What we are learning from data in school Masters in Research Programme: Practitioner Studies in Data

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What we are learning from data in
schoolMasters in Research Programme
Practitioner Studies in Data Management
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• Key elements of the MRes course
• Phil Bourne, SSAT
• Towards 100 Investigation of pupil
  underachievement using attitudinal data
• Jill Wilson, Keswick School
• Making good progress at Key Stage 3 in Moderate
  Learning Difficulty Special Schools
• Pat Marshall, Highfield School
• Does community engagement lead to improved
  well-being and increased student attainment
• Lesley Smith, Foxhills Technology College
• What to do next?
• Phil Bourne, SSAT

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Key elements of the MRes coursePhil BourneSSAT
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• The course was developed by the Department of
  Educational Research at Lancaster University for
  SSAT
• The course supports direct research activity in
  schools
• Teachers choose their research topics (in this
  cohort, on data management)

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• An introductory two day conference is run with
  key international academic researchers in the
  field, to share their experiences and expertise
  with research practitioners
• There is ongoing tutor and field support on
  research approaches
• A one-day conference explores approaches to
  analysis of data, and the writing up of case
  studies
• There is ongoing tutor support for analysis and
  submission of case studies
• A dissemination event allows findings to be
  shared with a wide policy and practitioner
  audience
• Case studies are submitted for assessment (and
  for possible wider publication)

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A VLE offers contact support and hosts programme
resources
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Towards 100 Investigation of pupil
underachievement using attitudinal dataJill
WilsonKeswick School
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(No Transcript)
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Making good progress at Key Stage 3 in Moderate
Learning Difficulty Special SchoolsPat
MarshallHighfield School
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Rationale

• Do pupils at Highfield School make good progress
  in comparison to their peers in similar moderate
  learning difficulties (MLD) special schools in
  Yorkshire and Humberside?

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Context of Highfield School

• 11-16 secondary special school, identified as MLD
• Specialist Status Cognition and Learning
• Member of the Education Ossett Community Trust
• 150 pupils on role, 53 from Acorn Band 4/5
  postcodes
• 33 on Free School Meals

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A research focus to support school need

• Identify schools in Yorkshire and Humberside with
  contextual characteristics that match as closely
  as possible to Highfields
• From closely matching schools, identify 2 or 3
  potential partner schools who will be prepared to
  work closely with us
• Identify key personnel from within these partner
  schools, conduct interviews and gather more
  information
• Present short case studies of 2 or 3 partner
  schools

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• Gather a range of data about attainment,
  attitudes and progress
• Target group cohorts who commenced secondary
  phase in 2006 and 2007
• Compare and contrast results for similarities and
  differences
• Identify strategies and/or systems in place which
  are working and could be extended to all the
  partner schools
• Look for ways to work collaboratively to improve
  rates of progress for our pupils
• This may lead to a future piece of comparative
  work on the assessment systems available for
  measuring progress in P Levels, e.g. B Squared,
  PIVATS, CSARS

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How will this help the school?

• Strengthen our understanding of how KS3 pupils
  with a range of learning difficulties make
  progress
• Allow us to make more reliable judgements about
  what constitutes good progress through KS3 for
  these pupils
• Improve accuracy of target setting for pupils and
  cohorts
• Help to answer the question Do pupils with the
  same prime need progress at similar rates?
• Help to identify areas for development, at pupil,
  teacher, school and regional levels.
• Build the potential to make wider judgements
• Improve the quality of CPD

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Does community engagement lead to improved
well-being and increased student
attainment?Lesley Smithftcspecialising in
Performing Arts, Maths and Computing
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Support and Guidance Team

• Community cohesion
• Well-being

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Has the use of a non-teaching pastoral team
improved community cohesion and student
well-being?
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Personal, Social, Health and Citizenship Education

• Community partners
• Student well - being

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What impact has community involvement within
the PSHCE programme had on the well-being of
students?
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Community Engagement

• Aspirations and attainment
• Gender difference

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Does community engagement improve aspirations
and attainment, and are there differences
between boys and girls?
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Research plan

• Background
• Meetings Key Staff
• Analysis existing surveys
• Investigation
• Student Questionnaires
• Student Interviews

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School Benefits

• Impact of community engagement
• Student perceptions
• Identify
• Effective strategies
• Development needs
• Comparative study of subpopulations

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Does community engagement lead to improved
well-being and increased student attainment?
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What to do next?Phil BourneSSAT
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• What modules will become available?
• Data management in schools
• Learning technologies in schools
• Technologies supporting learning inside and
  outside school
• When modules start
• October 2009 (data management)
• January 2010 (learning technologies)
• Who to contact
• E etools_at_ssatrust.org.uk
• T 02078020699