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Research Summary

That young people should be competent in research, across disciplines, is very important for their education and the country’s future. But little is known about their experiences of researching in school, or their understanding of what research is or how to do it. This research aimed to address these gaps. Surveys and interviews were carried out with secondary school pupils in East Anglia and the results analysed to account for the current situation and provide practical recommendations to teachers and schools.

Researchers

Kay Yeoman, Elena Nardi, Laura Bowater & Huyen nguyen

Research Institution

University of East Anglia

What is this about?

• What experiences do pupils have of researching, as a part of their school education?
• What are their perceptions of the meaning and uses of research?
• What can teachers and schools do to make pupils more research-competent?

What was done?

A questionnaire survey of 2634 pupils was used to create an initial data set. 100 pupils were then interviewed in groups in order to probe and elaborate the findings.

Main findings and outputs

• Pupils value research as important.
• Their experience of research emphasises fact-finding.
• Their experience of identifying a focus for research and formulating a research question is limited (KS5 and the Extended Project Qualification are exceptions).
• Pupils know that data can be collected in a wide variety of ways.
• They recognise that research is challenging but tend to assume that there must be a ‘right answer’, seeing inconclusiveness as a problem.
• They tend to compartmentalise research within coursework.
• Many pupils (50%) consider that you do research to confirm your own opinion.

Some recommendations follow:

• Schools should offer the EPQ at A-level and extended project at GCSE.
• They should make contact with the Institute for Research in Schools (http://www.researchinschools.org/). It gives opportunities to take part in research projects in physics and biology, allowing pupils at KS4 and KS5 to experience the full research process, and data collected through these projects can also be used for the EPQ.
• Teachers should be trained in the research process.
• If they have research experience themselves, e.g. to master’s level, this is easier. In e.g., Germany, master’s level research experience is mandatory for teachers.

Relevance to RE

The research does not mention RE specifically but the findings and recommendations have relevance to RE:

• RE teachers might ask pupils to carry out a small-scale research project, e.g. an ethnography of a local faith group. Some of the findings could be used as pupil guidelines, e.g. don’t just set out to confirm your own opinion and don’t worry if you don’t find a final answer; do think about the different kinds of evidence you might collect and do try to come up with an interesting question of your own, even if it takes time.
• RE teachers might look at the Extended Project Qualification as a way to boost the subject’s KS5 presence.
• If RE teachers develop research skills themselves, they will be better placed to enable pupils to learn via research, whether at EPQ level or others.

Generalisability and potential limitations

The researchers note that pupil experience of research may vary across UK regions and that their recommendations have relevance that may vary across different educational contexts.

Find out more

Kay Yeoman, Elena Nardi, Laura Bowater & Huyen nguyen (2017) ‘Just Google It?’: Pupils’ Perceptions and Experience of Research in the Secondary Classroom, British Journal of Educational Studies, 65:3, 281-305.

https://www.tandfonline.com/doi/full/10.1080/00071005.2017.1310179

Research Summary

Social media are now an important aspect of the professional lives of school teachers. This research explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, Facebook groups may also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation and reputation‐driven behaviour. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the research addresses aspects that could be seen as professionally valuable: information exchange and communication. Yet while perceived by participants as an uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that could be viewed as disadvantageous.

Researchers

Annika Bergviken Rensfeldt, Thomas Hillman & Neil Selwyn

Research Institution

Monash University, Australia

What is this about?

This research is about teachers’ use of Facebook, specifically, Facebook teacher groups, with reference to one particular Swedish example, a 13, 000 plus member group dedicated to flipped learning. It explores whether membership of the group is straightforwardly beneficial – making contacts, sharing ideas, developing practice – or whether less desirable elements intrude, such as unpaid labour, use of private or personal time for work, unequal power relations or a lack of professional dialogue or debate.

What was done?

