Victoria’s research is exploring different approaches to assessment without levels in schools, comparing them with assessment for Key Stage 1 and 2 SATs.
Aim of research
- improve student understanding of employability as a dynamic, lifelong concept
- offer students the opportunity to investigate, analyse and describe the literacy practices of workplaces and placements that they encountered whilst at university
- identify and evaluate workplace literacies in structured contexts
- make contributions that add value to employers
- encourage tutors to co-investigate workplace literacies with their students
- provide a meta-narrative of workplace literacies across different occupations
- embed overt instruction of workplace literacies into curriculum design across different disciplines
Alex Kendall, Associate Dean of Research and Business Development, in partnership with: University of Beira Interior (Portugal), Capa Anatolio Teacher Training School (Turkey), National Institute for Training and Career Development in Education (Bulgaria), Novancia Business School Paris (France), University of Žilina (Slovakia).
Aims of research
PaCCT aimed to:
- achieve a better understanding of approaches to CPD in each of the countries
- identify and share examples of good practice
- develop a framework for effective practice
By Suzanne Savage, Assistant Lecturer and Doctoral Researcher in the Faculty of Health, Education and Life Sciences. Full article on http://blogs.bcu.ac.uk/views/2016/05/19/five-burning-issues-time-to-reimagine-further-education/
As we eagerly await the first White Paper in a decade to address Further Education and Skills, I wanted to take a look at areas of concern for the sector. I asked facilitators of the upcoming Reimagining Further Education conference to be held on 29 June here at BCU, to share some of the burning issues they will explore.
- Leadership in Further Education: As we face a period of unprecedented change in the sector, do FE leaders need a new vision of their role? Dr Lynne Sedgmore, former leader of the 157 Group of Colleges, says: “Senior leaders and governors need to consider how they use their power and act on new ways of collaborative leadership in true partnership — beyond current formal hierarchy and tokenism — to liberate, engage, support and facilitate practitioners, and the professional power they bring, in much more innovative and radical ways.” What do you think? This and more will be discussed in the Leadership in FE strand of our conference.
- Accountability is often seen as the solution to quality in education, but Professor Ewart Keep of Oxford University warns that the current “low trust, high stakes inspection regime has a weak grasp of what vocational learning could and/or should look like. There is no widely accepted consensus about what the over-arching aims are that the FE system and individual institutions therein should be held accountable for.” This is compounded by new government initiatives towards local commissioning. Ann Hodgson of UCL Institute of Education asks “What are the respective roles of local, regional and national government in the governance of FE colleges and what should they be? What impact is the area review process having on the FE system in England?” If you would like to contribute towards answering these questions, join the Accountability, Governance and Area Reviews strand of our conference.
- Higher Education in FE: The release of the Higher Education White Paper this month has implications for colleges delivering HE courses because that provision will now be subject to the Teaching Excellence Framework (TEF). How will colleges juggle the requirements of both Ofsted and the TEF? Dr Karima Kadi-Hanifi, University of Worcester, says: “When evaluated from an exclusively HE perspective, FE is often seen as the inferior partner. But FE provision is very good, student-centred, inspiring and resilient.” To formulate the FE response to TEF requirements, sign up for the HE in FE strand of our conference.
- The introduction of the Apprenticeship levy in April 2017 creates unique dilemmas for colleges, and many of those who have historically focussed on classroom-based provision are not sure how to develop successful apprenticeship delivery. While fierce competition amongst potential providers is anticipated, can colleges harness some of the energy from the Area Review process to develop a more regional, coordinated approach to apprenticeship provision? Are employers ready for the introduction of the levy and resultant change to hiring practices, or do apprenticeship providers need to find new ways to work together with them? To join this discussion, sign up to the Apprenticeship strand of our conference, facilitated by Professor Chris Winch of King’s College London.
- Professionalism: In a deregulated sector, “how can we foster a more critical, dialogic and democratic professionalism at this time of great challenge?” asks Lou Mycroft, teacher educator at Northern College and co-founder of Tutor Voices. And despite deregulation, Tim Weiss, Membership Director for the Society of Education and Training Professionals, wonders “In a sector celebrated for diversity of delivery, subject area, learner and teaching staff alike, do we run the risk of losing this breadth and depth as we focus ever closer on “core metrics” such as maths and English, or does this underlying drive to improve the essentials enhance our diversity of delivery even further?” Help develop a vision by joining the Professionalism in FE strand of our conference.
