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These are not graphs but provide an impression of the relationships between points

These are not graphs but provide an impression of the relationships between points. Boredom. “Boredom” only occurs in research-intensive or mixed research-and-teaching. Stories towards boredom are not new to world or new to department (5 of them) – they are new to discipline

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These are not graphs but provide an impression of the relationships between points

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  1. These are not graphs but provide an impression of the relationships between points

  2. Boredom “Boredom” only occurs in research-intensive or mixed research-and-teaching Stories towards boredom are not new to world or new to department (5 of them) – they are new to discipline Stories were more concerned with failure than stress (and more of them were concerned with failure than with stress). The closest to boredom was 90 and the closest to failure was 92, while closest to stress was 69 Failure Excessive stress What long-term outcome of change do teachers in this story fear most?

  3. The change in this story ... Effects of change by time at institution and teaching experience. In both cases the longer time, the more it spreads out from individual practice towards other colleagues and then programmatic change. May be that as you mature you are involved in programmatic activities, or that you are prepared to claim programmatic influence Effect of who should listen: all on no-one are individual practice and majority of discipline should listen are individual practice. Affects other modules(other colleagues) Relates to individual practice Involves programmatic change (QA)

  4. The change in this story relates most to As you move towards “student achievement” you get only teaching-intensive institutions And mid-career “teaching longer than 10 years” – but not “teaching longer than 20 years” where effect disappears Student motivation All female in outliers (5 of them) towards student achievement tendency for greater than 10 years at institution. All 5 about scaffolding supporting students No stories emphasise student motivation (when looking at the new triangle) Student achievement Student experience

  5. How do teachers react to the change this story describes? Four stories closest to the distrustful zone are teaching-intensive or mixed, over 40 in age, and should be listended to by world, and institution. Two feel informed, one glad and one angry In adaptive corner 3 over 20 years experience, one that’s over 10 years Adaptive, evolve with it Distrustful, limit it Addictive, accelerate it

  6. The change in this story is New to my discipline (but used in other subject areas) • Make sure to slice this by: • - Institution-type • - Teaching experience • Discipline • The observation here is that those that claim material is “totally new” are frequently wrong (pace when the change occurred – which we didn’t ask) but those who say “new to my department” are often more innovative. • Is this because the more experience you have, the more you know you don’t know? Or perhaps teachers in a teaching-intensive environment may be expected to know more? Totally new, never been tried before New to my department (but used in other institutions)

  7. The change in this story is New to my discipline (but used in other subject areas) • When sliced by age – and/or length of career • The older, the more likely to call what they are doing as “totally new” • Possibly never been exposed to Staff Development/PGCHE Totally new, never been tried before New to my department (but used in other institutions)

  8. The change in this story happens because of Institutional (and/or departmental) culture “Individual agency” mostly “research intensive” Stories who should be listened to by my department or no-one special are towards individual agency Individual agency External drivers (e.g. technology, policy)

  9. The change this story describes had a short term effect The change this story describes was persistent and long lasting

  10. The change this story describes is small-scale The change this story describes is large-scale

  11. The change this story describes is limited to individual practice The change this story describes involved programmatic change (QA)

  12. The change this story describes is the sort of tweaking I do a lot The change this story describes was a one-off activity

  13. Change in this story is part of a continuous and healthy process Change in this story is a troublesome and dangerous activity When this is filtered by “institution-type” ALL “troublesome” instances – in fact, pretty much everything below the 75th percentile occurs in teaching-intensive institutions And all are middle-career (in 40-49 age bracket)

  14. Change in this story is as a result of individual teachers’ actions Change in this story is as a result of strategic and management activity Note similarity of distribution to “troublesome & dangerous” (unsafe because when you look at the stories, only one of them at the management-imposed end is about what we would call management-imposed change) If examine outliers to right only one is about management imposed change so inference above may not be valid – look at interpretation

  15. The changes described in this story arises from instinct/intuition The change described in this story is evidence-based More likely to say “the world” or “my discipline” should pay attention to this story if they claim it was “evidence based”. “evidence-based” claim is more likely to be linked with individual being affected rather than module or programme – maybe something to do with perception as to what evidence-based is.

  16. Background of our sample and random • 34 stories should be listened to by world, 32 by discipline, 16 by institution, 6 by department, 11 no-one special, so 66 should be listened to by a much wider audience. • 44 enthused, 40 glad, 8 informed, 1 angry, 2 sad, 2 indifferent • None of the stories that report feeling informed are from research-intensive institutions • How long remember story: 60 forever, 32 for years, 1 for a week or two and 1 is trivial, 5 it will fade, so majority are significant, memorable stories • Research-intensive (28), Teaching-intensive (36), Mixed teaching and research (31) Community college or FE (4) Other (1) • Less than a year (0) 1 to 5 years (11) More than 5 years (7) More than 10 years (33) More than 20 years (49) so the majority of stories (82) represent people with more than 10 years experience • Age: 20 to 29 years (2) 30 to 39 years (16) 40 to 49 years (36) 50 to 59 years (27) 60 and above (17) I'd rather not say (2) so majority over 40, most in age group 40-49. • In same institution: Less than a year (2) 1 to 5 years (19) More than 5 years (30)  More than 10 years (33) More than 20 years (16) • Age 54 male, 44 female, 2 rather not say • Hardly anyone thinks that change is dangerous

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