All interactions (posts, likes, comments, etc.) in the group over a three-year period (2012-15) were requested, obtained and analysed: over 3,000 postings, over 13,000 comments and nearly 700,000 likes. An additional survey was posted to the group inviting teachers to answer. This survey received 44 respondents who answered both demographic items and items that addressed such topics as why they had joined the group and their view of the group theme. From this group was then formed a focus group of 10 for further interviews and, finally, a series of longer interviews was also conducted with the group moderator.

Main findings and outputs

• The Flip‐it Facebook group was set up by a Swedish middle‐school teacher who continued to act as the group moderator throughout the period of research.
• As with all Facebook groups, the main content was a series of posts and comments. Members wrote short messages, included links to websites, images, videos and other resources, and occasionally notifications of events. Anyone accessing the page would on occasion see about 20% of their screen featuring targeted advertisements chosen algorithmically by the platform.
• Over the 3 years there were 2,970 original posts with an average of 36 words per post.
• 13,193 comments were posted in reply with an average of 25 words per comment.
• Nearly half the members made no active contribution.
• Many of the threads involved some form of redistribution and ‘sharing’ of content.
• The moderator and the 20 most prolific contributors accounted for well over a third of all posts and comments.
• The page brought users into various forms of advertising and was often used for self-promotion or reputation-building.
• Often, members’ responses were emotional rather than academic or professional.
• Only 32% of responses were made in normal working hours; 11.5% were made in summer holidays.
• The group appeared valued as a community, but the researchers make some suggestions –
  teachers might be encouraged to reflect upon and develop professional modes of collegial, constructive social media engagement, e.g.;
  not necessarily replicating standard social media traits and norms (continuous ‘liking’, superficial posting, non‐critical engagement);
  expected values might include openness, mutuality, constructive criticism and debate;
  there could also be expectations of the group only being active for certain periods of designated ‘work’ time.
• Teachers’ work is changing and teachers ought to keep a critical eye on the changes; digitalisation is inevitable, but the problems as well as the advantages should be explored.

Relevance to RE

The research should be of interest to members of groups such as Save RE (over 7,000 members at the time of writing). Would the researchers’ ideas about professional norms and values on teacher Facebook groups be useful in improving the service provided by RE Facebook groups, or members’ ways of engaging with them?

Generalisability and potential limitations

This is a study of one Facebook group, but the group is a large one and the methodology very detailed and thorough. Whether the group resembles others is for members of others to reflect on and consider, but in that case the researchers have already succeeded in their aim of getting teachers to be more critical about their use of Facebook. The structure of the Facebook group studied mirrors the structure of any Facebook group.

Find out more

The full article is: Annika Bergviken Rensfeldt, Thomas Hillman and Neil Selwyn, Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups, British Educational Research Journal (2018) 44:2, 230-250.

https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.3325

Research Summary

A trial was designed to identify whether use by schools of ‘Embedding Formative Assessment’ will improve children’s performance at age 16. Embedding Formative Assessment (EFA) is a two-year assessment for learning intervention. The main element is a monthly Teacher Learning Community (TLC) workshop. Each workshop involves a group of teachers feeding back on their use of formative assessment techniques. The primary research question was ‘How effective is the Embedding Formative Assessment programme compared to usual practice in terms of improving overall GCSE examination performance?’. Though practice varied across the schools, the impact was roughly equivalent to an improvement of one GCSE grade in one subject.

Researchers

Dr Stefan Speckesser (lead independent evaluator), Johnny Runge, Francesca Foliano, Dr Matthew Bursnall, Nathan Hudson-Sharp, Dr Heather Rolfe, Dr Jake Anders (National Institute of Economic and Social Research)

Research Institution

Education Endowment Foundation

What is this about?

The research set out to measure whether the Embedding Formative Assessment intervention worked under everyday conditions in a large number of schools. One hundred and forty secondary schools participated during the 2015/2016 and 2016/2017 academic years. The primary outcome was Attainment 8 GCSE scores for the 25,393 pupils who were in Year 10 (aged 14–15) at the start.