With an undergraduate degree in anthropology from the United States, Suzanne Savage has spent the last 30 years in a wide variety of teaching positions in Nicaragua, the Netherlands and the UK. Most recently she has been a teacher training manager and teaching/learning coach in UK Further Education colleges. She’s very interested in the relationship between education policy, teacher professional practice, and the lived experience of students in the classroom. Her current PhD research at Birmingham City University is on the use of video recordings in the observation of classroom practice.
Role at BCU: Doctoral Researcher and Assistant Lecturer
Research Interests: Observations of classroom practice, teacher learning and teacher professionalism, how to capture teaching “quality”
Research you are currently working on:
- The use of digital video recordings in the observation of classroom practice
- Reflexive observation practice in HE teaching
- The TEF and teaching “excellence”
- Video as surveillance in schools and colleges
Research methodologies you are using: Bourdieu’s participant objectivation informs my work on classroom observation. The teacher observation process in most schools and colleges is driven by what Bourdieu calls doxa, the taken-for-granted-assumptions which are never questioned. There are huge questions about the validity and reliability of the conclusions made when observing a complex environment such as a classroom, yet these issues are seldom addressed in the literature. In order understand this process better, my research is designed to observe the professional dialogue between an observer and teacher when they utilise a digital recording of a classroom lesson. At the heart of this study is the practice and conceptualisation of the method of observation itself, and I am utilising Bourdieu’s participant objectivation to turn the instruments of my research onto my own inquiry. This is fascinating reflexive journey which has caused me to question my own doxa and to reconceptualise my own ontological and epistemological understanding.
Methods I am currently using include: Video recorded observation of professional dialogue; video elicitation (stimulated recall) interviews.
Current issues, thoughts and reflections on education & research: Central government policy is geared towards a marketised education sector which believes that profit is the best incentive to ensure quality. In higher education, however, we must continue to problematize this assumption. Once students become consumers, where does this leave the relationship between educator and student? Can learning be bought? Is the sole purpose of education employability?
Most influential research you have read/seen: Dr. Matt O’Leary’s work on classroom observation is bringing about a paradigm shift in how we conceptualise “quality” in education. He is the first researcher to seriously and methodically question the premise and practice of the performative observation regimes that rule UK schools and colleges. When I was working as a Teacher Educator and Coach in FE, I knew there was something deeply wrong with how we purported to “measure” teacher performance. But Matt’s first book, “Classroom Observation” delved into the historical development of this system and systematically revealed the erroneous assumptions underpinning current practice. I now am incredibly fortunate to have Matt as my Director of Studies here at Birmingham City University.
I shall leave for another blog post my other great influence: Paulo Freire.
Advice for new researchers: Firstly, collaboration is vital. A special alchemy happens when you bring inquiring minds together to explore ideas. Secondly, don’t see theory as a difficult add-on to your research. Your world views permeate everything you think and write. Learn to understand your underlying theory, and then relentlessly question it to avoid complacency.
On a practical note, I have found Evernote to be a very useful tool for managing all my research literature.
Mini fact about you: I have lived in several different countries and I speak Spanish and Dutch fluently.
Birmingham City University and the University of East Anglia are currently engaged in a collaborative research project with Brazilian education activists for whom critical pedagogy and popular education pedagogy are harnessed to facilitate a critical, politically engaged education processes for social change.
CSPACE recently held a Research Seminar, Wednesday , 11 May 2016 : which showcased the work of Brazilian educators visiting from Fortaleza in the state of Ceara, and the Federal University of Rio de Janeiro.
- Dra Maria das Dores and Dra. Jackline:Rabelo: ‘The World Bank and its consequences for Education in Brail and Latin America.
- Dra Sandra Maria y Dr Luís TavoraFurtado Ribeiro: ‘Universities, Social Movements and Social Transformation’.
