Transcript Adrienne_Alton_Lee___Te_Kotahitanga. ppt

Te Kotahitanga
Using Research and Development (R & D) to make a
much bigger difference for our children and our society
Adrienne Alton-Lee PhD
Chief Education Adviser
Iterative Best Evidence Synthesis (BES) Programme
Ministry of Education
Te Kotahitanga Conference / 26 November 08
Hutia te rito o te harakeke
Kei hea te komako e ko
Ki mai ki ahau
He aha te mea nui o tenei ao
Maku e ki atu
He tamariki, he tamariki, he rangatahi
Te Kotahitanga Conference / 26 November 08
The Iterative Best Evidence Synthesis (BES) Programme
is a catalyst for collaborative knowledge building and
use across policy, research and practice in education
• Why ‘best’? How (dare) ‘best’?
Valued outcomes for diverse students as a touchstone.
• Bodies of evidence (R & D) about what works and
why in education, what makes a bigger difference,
and what does harm?
• More positive impact for diverse students,
less stress for educators.
• http://www.educationcounts.govt.nz/goto/BES
Te Kotahitanga Conference / 26 November 08
Our Challenges
• 21st Century Challenges
• The silent revolution
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Our Educational History
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The effect of the interaction between schooling
and Maori ethnicity in New Zealand
Harker, R. (2006). Ethnicity and school achievement in New Zealand.
Some data to supplement the Biddulph (2003) BES.
Te Kotahitanga Conference / 26 November 08
Making a bigger difference – effect sizes as a way
of judging comparative magnitude of impact
A benchmark
In our own New Zealand studies, we have estimated the yearly
effect in reading, mathematics, and writing from
Years 4 to 13 (N = 83,751)
An effect size of .35 – although this is not linear
“…In some years and for some subjects there is more or less
growth. The inference for the argument… is that teachers typically
can attain between .20 to .40 growth per year and that this is to be
considered average. They should be seeking greater than .40 for
their achievement gains to be considered above average, and
greater than .60 to be considered excellent.”
Hattie, J. (forthcoming). Visible teaching – Visible learning:
A synthesis of 800+ meta-analysis on achievement.
London: Routledge.
Te Kotahitanga Conference / 26 November 08
Figure: Trends and Patterns in NZ Certificate of Achievement, equivalent
attainment Level 2 and above
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“The decrease in engagement from years 7-10 remains particularly stark
for Maori learners.” Penny Bishop (2008)
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Reading Literacy – New Zealand’s
High Mean and Large Variance
Source: OECD (2001) Knowledge and Skills for Life, Appendix B1,
Table 2.3a, p.253, Table 2.4, p.257
Te Kotahitanga Conference / 26 November 08
Maori School Leavers with NCEA Level 2
Qualification or above
Wharekura and All Maori (1998-2006)
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Maori Excellence in Education
•
2003 – first national assessment of the quality of research in
the tertiary sector: The Performance Based Research
Funding (PBRF) Quality Evaluation
•
Maori educational research identified as national strength
•
Linda Tuhiwai Smith and Graham Hingangaroa Smith –
transformational strategy at tertiary level to develop a national
cohort of Maori PhDs
•
Commitment to research & development to make a bigger
difference for Maori in education – kaupapa Maori research
•
Professor Russell Bishop’s determination to use research as
a tool for change – international recognition –
Handbook of Qualitative Research (3rd ed.)
Continued…
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Maori Excellence in Education
•
Dr Mere Berryman – Poutama Pounamu Research &
Development Centre – assessment tools & strategies to make
several years of difference in student gains over business-asusual in early literacy in Maori & English medium
•
Collaborative approach – Aunty Nan –
He tamariki, he tamariki, he rangatahi
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The role of classroom practice in the
persistence of inequality
Best evidence syntheses document substantial evidence over
some decades of centrality of culture to educational processes
and the inequitable teaching of Maori learners
•
Fewer teacher-interactions,
•
Less positive feedback – contrast with Maori medium
•
More frequent negative desists – contrast with Maori medium
•
Under-assessment of capability
•
Mispronounced names
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Absence of Maori themes/contexts in curriculum
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Lack of access to Te Reo Maori
•
The negative effects of racism on those who engage in it and
those who experience it
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Average Number of Talk More Invitations
per Child-Morning (Clay, 1985)
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Social Studies –
‘A Study of Cultural Differences’
Year 8 Joe is Pakeha, Ricky is Maori:
Teacher:
Because White people ...
