Welcome to the October Study School!
Enrolment and Induction for new students (AA)
Module 1 : Discovery Databases & Refworks (OM)
Welcome, and course updates (AA and JB)
New staff and students introduce themselves.
Introduction to module 1: Starting the journey from personal troubles to public issues (JW)
Introduction to module 3: Facing the fear: beginning the demystification of conceptual frameworks, theories and philosophical paradigms (AA and RSp)
|Blackboard Collaborate (JB)
Qualitative interviews 1 (AA)
Postgraduate profiles workshop (JB/JW)
Drop in sessions for Nvivo (AA)
Staff Research Presentation: Getting Practical (RSh)
Harvard Lecture Theatre
Research Design, including a psychological perspective: An open critique (BD)
Harvard Lecture Theatre
|Saturday||Drop in session for SPSS (TK) LM0102||
School of education Launch event..
Introducing the School of Education and Q and A forum ( AA and all).
Leadership and Followership Lectures (AT/LB). Q and A followed by Lunch and networking – guests, students and staff.
1030 – coffee and refreshments. Lunch 12.30
Paradigmatic Provocations: All Staff and Students (Co-ordinator JB)
LM HLT (AA, BD and JB)
Writing your thesis: Challenges and Strategies. (AA and BD)
Qualitative interviews 2 (SA)
The defence module: getting started with supervision (JB) LM0104
Module 4: Meeting for those working on module 4 –(JB)
Critical Reading Group (SA)
Module 3: Design (AA)
Module 2 Meeting: (AA)
Lunch followed by
MB 3rd floor PG area
Tutorials (Please contact your supervisor/module leader directly)
Doing a funded research project (JB)
|Researching Ethically (JB) MB3202|
|Module 1: Academic reading and writing (JW) MB3203|
Tutorials can also be arranged between 0800-0900 on each day and between 1700-2100 on Friday and Saturday, and after 1300 on Sunday. Please contact your personal tutor, or supervisor if you are at the thesis stage.
Because of a shortage of rooms we’re spread around the campus a little this time. The numbers refer to the attached map
Location of the Study School and the School of Education
The new School of Education has now re-located to the 1st floor of Bridge House. Please come a visit us there and familiarise yourselves with our new environment. There are some hot desks and a meeting table in the kitchen and a waiting area where there is coffee available. When you enter Bridge house by the main entrance you turn right through a set of double doors and we are there.
This October the study school clashes with a University Open Day. Please come to the Junxion Building (Opposite Debenhams on St. Marks St-) for the Welcome and Introduction (but to Bridge House for the Induction (see below). The David Chiddick Building is also known as The Business School building (maps are provided). We are in an area known as the LLMC for the introduction and as our base on Friday and Saturday. Lunches will be served here on Friday and Saturday. Following requests from students lunches will be available on Friday, Saturday and Sunday.
FRIDAY 17TH OCTOBER
Enrolment and Induction (Bridge House, 0210)
New students should meet Andrea on the ground floor of Bridge House at 9.30. We will take you to enrolment and give you a quick tour of key places as well as introducing you to the programme.
Friday morning is rather informal and this is a good time to book appointments for supervision or individual tutorials.
Blackboard Collaborate (Julian Beckton) (JUN005)
Blackboard collaborate is a new tool that facilitates web seminars and will allow us to greatly increase the amount of face to face teaching we offer. I will offer a session to which all are welcome which will demonstrate its features.
Discovery (Oonagh Monaghan) (library)
Oonagh will provide a session explaining how to use the services offered by the library to help you find scholarly information, and to keep track of it. If you are on module 1, this is essential information, but it is vital that all students understand what the library offers. There’s a lot more out there than Google Scholar! (Good though that is.)
Nvivo (Andrea Abbas Bridge House 0210)
Andrea will be available offer advice and answer enquiries on using Nvivo, the qualitative data analysis software. If you are thinking about using it and want advice about whether it is suitable for your project or if you are quite advanced with your project and want guidance around data analysis, then please book an individual session with Andrea. You can get similar advice at other times in the study school but please book into this space if possible.