- Dr Paolo Vittoria: ‘The implications for education of the threatened parliamentary coup in Brazil today
We welcomed our Brazilian colleagues back to continue the face-to-face dialogue begun last year. This dialogue explores possibilities and constraints for alternative education processes in, against and beyond the neoliberal university in the current challenging context where the governing Brazilian Workers’ Party faces a ‘parliamentary coup’ whilst, at the same time, progressive social movements like the Landless Movement (The Movement of Rural Landless People or MST—Movimento dos Trabalhadores Rurais Sem Terra) have developed impressively well organised bottom up processes of educational change that seeks to build social movements to improve the lives of, amongst others, the rural landless people.
For more information about the Landless movement click this link: Brazil’s Landless Movement
Our thanks to Tessa Burswood who did such a brilliant job of translating !!
I’ll leave the last word to one of the participants who wrote:
I wanted to thank you both very much first for inviting me to the seminar and then for the seminar itself. Collectivity, solidarity and dialogue… wonderful!
- The conference will bring together practitioners, researchers and key figures in the field of Further Education (FE) and will cover a range of themes from apprenticeships and work-based learning to accountability and governance in FE.
- Instead of the conventional ‘stand and deliver’ format of many conferences, ‘Reimagining Further Education’ will be organised as group conversations framed and facilitated by a discussant and chair for each of the 6 thematic strands included. By exploring positive, imaginative and creative ways forward that enhance agency, workforce development and the professional ethos of all FE practitioners, this conference aims to put the ‘confer’ back into conference!
- 29 Jun 2016 (9:00am – 4:00pm)
- Curzon Building , 4 Cardigan Street Birmingham B4 7BD United Kingdom (Map and Directions)
- Download the programme here: a5-reimagining-fe-programme-131074510792152821 If you are interested in attending the conference and/or would like to know more about it, please contact: firstname.lastname@example.org
- OR go to https://www.eventbrite.co.uk/e/reimagining-further-education-conference-reimaginefe-tickets-21208624567 to book tickets
A day conference in memory of two radical educators Prof Roland Meighan (1937-2014) and Philip Toogood (1935-2013)
The conference seeks to provide delegates with some inspirational appetisers into the world of alternative education, alternative thinking and educational futures. Positive, celebratory, drawing on the past and the current, but futures-orientated.
- Friday 17 June 2016 – 0900 to 1700
- Birmingham City University, Baker Building, City North Campus, Perry Barr
- Birmingham City University staff / student allocation – free (first come, first served) thereafter £30
What and why?
For the first time this year CELT and CSPACE are joining forces to host our Annual Education Conference. In case you haven’t heard of us before, CSPACE is the Centre for the Study of Practice and Culture in Education, and CELT is the Centre for Enhancement of Teaching and Learning. The conference will be held on 11th July 2016.
Although 11th July seems like a while away yet, it’s the standard protocol for us to collect and select abstracts in advance. You’ve probably already received a call for papers from me via your staff email. If you haven’t received this email, please alert me to this on Rebecca.Snape@bcu.ac.uk and I will immediately rectify this. We need to receive all abstracts before 20th May 2016, so you have two weeks to get these in to us. We have a range of different formats for you to choose from to ensure that you can present your research in the best way you see fit.
We believe that this is a fantastic opportunity for researchers and teachers across the University to showcase their best practice. Whether you’re an emerging researcher who wants to present their work for the first time, or an experienced academic who wants to share their wisdom and receive feedback from others, we’re keen to hear about the work you’re doing. It’s also a good opportunity for networking, and, particularly if you’re an Early Career Researcher, it’s a great addition to your CV. We also strongly believe that it is a fantastic opportunity for faculties to come together and hear what others are doing, which is why we are opening this up to the entire University. So, come and get involved!
This year we are keen to open out our conference to students and academics across the University who would like to showcase the fantastic work they’re doing with regards to teaching, learning and educational research. Whether you want to talk about a theoretical approach you’ve utilised in your teaching, a style of teaching which has worked particularly well, or a piece of interdisciplinary research, we’re keen to hear about the work that is being done across BCU. Below is an overview of the general themes of the conference for your reference:
Pedagogy, Practice, Politics and Policy: Where to next in teaching, learning and research in education?