Joe (talking to Ricky):
Honkies.
Ricky (talking to Joe):
Shut up!
Teacher:
Europeans, we were ...
Joe (talking to Ricky):
Nigger!
Teacher:
Watch this way please, Ricky!
– were often wanting to get things ...
Joe (talking to Ricky):
Black man! Samoan! …
Teacher:
…East Indies
Joe (talking to peer):
Ricky, they’re going to play cricket!…
Shut up! prove it! Get stuffed, Ricky.
Te Kotahitanga Conference / 26 November 08
Social Studies –
‘A Study of Cultural Differences’
Joe (kicks Ricky under the table):
You kicked me first you nigger!
Ricky (talking to Joe):
Did not you honky honk. I’m
not a nigger …
Joe (talking to Ricky):
Shut up!
Teacher:
Ricky, could you try
and watch here please?
Joe (talking to Ricky):
God, you’re dumb! Now I’ll
prove that you’re dumb.
Ricky removed from the class to work alone after
complaint from Pakeha boys to the teacher that he disrupted
their work.
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Interviews
Ricky:
Sometimes people (are) racist to me
‘cause I annoy them. Sometimes…
Sometimes I just get up and hit
them and they stop.
Interviewer:
You say the English are more
advanced?
Ricky:
Oh well, the Indians just had bows
and arrows I think and they
(the English) had guns.
Te Kotahitanga Conference / 26 November 08
Teacher and Co-author
I thought it was:
Heart-rending because I would have liked to have thought
that I was tuned in to what was happening in the class…
I just didn’t know… Prior to doing this research I
would’ve said :
“Yes, you know, I’m fully aware of these things.”
It comes as a real blow to find that in actual fact you’re
not necessarily doing things that are line with what
you believe.
I believe that (the outcomes) are extremely positive
because they’ve increased my level of awareness.
They’ve altered my action…It’s altered the things that
I think are important when I’m devising a curriculum…
It’s altered the way I treat other people too.
Alton-Lee, A. Nuthall, G., & Patrick, J. (1993). Reframing classroom
research: A lesson from the private world of children.
Harvard Educational Review 63(1). p.80
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
New Zealand Year 10 class in a social studies discussion about
Civil Rights:
Rosa Parks’ husband:
Father a White American –
mother a Black American…
Unidentified student calls out:
Mongrel!
What different strategies could the teacher use in response
to the call out of the unidentified student?
What would be the likely implications?
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
Teacher :
Who is that person?
Tim:
Me. It’s true
Teacher:
Who said ‘mongrel’? Why did you use
that term?
Tim:
Because dogs and stuff like that…
Teacher (to whole class): Listening, thank you. Listen.
Tim:
Because dogs and stuff like that…
Not as a racist
Lily:
Yes, you’re a racist.
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
Tim:
Hang on a minute. I’ve just heard a term to
describe Raymond Parks… ‘mongrel’ – and
I’ve reacted to that and I am asking the
person, who’s Tim who said it, to explain
why he said it. Tim?
Well, um…
Simon:
I know why
Teacher:
Hang on. Give him a minute.
Tim:
Because he was… he had different… different
um colours in him, like animals and stuff they’ve
got different colours in them. I wasn’t using it as
a racist, saying that Blacks are dogs…
Teacher:
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
Teacher:
…Anyone like to comment because I thought
it was important for us to talk about it.
Yes, Simon?
Simon:
I don’t…like when…It’s not bad is it? I don’t think
there is anything wrong with that.