What was done?

The project was a randomised controlled trial. The resources supplied to participating schools focused on five key formative assessment strategies: ‘clarifying, sharing and understanding learning intentions’; ‘engineering effective classroom discussions and activities’; ‘providing feedback that moves learning forward’; ‘activating learners as instructional resources for one another’; and ‘activating learners as owners of their own learning’. Final GCSE scores were compared across intervention and control schools.

Main findings and outputs

1. Students in the Embedding Formative Assessment schools made the equivalent of two additional months’ progress in their Attainment 8 GCSE score, using the standard conversion from pupil scores to months progress. This result has a very high security rating.
2. The project found no evidence that Embedding Formative Assessment improved English or Maths GCSE attainment specifically.
3. The additional progress made by children in the lowest third for prior attainment was greater than that made by children in the highest third. These results are less robust and have a lower security rating than the overall findings because of the smaller number of pupils.
4. Teachers were positive about the Teacher Learning Communities. They felt that these improved their practice by allowing valuable dialogue between teachers, and encouraged experimentation with formative assessment strategies.
5. The process evaluation indicated it may take more time for improvements in teaching practices and pupil learning strategies to feed fully into pupil attainment. Many teachers thought that younger students were more receptive to the intervention than their older and more exam-minded peers.

Relevance to RE

The research suggests that RE teachers, like teachers in general, can boost pupils’ learning and attainment by sharing experiences of assessment for learning techniques and building up good practice together, for example, through peer observation and review. The Education Endowment Foundation’s press release gives the following example:

One example of a formative assessment technique is checking on pupils’ understanding by asking all students to show their response to a question at the same time, perhaps by holding up their answers on a mini-whiteboard or slate. The teacher can decide whether they need to review the material with the whole class, to identify a small number of pupils needing individual help, or ask the pupils to discuss their answers with their peers.

Generalisability and potential limitations

The researchers noted one limitation in particular, that some of the participating schools already had some established assessment for learning practice – they suggest that in future studies, some ‘baseline’ evaluation might be done at the outset.

Find out more

The full report is freely downloadable from https://educationendowmentfoundation.org.uk/public/files/EFA_evaluation_report.pdf

For an introduction see https://educationendowmentfoundation.org.uk/news/real-time-knowledge-can-boost-pupils-grades-by-two-months/

Research Summary

Marking and feedback are essential parts of the teaching process, which allow teachers to know whether what they have taught has been learnt and therefore allow teachers to address the needs of pupils. They are also requirements for all teachers. However, they are time consuming and burdensome upon teachers. Technology has the potential to transform education, for teachers and for pupils. This study aims to investigate the role that technology has in the assessment of RE with the expectation that any benefits would also be felt in other curriculum subjects.

Researchers

Sam McKavanagh & Dr James Robson

Research Institution

University of Oxford

What is this about?

The planning was guided by these questions.

• In assessment, what can technology do that traditional methods cannot?
• How can the use of technology for assessment be beneficial to pupils?
• How can the use of technology for assessment be beneficial to teachers?
• How can technology allow us to meet the assessment objectives of RE?

What was done?

The three action cycles used different tools to assess pupils; multiple choice questions were used for each assessment.

• Cycle One (Traditional): pupils completed assessments using pen and paper.
• Cycle Two (Plickers): pupils held up unique pieces of card in different orientations to indicate their answer. The teacher’s smartphone could read and record the pupils’ response.
• Cycle Three (EDpuzzle) – through this website pupils watched videos that the teacher had embedded with questions. Scores were recorded so the teacher could track progress over time.

At the end of each cycle the following were conducted:

• whole-cohort questionnaires;
• small-group interviews; and
• teacher interviews.

Main findings and outputs

The findings show that technology:

• saved time;
• helped give quick and useful feedback;
• collated results;
• improved record keeping;
• reduced teacher workload; and
• increased pupil engagement.

