Assessing Effectiveness: Ways of Seeing Impact
Assessing Effectiveness, Impact, Teacher Education, Policy Implementation
Seeing the impact of an education policy or an intervention is notoriously difficult. Imperatives to account for the wise use of public money, understandably lead politicians and policy makers to prioritise the identification and measurement of ‘hard’ outcomes in the form of benchmarks, targets and league tables. Such ways of seeing impact can have perverse consequences. They can serve to divert the attention of teachers away from real educational and pedagogical concerns, towards teaching to the test or the pursuit other ‘fabrications’ of achievement. These are often represented in shallow public demonstrations of compliance with centrally prescribes standards and curricula. Other ways of seeing, discussed by Dewey can bring to light forms of the impact which might otherwise be undervalued or overlooked These ways of seeing can point to important changes in practice which may, in the longer term prove to be as, if not more, important than their ‘harder’ counterparts.
This theoretical discussion is grounded in the recent work of the Centre for Excellence in Teacher Training operating at the University of Sunderland (SUNCETT). The overall work of the Centre is to improve teaching and learning in the initial and continuing professional development of teachers.
As part of this work we are developing new approaches to measuring or seeing the impact of our work.
Education and Social Welfare
Paper Presentation in English
Dr. Maggie Gregson
Principal Lectuer, School of Education and Lifelong Learning, University of Sunderland
Sunderland, Tyne and Wear, UK
Dr. Maggie Gregson is a Principal Lecturer in Teacher Education in the School of Education and Lifelong Learning at the University of Sunderland. Her research and practice focuses upon the role of enquiry in developing pedagogy and professional learning in the Post Compulsory Education and Training (PCET) sector. She has a particular interest in the potential of thinking skills interventions to stimulate and support the development of teaching, thinking and the improvement of classroom practice. Her research has also involved investigating theories and taxonomies of thinking and learning, evaluating thinking skills interventions in schools and PCET contexts and the evaluation of the impact of Learning and Skills Council policy upon teaching learning and inclusion in the sector, particularly in relation to the teaching of adult literacy and numeracy. As part of her work as a Director of the University of Sunderland Centre for Excellence in Teacher Training (SUNCETT) she in currently involved in researching notions of ‘best practice’ and the development of innovative approaches to the initial and continuing professional development of teachers in PCET.
Dr. Lawrence Nixon
Senior Lecturer, School of Education and Lifelong Learning, University of Sunderland
Sunderland, Tyne and Wear, UK
Lawrence Nixon is a Lecturer in Post Compulsory Education and Training at the University of Sunderland. He has worked in Community Education and Further Education. His research interest is philosophy of education and pedagogic practice. He has worked the topic of learning styles, identifying and interrogating implicit conceptions of subjectivity in these models and the way they seek to frame education policy, tools of implementation and discourses of ‘good’ practice and the appeal or non-appeal of these pictures to policy makers administrators and practitioners. His most recent research has looked at practitioner’s perceptions of policy, its forms of implementation and their work to marry these initiatives with their own understanding of teaching learning and assessment. As area mentor for The University of Sunderland Centre for Excellence in teacher Training (SUNCETT) he is currently contributing to research into practitioner led professional development and the role values play in driving and stimulating change beyond current expectations.