Creating a research-engaged school: One school’s experience of making it a reality
Written by: Katrina Blunt
5 min read
KATRINA BLUNT, RESEARCH LEAD, AYLESBURY GRAMMAR SCHOOL, UK
Introduction
Throughout six years of conducting research at Aylesbury Grammar School – from small-scale classroom studies to whole-school projects – we have investigated how research can be applied to our context. By undertaking research projects, our staff have sought to test published research to solve an issue, challenge or answer a question.
We have also been sharing our approach and experiences with other schools and have sought collaboration opportunities to help us to refine our approach and to support other schools. In this article, I share our research programme and some of the challenges and successes that we have experienced.
Context
The teaching profession is striving to be more research-informed: the Early Career Framework (DfE, 2019a), ITT Core Content Framework (DfE, 2019b), National Professional Qualification frameworks (DfE, 2020) and Education Inspection Framework (Ofsted, 2023a) are all underpinne
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- British Educational Research Association (BERA) (2018) Ethical Guidelines for Educational Research, 4th ed. London: BERA. Available at: www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018 (accessed 20 June 2024).
- Department for Education (DfE) (2017) Evidence-informed teaching: An evaluation of progress in England. Available at: https://assets.publishing.service.gov.uk/media/5a749aca40f0b61938c7ece0/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England.pdf (accessed 20 June 2024).
- Department for Education (DfE) (2019a) Early career framework. Available at: https://assets.publishing.service.gov.uk/media/60795936d3bf7f400b462d74/Early-Career_Framework_April_2021.pdf (accessed 20 June 2024).
- Department for Education (DfE) (2019b) ITT core content framework. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf (accessed 20 June 2024).
- Department for Education (DfE) (2020) National professional qualifications frameworks. Available at: www.gov.uk/government/publications/national-professional-qualifications-frameworks-from-september-2021 (accessed 20 June 2024).
- Feilzer M (2010) Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research 4(1): 6–16.
- Firth J (2019) The Teacher’s Guide to Research: Engaging with, Applying and Conducting Research in the Classroom. Abingdon: Routledge.
- Fleming J (2018) Recognizing and resolving the challenges of being an insider researcher in work-integrated learning. International Journal of Work-Integrated Learning 19(3): 311–320.
- Floyd A and Arthur L (2012) Researching from within: External and internal ethical engagement. International Journal of Research & Method in Education 35(2):171–180.
- Hamilton A, Hattie J and Wiliam D (2023) Making Room for Impact: A De-Implementation Guide for Educators. Thousand Oaks, CA: Corwin Press.
- Joram E, Gabriele AJ and Walton K (2020) What influences teachers’ ‘buy-in’ of research? Teachers’ beliefs about the applicability of educational research to their practice. Teaching and Teacher Education 88(102980): 1–12.
- Ofsted (2023a) Education inspection framework. Available at: www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023 (accessed 4 July 2024).
- Ofsted (2023b) Independent review of teachers’ professional development in schools: Phase 1 findings. Available at: www.gov.uk/government/publications/teachers-professional-development-in-schools-phase-1-findings/independent-review-of-teachers-professional-development-in-schools-phase-1-findings (accessed 20 June 2024).
- Roulston K and Choi M (2018) Qualitative interviews. In: Flick U (ed) The SAGE Handbook of Qualitative Data Collection. London: SAGE Publications, pp. 233–249.
Subscribe
Please login to comment
0 Comments
Oldest