Introduction and Welcome Lunch (Friday 1230 – 1330) All Staff LLMC break out space
This session is important. It provides you with a buffet lunch and it also introduces the study school, its key themes and events and discusses the social calendar. If you are new to the programme you will be introduced to the group and to the student REPS who will be an important and helpful point of contact for you. We have new staff to introduce. There are also some really interesting things happening this year – so please come along.
Friday: 1330-1500. Starting the journey from personal troubles to public issues (Joss Winn) Media & Communications 0019
Please attend this study school session having read at least chapter one (‘The Promise’) of Mills’ book and having given some thought to your research questions as both ‘personal troubles’ and ‘public issues’. Also, for an example of work that connects the personal troubles of educators with public issues, please read the Stephen Ball article on performativity, also available on the Module 1 section on Blackboard.
During this session, we will discuss designing your research, look at some good examples of research proposals (so you can see what you are aiming for) and go through what is required to complete assignment one and the different forms of support you will be given.
Mills’ book is available in both physical and ebook editions in the Library. It can also be bought cheaply online.
Friday 1330 – 1500 Qualitative interviews (1) (Andrea Abbas) Junxion 0002
This is the first of two sessions on qualitative interviews. The second, led by Sarah Amsler, will develop themes discussed here. This session is particularly useful for module 3 and module 1 but it might be useful for you wherever you are in your research project. In the Educational Doctorate we revisit research methods and research design several times. When you put in your applications many of you had a proposed methodology. In module 1 you are asked to start thinking about the methodology that might be best suited to your research questions and approach. In module 3 particular paradigms, theories and conceptual frameworks are linked with specific methodologies and we require you to start thinking more seriously about the complex factors which shape your choice of methodology and how you need to have a coherent sense of these choices. Module 4 asks you to pilot the method: at this point you have an initial attempt at designing your research instruments and through practice you begin to come to a different understanding of the possibilities and limitations of your methods. In module 5 you are asked to really clearly articulate the link between your questions and your methodology and to draw upon the practically informed understanding you now have of your method to develop a fully refined project proposal which is ‘ready to go’. However, when you come to write up your thesis you will still find that your understanding of your method and its design is still only developing. It might seem quite simple at first – but it is always complicated. Have you found out valuable truths about the world you are studying? Did you ask the right questions to allow them to express information about things you needed to explore? Were their answers genuine? Was your sample sufficient? Will the answers have sufficient longevity and generalisability to produce meaningful knowledge about the field you are studying?
Whether people are studying for a PhD or and educational doctorate they will surely be struck by the fact that qualitative interviews are the most widely used of the qualitative research methodologies that they encounter. There is an everyday feeling about the practical skills associated with this method: many of us feel we have good conversational and listening skills. Whilst this might be true for an interview to elicit the information you need to carry out your research you first need to be sure: that a) that the method is the right one to answer you research questions; and, b) that you design your interview guide sufficiently well. In this introductory session we will explore the rationale behind choosing qualitative interviews (including the philosophical and theoretical coherence of research projects) and we will start to look and interview guide design.
Rubin and Rubin (2012) Chapter 2, from The Art of Hearing Data, London: Sage. It is available online here: http://www.sagepub.com/upm-data/43179_2.pdf and on the blackboard site in Module 3.
Jacob and Fergusson (2012) Writing Interview Protocols and Conducting Interviews: Tips for Students New to the Field of Qualitative Research The Qualitative Report 2012 Volume 17, T&L Art. 6, 1-10 , It is available online here http://files.eric.ed.gov/fulltext/EJ990034.pdf and on the blackboard site in Module 3
Friday 1330-1500: Getting Practical (Rachael Sharpe) Harvard Lecture Theatre (LLMC)
Despite the widespread use of practical work in primary and secondary schools in England it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The ‘Getting Practical’ CPD (Continuing Professional Development) programme and its evaluation were funded by the Department of Education. It was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers’ predominantly ‘hands-on’ approach to practical work to one which manifests a more equitable balance between ‘hands-on’ and ‘minds-on’. The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within thirty schools. The use of Guskey’s (2002) five levels of CPD was employed as the analytical framework for the evaluation. Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for on-going support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.