In contrast, traditional methods of assessment failed to offer these benefits. Marking and feedback remained burdensome tasks for teachers and pupils did not respond favourably to them.

Technology has an important role in the assessment of RE. Pupils assessed using traditional methods and those assessed with technology showed no discernable differences in their results. The benefits to the teacher were clear: they saw a reduction in workload and were able to give immediate feedback and discuss issues with pupils which would not have had been possible with traditional methods. As Plickers and EDpuzzle can collate pupils’ results teachers can easily keep track of pupils’ performance across time, with minimal effort on their part. It is expected that these advantages would not only apply to RE and that teachers of other subjects, and in other school settings, would also benefit.

Relevance to RE

This was a piece of practitioner research and other teachers were involved in the collection of data. Therefore it will have real applicability to other teachers of RE.

The technology used is free to obtain and use and does not require pupil ownership of devices – this increases the accessibility to the technology.

One of the key findings was the savings in time for teachers whilst assessing and the production of useful real-time data, which they could use immediately to provide effective feedback to pupils.

Generalisability and potential limitations

Given the method of answer collection which the technology used, the research focussed on AT1/A01 (‘factual’ knowledge) the research did not attempt to assess AT2/A02 (‘learning from religion’) – whilst this should be possible, it was deemed that it would be stretching the research too thinly and that less clear results would be drawn. It would therefore be beneficial to retrial these technologies to attempt to assess AT2/A02 as well.

Given the length of the research project it was not possible to tell if pupils would become ‘bored’ or less enthused with the technologies the more normalised they became. A longer research process would uncover whether this is the case.

Find out more

McKavanagh, S. (2017). The role of technology in the assessment of RE (Master’s thesis). University of Oxford.

https://ora.ox.ac.uk/objects/uuid:27d8b9ef-0cab-4116-827a-d9b615627860

Research Summary

The ‘RE-searchers approach’ provides an innovative pedagogy for delivering RE in primary schools. It is inquiry-led and reflective, where the pupils are joint researchers (alongside their teacher) in the RE classroom and use a variety of methodologies and methods to investigate the subject matter understudy. This draws away from the teacher as the deliverer of factual information and instead introduces pupils to a variety of the approaches to the study of religion(s) and worldview(s) used throughout schools, university, and beyond. The RE-searchers approach offers multiple cartoon characters, each of whom use a different methodology and method (for example, the participator/experiencer: ‘Have-a-go Hugo’, and the interviewer/communicator: ‘Ask-it-all Ava’). Pupils engage with the characters and can adopt each character’s approach to research, thereby learning about not only ‘religion(s)’ but also ‘how to learn about religion(s)’. This is an interactive and inquiry-led approach to RE that highlights the role of interpretation, methodology and method in the study of religion(s) and worldview(s).

Researchers

Professor Rob Freathy, Giles Freathy, Dr Jonathan Doney, Dr Karen Walshe & Dr Geoff Teece

Research Institution

University of Exeter

What is this about?

• How might primary RE teachers introduce an inquiry-led approach into the classroom?
• How might pupils be introduced to the variety of interpretations, methodologies and methods that are used within the study of religion(s) and worldview(s) as a field of academic inquiry?
• How does stepping in and out of RE-searcher character assist pupils to become aware of the multi-perspectival nature of research?
• How has the RE-searchers approach been introduced, implemented and received in schools and by teachers?

What was done?

The RE-searchers approach has been co-created by Giles Freathy (ex-RE teacher, now primary teacher trainer) and Professor Rob Freathy (Graduate School of Education, University of Exeter). A manual and classroom resources have been developed for use in primary schools and trialled in various schools in the south west of England as well as further afield. Extensive theoretical research underpinned the development of the approach: this has been published alongside more practical classroom guides:

http://www.reonline.org.uk/wp-content/uploads/2016/07/The-RE-searchers-A-New-Approach-to-RE-in-Primary-Schools.pdf
http://www.reonline.org.uk/wp-content/uploads/2016/07/Quick-Start-Guide-The-RE-searchers-Approach.pdf