(a) Professional practices in teaching
(b) Formal and informal lifelong learning pedagogies
(c) Public and popular debates in education policy
(d) Researching education
Each strand will encourage papers from all education sectors;
- Further Education
- Early years
- Higher Education
- Third sector /Voluntary provision
Aside from informing you about the conference via internal channels, we will also be promoting it via Twitter. If you want to keep up to date with the latest developments regarding the planning, preparation and running of the conference, please follow @BeckyS1993 or @CSPACE_BCU on Twitter. We now have our own dedicated hashtag for the conference on Twitter: #CSPACE16.
We look forward to receiving your submissions in advance of 20th May. If you have any questions please contact me on Rebecca.Snape@bcu.ac.uk. Remember to follow our updates on Twitter! #CSPACE16
The pupil premium policy provides an example of tensions that are at the heart of English education policy at the moment. To start with there are the market structures of competition between different schools. With this marketisation comes a centralised model of governance through data (see for example, Ozga 20
09). Schools are required to produce data so that their “performance” in relation to other schools can be compared. As we know, the consequences of this emphasis on performance data include a narrowing of the curriculum consequent on teaching to the test and the gaming of data. The problem with marketisation is that we may expect schools to be run public-mindedly, in the spirit of meeting all students’ needs, with a public service ethic, but the landscape in which they operate forces them to focus their efforts on being a viable financial institution with a staff drilled in the production of favourable performance data.
The academisation of all schools by 2020 is a further consolidation of the same policy of marketisation. The principle underlying this is that competition “is the rising tide that lifts all boats” (Willetts) – in other words the unfounded notion that competition is a like a force of nature that raises standards in every institution. In my view, this is a wildly one-sided view of the impact of marketisation. But it is important to note that academisation facilitates a more direct funding relationship between schools and central government.
Within this marketised policyscape, the pupil premium policy is a redistributive policy that acknowledges the link between household income and educational attainment (see Lupton and Thomson 2015, here). In other words, the pupil premium policy is designed to address social justice in education. Pupil Premium is an amount of money (around £1000 per student p.a. in secondary) that is paid to schools based on census data they gather about the household income of individual students’ families. The implication is clear: schools with additional financial resources are in a better position to meet the needs of those students and in so doing to address the inequality in attainment that currently seems to exist.
Now here’s the tension:
What happens when a policy that seeks to tackle social injustice is nested within an overall cultural environment of institutional self-interest?
In the last few weeks, we may have been provided with some answers in the Perry Beeches saga.
Perry Beeches was a shining example of the success of Free School and academisation policies. The principle underlying these policies are that academy chains provide a better template for raising student attainment and that local authority governance of schools needs to end. The performance of Perry Beeches 1 and 2 appeared to provide evidence for this claim. It was only with the poor inspection result of Perry Beeches 3 last summer that the success story started to unravel. This was followed in October 2015, by allegations to the Education Funding Agency (EFA) that Perry Beeches the Academy (Perry Beeches 1) “had recorded pupils on the annual census entitled to receive FSM where no entitlement existed” (EFA 2016, 3). This resulted in an investigation and a report.
I think the report speaks for itself. But I think it should also be read in conjunction with the Ofsted report for Perry Beeches 2 that took place in April 2014. In this report the school was deemed outstanding for leadership and management. Pupil premium was mentioned specifically:
“Over half the students are eligible for the pupil premium, which is well above average. This is additional funding for students known to be eligible for free school meals, those in local authority care and any with a parent in the armed services.”
Furthermore, governance was praised in this area:
Governors ensure pupil premium funding is used effectively to provide additional teaching and support staff, for intervention and enrichment support for the students for whom the funding is received.
Since then, the Chief Executive of the Perry Beeches Academy has resigned from his post but intends to continue as a head teacher. The academy chain is to be taken over by another academy chain. The failings of OFSTED to do anything other than affirm the school as a shining example and early adopter of the government’s academisation policy needs to receive greater attention.
As for Pupil Premium, the episode provides yet another example of the worrying effects of the colonisation of educational cultures by a market mentality that is championed by the current government. While bowing to the forces of colonisation may secure funds for schools in the short term, this can lead to a distortion of the truth of the kind we are familiar with in commercial culture.
That can not provide a sound foundation on which to construct a world class education system.