Friday 1530-1700 Introduction to module 3: Facing the fear: beginning the demystification of conceptual frameworks, theories, philosophies and paradigms (Andrea Abbas and Rachel Spacey) MC0019
This session will introduce Module 3. Most students worry about having to tackle complex philosophical and theoretical material and worry and often don’t feel equipped to take a particular standpoint towards the nature of the world, their conception of truth and valid ways of gathering knowledge and knowing about the world. In this first session we will bring out the existing conceptions that students have of the world and its nature and start to try to relate this to some of the ideas we find in the educational research literature. Whilst we will explore the juxtapositions associated with the scientific or positivist paradigms and the interpretive approach, we will begin working out how to avoid crude distinctions between these two. We will also look at the assignment brief for module 3.
Scott, P. and Usher, R. (1999) Chapters 2-4 beginning with The Place of Philosophical Issues in Educational Research in Researching Education: Data, Methods and Theory in Education Enquiry, London: Continuum. Available on Blackboard or you can read the preview (with some missing pages) via this link http://books.google.co.uk/books?id=OoG-lwxsYEAC&pg=PA9&lpg=PA9&dq=Two+The+Place+of+Philosophical+Issues+in+Educational+Research&source=bl&ots=D-p8itU1i3&sig=8iq6qsVyhyrDGKV2hffHbiV5opg&hl=en&sa=X&ei=uA4-VL24Hc3baMaLgrgD&ved=0CCEQ6AEwAA#v=onepage&q=Two%20The%20Place%20of%20Philosophical%20Issues%20in%20Educational%20Research&f=false
It is quite a long reading but if you read some of it – especially the first chapter – it will be helpful.
Friday 1530 – 1700 Postgraduate profiles (Julian/Joss) BH0101
The University is keen to set up a directory of postgraduate research students allowing you to share your experiences, and get in touch with other students doing similar work. This is your opportunity to get yourself in it! Well, actually you can do that any time, but we will have a computer availabe to help you fill in the online forms that you need to sign up. You can have a look at it now at http://pgprofiles.lincoln.ac.uk You can bring your own laptop to the session and use that, if you have a wireless connection
Friday 1530-1700 Research Design, including a psychological perspective: An open critique (Bekki Docherty ) Harvard Lecture Theatre (LLMC)
This session will be relevant to all participants wishing to develop their criticality in relation to research. The session will involve the researcher sharing plans for a forthcoming research project and participants will be invited to engage in an open critique and discussion relating to the proposal. This will allow students to familiarise themselves with the early stages of the research process and the questions that researchers learn to ask of themselves. It will be of benefit to those students wishing to develop their approach to research design, as well as those interested in developing their criticality more generally.
Bekki’s research has an educational psychology perspective, although the discussion will be relevant to all forms of research plans within the EdD course.
SATURDAY 18TH OCTOBER
Saturday 0900-1000: Qualitative interviews (2) (Sarah Amsler) LLMC0104
This is the second of two sessions on qualitative interviews, and is specifically focused on the practice of interviewing for research. It is particularly useful for those engaged in or preparing to conduct interviews, but everyone is welcome. The previous session on qualitative interviewing examines how and why you might decide that a particular form of interviewing is a robust and appropriate method of research for your project, and explores some of the core elements of good methodological design for interviewing. This session builds on these foundations to examine the micro-dimensions of your design (including issues such as space and time, linguistic grammar, asking productive questions and listening well, ethical principles and practices specific to interviewing), the meta-dimensions of your design (including its relationship to the rest of your research design and its politics of use), and logistical matters such as organising interviews, various forms of recording interview experiences, journaling, and transcription (and translation and transliteration where relevant). I will also introduce different examples of analysing interview data. This is a ‘crash course’ in interviewing methodology and method, which we can expand on further in the future if desired.
Hesse-Biber, S. N. (2007 ) ‘The practice of feminist in-depth interviewing’ in S. N. Hesse-Biber and P. L. Leavy (eds) Feminist Research Practice, online at http://www.corwin.com/upm-data/12937_Chapter5.pdf.
Cresswell, J. (2007) ‘Data collection’ in Qualitative Inquiry and Research Design: Choosing Among Five Approaches, London: Sage; see especially from p. 129.
Griffiths, M. (2009) ‘Critical approaches to qualitative educational research: the relation of some theoretical and methodological approaches to these issues’, online at http://www.morwennagriffiths.eu/All%C2%AD_Publications.htm.