Main findings and outputs

The trials and feedback from those who have used the approach report that pupil engagement and enjoyment of RE is raised as a result. Some of the benefits for pupils and for teaching and learning in RE are as follows:

• Successful movement away from a focus on learning factual ‘content’ in RE towards a wider conception of ‘knowledge’ (know that, and know how);
• Heightened engagement with multi-methodological and multi-perspectival approaches, stimulating reflective and reflexive learning;
• Greater stimulation and enjoyment for the pupils, through engagement with the RE-searcher characters;
• Appreciation by the pupils of their own learning preferences (which character’s approach they prefer) and the benefits/limitations of each approach.

The approach has been recognised as innovative and successful by teachers, teacher-trainers and inspectors. Giles Freathy received a TES award in 2014 for the full implementation of the approach at Sir Robert Geffery’s School in Cornwall. The approach has since been the subject of multiple workshops and presentations at CPD/ITT training events and RE conferences. The full manual and resource pack, as well as further details, can be found on the RE:Online website.

Relevance to RE

RE teachers can explore the approach in the manual and find sample resources in the publications on RE:Online. It is directly applicable to their teaching environments and has the potential to markedly improve their classroom practice and the critical engagement of the pupils:

https://www.reonline.org.uk/teaching-resources/re-searchers-approach/

Generalisability and potential limitations

The project is ongoing and thus remains under development. By no means do the RE-searchers characters cover every interpretation/methodology/method found in the study of religion(s) and worldview(s). They are indicative only. Teachers are encouraged to engage with and experiment with the approach in order to further its development. For brief, teacher-friendly introductions, see:

Freathy G, Freathy R (2014). The RE-searchers: promoting methodologically orientated RE in primary schools. REtoday, 31(3), 50-51.
Freathy R, Freathy G (2013). RE-searchers: a dialogic approach to RE in primary schools. REsource, 36(1), 4-7.

The approach is aimed at primary settings; however, it is recognised that a critical, dialogical, multi-perspectival, and multi-methodological approach is required in secondary schools too. The approach can be developed for that setting as well. Some of the underpinning theory can be found here:

Freathy R, Freathy G (2014). Initiating children into hermeneutical discourses in Religious Education: a response to Rachel Cope and Julian Stern. Journal for the Study of Spirituality, 3(2), 156-167.

Find out more

Freathy R, Doney J, Freathy G, Walshe K, Teece G (2017). Pedagogical bricoleurs and bricolage researchers: the case of Religious Education. British Journal of Educational Studies, 65(4), 425-443.

https://www.tandfonline.com/doi/abs/10.1080/00071005.2017.1343454?journalCode=rbje20

Research Summary

This chapter reviews research carried out since 2000 that identifies weaknesses in the teaching of the Bible in English schools. Religious Education (RE) lessons are not encouraging students to read the Bible wisely. This is important and significant because RE in England has changed to focus more sharply on the study of religion at examination level (DfE, 2015). That new policy could amplify existing weaknesses unless changes are made to address the issues identified. Hermeneutics, as exemplified by the Protestant scholars Thiselton, Wright and Ford, as well as official Catholic documents, offer insights into wiser explorations of the Bible. Educationalists offer similar insights around the place of interpretation in education. This chapter identifies, for the first time, the striking degree of consistency around hermeneutics and interpretation between important and influential theological and educational writers in faith and education contexts. It concludes by asking whether it is time for a more radical change to RE that moves away from studying religion and towards studying wisdom texts. It considers Understanding Christianity’s focus on ‘virtuous readers’ (Pett, 2016, pp.42-43) as an illustration of one response to the issues identified.

Researchers

Dr Robert Bowie

Research Institution

Canterbury Christ Church University

What is this about?

The study is a review of research literature and an argument. It reviews multiple examples of studies that point to problems in the use of texts in religious education and the different calls for a better use of texts in RE, over a period of almost 20 years. It then makes an argument for a better, more hermeneutical engagement of sacred texts in the classroom.

