I’m going to use this model, from “A teacher’s guide to Classroom Research” by David Hopkins.
I’m going to use this because I like it! It’s not as harsh as some of the other models, by which I mean it fits the way that I see research in a real classroom really working.
Just as learning is an ongoing conversation, it seems to me that this is reflected in the ongoing reflection and change built into this model.
Just finished reading a review of Husbands, Kitson and Pendry’s “Understanding History Teaching” and Rob Phillip’s “Reflective Teaching of History” in This quarter’s Teaching History.
Nicholas Kinloch, the reviewer, makes the point that we can’t understand how we teach history, unless we understand the history of teaching history.
Perhaps there could be room for a review of the history of the concept of interpretation in history teaching – similar to that article I read about the history of the concept of “skills” in Teaching History.
My title is Action Research and Intervention Study to research the progress of Year 13 students’ understanding of Historical Interpretations.
I’ve done a fair amount of reading on progression and understand that there seem to be several different points of view:
- NCAT style – ladders of progress, in which pupils obtain progressively harder skills, each one building on the last.
- “Shemilt and Lee” style progression descriptors, which only describe the kinds of response that children might give to a particular task, do not hold true for all children and are not useful in terms of target. Shemilt and Lee see progress as the exchange of weak for more powerful misconceptions
- Progress as an exhibition – which is what I need to look at more.
My next step is in reading up more on the following matters:
- progress – what is the idea of an exhibition; different aspects set out in Vermeulen.
- interpretations – starting with MacAleavy – what does “interpretations” mean?
- designing and Action Research plan – waiting for my book to arrive at Waterstones!
Immediate ways forward are:
- Fish out the MacAleavey
- Read the other MacAleavey (longer one!) from Know How book.
- Read Vermeulen.