Rubin, H. and Rubin, I. (2005) Chapters 8–10 and 12 in Qualitative Interviewing: The Art of Hearing Data, 2nd ed., London: Sage.
Saldaña, J. (2009/2012) The Coding Manual for Qualitative Researchers, London: Sage.
Other kinds of ‘interview’
Emmel, N. (2008) ‘Participatory mapping: an innovative sociological method’, Toolkit #03, Real Life Methods, ESRC Programme, online at: www.reallifemethods.ac.uk.
Hurworth, R. (2003) ‘Photo-interviewing for research’, Social Research Update, No. 40, University of Surrey, online at http://sru.soc.surrey.ac.uk/SRU40.html.
Saturday 0900-1030: meeting for those about to start module 4 (Julian Beckton) LLMC Boardroom
This is an opportunity for those planning to start module 4 this year to discuss what they expect to get out of it and what is expected of them. Module 4 will be properly introduced and taught in February-May.
Saturday 0900-1030 Drop in Session for SPSS and quantitative research (Terence Karran) LM0102
Even if you think your research will probably take a qualitative direction, it’s always useful to know about quantitative research, so Terence will be able to advise on this. .
Saturday 1030 – 1330 School of Education Launch event LLMC (All staff) Harvard Lecture Theatre
This session invites doctoral students, staff and a guests to join us in acknowledging and celebrating our transition to a School of Education. Dr Andrea Abbas (Interim Head of School) will introduce the rationale for creating the School and outline some of our plans. There will be opportunities to ask questions and we hope you will begin to help us shape our work through dialogue with educators locally, nationally and internationally.
This will include refreshments, and a buffet lunch, and we will be inviting representatives from local schools and other educational bodies. The event will include lectures on Followership and Leadership
Leadership: (Professor Les Bell)
This presentation starts with an analysis of recent approaches to leadership in schools and colleges which shows that much of the focus is on the leadership skills of head teachers and senior staff. It goes onto argue that, while head teacher leadership is vital, the leadership roles of other staff are also important. Using the lenses of transactional, transformational and constructivist leadership the presentation goes on to offer an alternative approach to school leadership and identifies specific strategies that might be deployed to strengthen school leadership at all levels.
Followership: a perplexing case of obliteration? (Professor Angela Thody)
Why has school management effectiveness become synonymous with leaders’ roles? Research, text books, courses, degrees in leadership abound; there’s virtually nothing to explain, guide or educate followers yet where there are leaders, there must be followers. Is their lack of presence deliberate or accidental? Professor Thody will explore this gap, investigate if it should be bridged and if so, how
This will be followed by a question and answer session on the new school, and networking opportunities and a buffet lunch will be provided.
Saturday 1330-1500 Module 3: paradigms and provocations (All Staff) LLMC Harvard Lecture theatre
Even though this session is advertised as a module 3 session it should be useful for everyone. We will critically evaluate a picture of an educational topic: each member of staff present will discuss how they would research the subject of the picture from a different philosophical perspective which will give you a sense of why researchers go about researching a topic in the way that they do?
Saturday 1530 -1700 Writing your thesis: Challenges and Strategies (Andrea and Bekki) LLMC0102
This workshop invites you to explore some of the myths about the ‘writing-up’ stages of completing your thesis. The term ‘writing-up’ is somewhat misleading –as it implies that you have done all of the work and that all you have to do is write-it-up or describe it. However, those of you who have already embarked on this process will have come to understand that this is not the case and those of you who are anticipating this stage can learn and adjust your expectations. Writing your thesis is a continuation of the analysis and is for many, the first time they start to theorise or conceptualise their data. It is a creative process and the point at which you are expected to craft your research into a single well-written thesis and this normally involves a ‘lifting’ of your thinking and it is this that makes your work doctoral level.
Reading: Aitchison, C. and Paré, A. (2012) Chapter 2 ‘Writing as craft and practice in the doctoral curriculum’ in Reshaping Doctoral Education: international approaches and pedagogies, Oxon: Routledge. This is available on the blackboard site.
