classroom. That gave me a clearer direction in which to focus my field study. Some of the research provided practical applications and examples, which were useful in planning my learning activities and helpful when I came to roadblock.

Where do you see it playing a role going forward?

Had this question been asked a year ago, my response would have been “nowhere”. I did the research because it was required of me, and used to view research as something that could be used to support my findings – almost an afterthought. I now realize the value that good research holds. When this program is over I can see myself researching whenever I notice a tension or wondering that I want to explore, or when I’m planning a new year or unit.

In your self-directed studies, what foundational thinkers have you drawn in that have caused a shift in your pedagogical practice?

Brookfield’s book, Becoming a Critically Reflective Teacher (1995), was an important learning for me in that it caused me to realize and appreciate the value of being self-reflective. I’ve always been analytical and self-aware, but having to formalize this and reflect up THAT (reflections up on reflections) is where learning occurs and ‘aha moments’ happen.

George Siemens’ podcasts on connectivism and learning theory opened my eyes on what it means to learn in the 21^st century and how creating networks is a crucial aspect in this.

• See my blog post on connectivism and the influences of great minds like George Siemens and Stephen Downes

Vygotsky’s Social Development Theory is no doubt a major part of any Into to Education course or Professional Development Program, but coming back to this after years of practicing has been an interesting reminder about how learning occurs. As a secondary teacher, how children learn basic educational skills is not something that is in the foreground as much as it would be for a primary teacher. It is of particular interest to me this term in that I am studying the roles of teachers and students in learning mathematics.

What research are you doing now in planning out your field study?

• Bellamy, J. & Mativo, J. (2010). A Different Angle for Teaching Math. Technology Teacher: 69(7).

• Gainsburg, J. (2009). Creating Effective Video to Promote Student-Centered Teaching. Teaching Education Quarterly: 36(2).

• Garthwait, A. & Weller, H. (2005). A Year in the Life: Two Seventh Grade Teachers Implement One-to-One Computing. J of Research on Technology in Education: 37(4).

• Rigeman, S. & McIntire, N. (2005). Enhancing Curriculum and Instruction through Technology. T.H.E. Journal: 32(12).

• Schaffhauser, D. (2009). Which Came First – The Technology or the Pedagogy? T.H.E. Journal: 36(8).

• Strot, M. (1999). A Technology Plan for Math Skills. Gifted Child Today Magazine: 22(3)

• Varghese, T. (2009). Teaching Mathematics with a holistic approach. International J of Inclusive Education: 13(1)

• Huang, R. & Leung, F. (2005). Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson. The Mathematics Educator: 15(2).