Teacher :
Okay, Simon thinks that it is quite
acceptable… for me to put the word…
Simon:
Oh, no. I thought Tim was saying it under his
breath or something.
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
Teacher:
OK. Yes? (Jon)
Jon:
Um…well….(becomes inaudible during
interruption)
2 senior staff arrive for a uniform check –
they move up and down the rows doing a visual check
Teacher:
Jon:
Can we just listen to this please? Despite the
fact that there is some distraction in the
classroom. Can we just listen to what Jon is
saying because it is a really important point.
Thank you, John.
Um, Tim was just looking at it from a White
perspective, maybe and not from his own point
of view.
Te Kotahitanga Conference / 26 November 08
Published in
Unterrichtswissenschaft (2001)No.3
Teacher:
Ok. Do you think it is acceptable or not
acceptable?
Nuku who is wearing sports shoes rather than standard shoes
exits the class as he is directed by staff checking uniforms to get
his shoes from his school bag
Jon:
Well, no, not really. Because it is just not…
that’s what you use for dogs.
Te Kotahitanga Conference / 26 November 08
Negation of Pasifika Funds of Knowledge in
NZ Intermediate Classroom Cultures
Discussion of sharks in peer group in intermediate class in science:
Kurt:
They’re cold blooded. And they like shallow water.
Teine: Yeah, they do.
Robin: They like warm water?
Teine: Yeah they do. In Samoa, the sun shines on the sea, and
you can see some sharks.
Kurt:
(laughing and exaggerating Teine’s accent)
In Samoa, the sun shines on the sea.
Teine: (Tries to slap Kurt)
“Other times when Teine referred to her country of origin, the other
students simply ignored her. So long as she talked about things that
were part of their common experience, she seemed an integral part of the
social group, but the moment her unique experiences came up the
conversations stopped.” Nuthall (2007, p. 146)
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Culture is central to classroom processes –
across the curriculum
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Evidence about Impact of Teaching on
Variance in Student Outcomes
“Recent research on the impact of schools in student learning leads to
the conclusion that 8-19% of the variation in student learning
outcomes lies between schools with a further amount of up to 55% of
the variation in individual student learning outcomes between
classrooms within schools. In total approximately 60% of the variation
in the performance of students lies either between schools or between
classrooms with the remaining 40% being due to either variation
associated with the students themselves or to random influences.”
Cuttance, P. (1998) in International Handbook of Educational Change
pp1158-1159)
See also Timperley & Alton-Lee (2008) Reframing teacher professional
learning: An alternative policy approach to strengthening valued outcomes for
diverse learners.
Review of Research in Education Vol. 32 Chapter 10 p.328
Note: The Complexity of Community & Family Influences BES (2003)
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Figure 3. Variation in student performance within and between schools for
38 countries on the PISA Mathematics Literacy Scale (2003)
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Education Leadership
Best Evidence Synthesis Iteration (BES)
forthcoming 2009
•
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Professor Viviane Robinson
– Hedley Beare Award for William Walker Oration
Dr Margie Hohepa
Dr Claire Lloyd
International Quality Assurers
• Professor Michael Fullan
• See the first analysis for this BES –
the William Walker Oration on the BES website:
http://www.educationcounts.govt.nz/goto/BES
Te Kotahitanga Conference / 26 November 08
The impact of different leadership activities
on student outcomes
What makes a much bigger difference in educational leadership?
Dimension 1: Establishing
Goals & Expectations
0.35
Dimension 2: Strategic
Resourcing
0.34
Dimension 3: Planning,
Coordinating & Ev aluating
Teaching & the Curriculum
0.42
Dimension 4: Promoting &
Participating in Teacher
Learning & Dev elopment
0.84
Dimension 5: Ensuring an
Orderly & Supportiv e
Env ironment
0
0.27
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Effect Size
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0.9
Teacher inquiry and knowledge-building cycle
to promote valued student outcomes
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New Zealand Teachers Making a Difference in
Te Kotahitanga Schools
Te Kotahitanga – Longitudinal Impact NCEA Level 1
T.K. schools
Weighted decile comp.
