24 teacher-led action research case studies a summary report

2nd International NLP Research ConferenceUniversity of Cardiff3rd July 2010

John Carey, Richard Churches, Geraldine Hutchinson, Jeff Jones and Paul Tosey (Foreword to the original research by John West-Burnham)

CfBT, development AND researchNational Education Research Forum recommendations. Two strategic priorities:

The creation of a national evidence system, accessible to allThe encouragement of programmes that combine development and research (NERF, 2004; Desforges et al., 2005)

RCNERF (2004) Strategic proposals, London: National Education Research Forum, Working Paper 3.1.Desforges, C., Morris, A. and Stanton, G. (2005) Modelling D and R Programmes: Report of a workshop for interested parties, London: National EducationResearch Forum, Working Paper 5.3.

CfBT Education Trust and NLPFast Track teachingThe London Leadership Strategy Consultant Leader ProgrammeCoaching for Senior and Middle Leaders in London2 published research reports

RC

Leading learning through relationshipsTeacher perceptions of NLP (n.340 teachers)Use of NLP on Fast Track (1 in 170 of teachers in England in years 0-9 of their career)Recommendations for future researchDocuments the use of NLP on Fast Track

Churches, R. and West-Burnham (2008)Leading learning through relationships: the implications of Neuro-LinguisticProgramming for personalisation and the Childrens Agenda in England, Reading: CfBT Education Trust.RC

NLP and learning: teacher case studies on the impact of NLP in educationCarey, J., Churches, R., Hutchinson, G., Jones, J. and Tosey, P. (2009) Neuro-Linguistic Programming and learning: teacher case studies on the impact of NLP in education, Reading: CfBT Education Trust.24 teachers following the Teacher Learning Academy framework

First systematic literature of research and academic perspectives on NLP and its use in education

JC

Limitations (1) . . . Action research in general:

Important to acknowledge long standing debates around action research generally (Lewis, 1987; Winter, 1987) Lack of self-critique (Gibson, 1985)Over-generalisation (Morris, 2009)Different theoretical perspectives - what is and what is not action research (e.g. Elliot, 1981; McNiff, 1988; Noffke and Somekh, 2009; Zeichner, 1993) Difficult to judge the relative quality of findings (Whitehead and Lomax, 1987)

RC

Limitations (2) . . . Specifically, in relation to this research:

We have taken simplest and least complex stance on the usefulness of practitioner-enquiry (Mills, 2003)Short time-scale Teachers interested partiesGeneral review of materials without in-depth critique

RC

Rationale for the approach that we took Teacher Learning Academy framework partial/appropriate response to criticism that practitioner lack of familiarity with research methods (Carr and Kemmis, 1986)Logical next step on from successful pilots and post-event evaluations [Fast Track teaching/London Leadership Strategy] (Churches and West-Burnham, 2008; 2009)Now sufficient evidence for further study - particularly larger groups of children and methods that more effectively control for potentially confounding variables

RC

Background to the teacher case studiesThe Durham ProjectTDA funding and the Leading Thinking CPD offerSetting up the case studiesUsing the Teacher Learning Academy framework to support the teachers in their research and learningApproach of the training

JC

Areas of NLP covered in the trainingNLP DefinedNLP AssumptionsWell formed outcomesEye accessing cuesModalities and Submodalities

AnchoringRapport particularly through languageMeta model questioningMilton modelState management of self and others

JC

What teachers saidSignificant benefits to pupil outcomes:

Improved self-conceptBetter acceptance of responsibility for actions and behavioursImproved classroom behaviourPupils more active in their learning in classroomMore engagement in discussions

Particularly the affective side of learningSome initial evidence in relation to improvements in attainment, knowledge and understandingPositive changes in attitudeBetter predisposition towards subjects

JC

Evidence of impactGuskey (2000) suggests that the evaluation of impact can be viewed at five different levels:

1. Participant reaction2. Participant learning3. Organisational support and change4. Participant use of new knowledge and skills5. Pupil learning outcomes

Content analysis of case study write ups content coded according to definitions of these areasGuskey, T.R. (2000) Evaluating professional development. Thousand Oaks, CA, Corwin Press.RC

RCEarley, P. and Bubb, S. (2004) Leading and managing continuing professional development, Paul Chapman Publishing. 5. Pupil learning outcomes

NLP and Emotional Literacy (?) There is emerging evidence of the importance of paying attention to the affective side of learning and the consequent effect on attainment

e.g.Rodeiro, C.L., Bell, J.F. and Emery, J.L. (2009) Can Emotional Intelligence predict differences in attainment and progress in secondary school? Cambridge: Cambridge Assessment.RC

Leadership, learning and the emotionally intelligent schoolLeaders modelling effective behaviour and communicating effectivelyLearning is an emotionally based activityMental landscape of teachers and school leaders is critical

RC