Saturday 1530 -1700 The defence module: getting started with supervision (Julian) LLMC0104
The defence module marks your formal transition from a taught postgraduate to a research postgraduate. What does that mean for you? First you’ll have a supervisor, and there’s quite a lot to learn about how to handle that relationship. Why do research students have supervisors? What can a research student expect from their supervisor, and what should they do if they feel they’re not getting it? Equally, what does a supervisor expect from a research student. The University has recently made some changes to the formal procedures needed to become a research student and we’ll discuss these too.
Saturday 1530 -1700 Reading Group (Sarah) LLMC Board room
Please read the common reading and at least one of the recommended readings. To ensure that we can discuss the readings in depth, you must have read in order to participate.
Gunter, H. (2001) ‘Critical approaches to leadership in education,’ Journal of Educational Enquiry, 2(2): 94–108, online at http://www.learningdomain.com/MEdHOME2/Leadership/Critical.Approaches.Educ.Leadership.pdf.
Ainscow, M., Dyson, M., Goldrick, S. and West, M. (2012) ‘Making schools effective for all: rethinking the task,’ School Leadership and Management (formerly School Organisation), 32(3): 197–213.
Fielding, M. (2005) ‘Alex Bloom, pioneer of radical state education,’ Forum, 47(2/3), online http://www.stgite.org.uk/library/alexbloom.pdf.
Torres, C. A. (2011) ‘Struggling for the soul of the nation: educational policy, democratic leadership, and radical democracy in neoliberal times,’ School Practitioner Quarterly, 4(4): 338–341.
Questions for thinking with
SUNDAY 19TH OCTOBER
Sunday 0900-1030 Research Design (Andrea) Main Building 3201
This workshop will develop and help you apply to your own research field themes that have been talked about in the earlier module 3 session, in the discussion of qualitative interviewing and in the paradigms debates in order to begin to make connections between your own proposed research design, your philosophy, the theories that interest you and research design. Our aim will be for you to leave the session with a map of what you need to know and explore in this module in order to make the connections required of you by this module. Our conclusions will inform the content of the online seminars we will have for the rest of the term. I envisage us having a lot of fun!
Creswell, J.W. (2003) Research Design: qualitative, quantitative and mixed methods approaches, London: Sage. The section we are reading is available online here. http://isites.harvard.edu/fs/docs/icb.topic1334586.files/2003_Creswell_A%20Framework%20for%20Design.pdf
Sunday 0900-1030 Practicalities of doing a research project (Julian) Main Building 3201
I’ll report on the problems I encountered, how I overcame them (or didn’t) in doing my first funded research project, looking at how academic staff use virtual learning environments. I’ll also be sharing some of my findings and raising questions that you might like to ask yourself if you find yourself working with a virtual learning environment. How do you choose what you provide? How closely should you work with other members of your teaching team? How do you organise the content in a VLE?
Sunday 1100-1230 Module 1 Academic writing and reading (Joss) Main Building, 3203
Academic study and research is primarily the work of reading and writing. Even if you do not plan to become an academic after graduating, you need to become academic readers and writers for the duration of your doctoral study. So, as well as being a ‘student¹, think of yourself as a ‘writer¹, too. In this session, we will discuss what this actually means in practice and observe, by reading selected texts, how other academic writers write. We¹ll look at the form of their writing, as well as the different styles and the conventions of academic writing that are expected of us all.
Check the Module One Study School folder on Blackboard for texts that we will look at. Please ensure you have read them before the session.
Sunday 1100-1230 Researching Ethically (Julian) Main Building 3202 (third floor)
Why do we place such an emphasis on ethics in research? Perhaps more importantly how can we ourselves ensure that our own research is ethical? In this session I will present some tricky cases and we’ll look at the actual process of getting ethical clearance for research at the University. Most of us in education are doing research with human subjects so I’ll concentrate on that, but we’ll also look at the EA1 and EA3 forms which consider the ethics of desk research and research with animals.
Sunday 11-12.30 Module 2 Meeting (Andrea Abbas)
This will be a meeting of those working on Module 2. We will catch-up and the session will be bespoke to the support needs of the students. It would be helpful if anyone working on this module and intending to come to this session would email or talk to Andrea at the start of the study school. Module 2 will be taught February –May starting at the February Study School.