Percetange of Y11 students gaining NCEA
Level 1
65.0
60.0
55.0
50.0
45.0
40.0
2005
2006
Year
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Success in NCEA Level 1, 2005-2006
12 Te Kotahitanga schools
100
90
80
70
10
22.6
20
32.1
48.4
30
39.0
40
Maori
Pasifika
2005
2006
18.8
63.9
50
62.5
69.0
60
0
Pakeha
1 School
Te Kotahitanga Conference / 26 November 08
The Evidence of Hard-Forged Change
• 3rd of 4th phase school self-monitoring
• Reports from principals
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Teacher Professional Learning and Development:
Best Evidence Synthesis Iteration (BES)
•
Professor Helen Timperley, Aaron
Wilson, Heather Barrar & Irene Fung,
University of Auckland.
•
http://educationcounts.edcentre.govt.
nz/goto/BES from November
•
Synthesis of findings of 97 studies or
groups of studies of professional
development that influenced valued
outcomes for students
•
P. 259 Te Kotahitanga case
Leaders:
• Ensure new information is
understood
• Engage with dissonance
• Ensure opportunities to
learn are productive
• Provide incentives for
teachers to enact new
learning in practice
• Ensure site-based leaders
working with effective
external expertise
Te Kotahitanga Conference / 26 November 08
The Struggle for Change – An acknowledgement
•
Not evangelical – not magic - enormous effort by educators
•
Te Kotahitanga a case in the Teacher Professional Learning and
Development BES because the model exemplifies the findings of what
works (but depends on the conditions)
•
Te Kotahitanga requires organisational support, conditions and a
professional learning community for effective professional learning
•
Without sufficient pedagogical expertise, the pro-active commitment of
principal, senior, middle level and teacher leadership TK has been less
successful
•
Teacher engagement in learning more important than initial volunteering
•
If teachers theories are bypassed rather than addressed then change
unlikely – hence importance of the TK processes: hui, GEPRISP,
Effective Teaching Profile, opportunities to reflect and apply
Te Kotahitanga Conference / 26 November 08
The Struggle for Change – An Acknowledgement
•
Te Kotahitanga a world leader also in cross-curricular focus
•
Challenge for availability/capability building of knowledgeable expertise
•
Maintaining momentum with loss of expertise, staff and leadership
changes in context of expertise scarcity, continuities dependent upon
political context, and ongoing public attacks
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Key Messages – Educational Leadership BES
•
•
•
The more leaders focus their relationships, their work and their learning
on the core business of teaching and learning, the greater their influence
on student outcomes
Importance of relationships to every other leadership activity
See William Walker Oration online BES website
Te Kotahitanga Conference / 26 November 08
Leadership Dimensions –
Findings of the Educational Leadership BES
Ahuatanga 1:
Whaia te iti kahurangi
Ahuatanga 2:
Seek the treasure that is valued most
dearly
Dimension 1:
Establishing Goals and
Expectations
Dimension 2:
It is the feathers that enable the bird
to fly
Resourcing Strategically
Steer well the canoe
Planning, Coordinating and
Evaluating Teaching and the
Curriculum
Ko te waka matauranga, he waka eke
noa
The waka of knowledge is the waka
for everyone
Promoting and Participating in
Teacher Learning and Development
Ahuatanga 5:
If all is right at the back, all will be
good out the front
Ensuring an Orderly & Supportive
Environment
My strength is not mine alone but
that of the multitudes
Creating Educationally Powerful
Connections
Able to settle disputes, manage and
mediate
Dimension 7:
Engaging in Constructive
Problem Talk
Ma nga huruhuru ka rere te manu
Dimension 3:
Ahuatanga 3:
Kia pai te whakatere i te waka
Ahuatanga 4:
Dimension 4:
Dimension 5:
Ka tika a muri, ka pai a mua
Ahuatanga 6:
Ehara i te toa takitahi engari i te toa
takitini
Ahuatanga 7:
He kaha ki te whakahaere i nga
raruraru
Ahuatanga 8:
Nga tapu ngaio. Whiria, mahia
Choose and use the specialist tools
Dimension 6:
Dimension 8:
Selecting, Developing and Using
Smart Tools
Te Kotahitanga Conference / 26 November 08
Emeritus Professor Christine Sleeter,
then Vice President of the American
Educational Research Association’s Division K
(Teaching and Teacher Education)
“I see more potential to make significant and sustained
improvements in schools for students from historically
underserved communities in this project (Te Kotahitanga)
than in any other project that I have had contact with.”
March 28, 2005.
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The Challenges of Scale Up
•
•
•
•
•
•
Breadth
Te Kotahitanga is available now in 33 schools
Political will – principal, AP, DP and teacher demand
Success of spread will depend upon:
– Leadership
– Focus on Maori student outcomes
– Depth
– Use of evidence
– Ownership
Need for a national learning community across policy, research &
practice to support Te Kotahitanga capability building across
New Zealand schools.
The debate about the best use of money
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Te Kotahitanga an R & D Activity:
‘Educational R & D as a percentage of total expenditure on education is
on average less than 0.3% in six countries for which data are available.
This is a very small figure when education is compared with other
knowledge sectors, for example, the health sector where between
5-10% of the total health expenditure in public and private sectors are
directed to R & D.’
New Zealand $ for R & D even lower than that for other OECD
countries at between 0.17- 0.20%:
‘At the same time New Zealand invests far less in research and
development of any kind than other developed countries, and has far
lower R & D personnel per million population than Australia or Western
European countries. New Zealand is successful educationally, but is, by
R & D standards, not becoming a knowledge economy.’
OECD Country Review for New Zealand R & D (2003) (p. 89)
Te Kotahitanga Conference / 26 November 08
Public Sector Financing of Research
2007-08 MORST
Te Kotahitanga Conference / 26 November 08
“The simple answer in the discussion of economic implications of
education is that cognitive skills have a strong impact on individual
earnings. More than that cognitive skills have a strong influence on
economic growth…”
“The important thing for policy is simply that the intervention actually
improves achievement.”
Hanushek & Woessman (2008)
The role of cognitive skills in economic development.
Journal of Economic Literature 46(3) 607-668.
Te Kotahitanga Conference / 26 November 08
Hanushek & Woessman (2008)
Te Kotahitanga Conference / 26 November 08
Body of evidence about how to:
•
Make connections to students’ lives
•
Align experiences to important
outcomes
•
Build and sustain a learning
community
•
Design experiences that interest
students
•
Take an inquiry approach
Our new BES
By Associate Professor
Graeme Aitken
and Dr Claire Sinnema
Te Kotahitanga Conference / 26 November 08
Making a bigger difference:
Evidence from three BESs
e.g. Complex instruction - middle school evidence-base
•
Structured, productive cooperative group work – open ended problem
solving
•
1.06 effect size for achievement & higher order thinking over 4 months
•
Strengthened social skills
•
Reduction in peer racism & bullying
•
Reduces teacher stress – supports teacher inquiry
•
Bilingual tasks
•
Defined group roles
•
Managing self, relating to others, participating & contributing
•
Cohen Designing Groupwork: “1994” Strategies for the heterogeneous
classroom
•
Awaiting NZ R & D with bilingual tasks
Te Kotahitanga Conference / 26 November 08
Video Clip from Te Mana Korero
Teacher Pedagogical Leadership
Collaborative Learning
Te Kotahitanga Conference / 26 November 08
Hutia te rito o te harakeke
Kei hea te komako e ko
Ki mai ki ahau
He aha te mea nui o tenei ao
Maku e ki atu
He tamariki, he tamariki, he rangatahi
Te Kotahitanga Conference / 26 November 08