What was done?

The research is comprised of an analytical literature review followed by an analysis of one initiative, Understanding Christianity.

Main findings and outputs

A striking conclusion from this review of research is the extent to which research has failed to make an impact in professional religious education in this specific area of the treatment of texts. Issues and concerns repeatedly identified in different studies demand focused attention from the stakeholders in the profession to better understand what is going on and how to avoid it. If there are alternative ways of developing learners as wiser interpreters of religion and belief, then these need to be identified but there is evidence that the development of wise interpretation is not being sustained by RE currently. This chapter calls for a deeper, sector- and profession-wide change in the ecology of the subject, which, were it to come to full fruition, would affect curricular and examination questions as well as classroom experiences. There is a wide coalition of agreement about the place of interpretation in RE and the aims of education might be better served by a focus on interpretation.

Relevance to RE

This draws RE teachers’ attention to a series of studies about prevailing problems. It also points to examples of initiatives that are trying to address these. It contains warnings that planning might be able to address. It opens up the subject area of hermeneutics and text study, something many teachers find challenging.

Generalisability and potential limitations

The literature reviewed was English language only.

Find out more

Bowie, R. (2017) Interpreting texts more wisely: A Review of Research and the Case for Change. In: Stuart-Buttle, R. and Shortt, J., eds. Christian, Faith, Formation and Education. Palgrave Macmillan. pp. 211-228 ISBN 9783319628028

http://create.canterbury.ac.uk/16565/#Hz5ubheBXtMxfJh2.99

Research Summary

This research investigates the place of Christian New Religious Movements in the Secondary R.E. Classroom. This is an area in which there has been minimal research and publication. This research seeks to establish debate about the validity of New Religious Movements inclusion in the teaching of R.E.

Researchers

Dr James Holt

Research Institution

University of Birmingham

What is this about?

It sets out what is meant by the terms ‘New Religious Movement’ and ‘Christian’. While acknowledging that the conclusions reached are a matter of some debate, the study seeks to use ‘NRM’ in a non-judgemental and non-pejorative way. It establishes criteria based on being founded in the last two hundred years and being outside of the ‘mainstream’ (whether placed there by itself or others). Some groups may be upset to find themselves included alongside others in the group but this is perhaps unavoidable. The definition of a Christian as someone who considers themselves so to be is also controversial. It raises issues for the Unification Church who consider themselves Christians but don’t believe that Jesus was the Son of God. Similarly, groups who have tried to limit Christianity may be upset that Latter-day Saints and Jehovah’s Witnesses are found within their boundaries.

The research then goes on to discuss the arguments for and against the inclusion of New Religious Movements in the RE Classroom. These arguments are based on interviews and questionnaires. Each are given thoughtful consideration and responded to as applicable. The conclusion of this work is that New Religious Movements do have a place in the teaching of RE and the concluding two chapters build on this with two case studies- The Church of Jesus Christ of Latter-day Saints and Jehovah’s Witnesses. Each are presented in light of Religious Education, and suggestions are made as to where they can be incorporated in RE’s curriculum.

A final conclusion suggests a way forward for the inclusion of New Religious Movements in Secondary RE.

What was done?

Utilising qualitative research through the use of questionnaires. The questionnaire was distributed to 186 RE teachers and professionals in various networks around the country. There were 105 respondents. The questionnaire focused around experiences of, and attitudes towards the inclusion of New Religious Movements in the RE classroom.

Main findings and outputs

1. New Religious Movements need to involve themselves more in the R.E. world.
2. Teachers need to become aware of the beliefs of New Religious Movements.
3. Pupils from new Religious Movements need to be free and confident enough to share their beliefs as appropriate in lessons.
4. Official publications need to recognise New Religious Movements (and when they do, it should be done sympathetically, honestly and accurately).
5. Exam boards need to recognise the possibility of a number of New Religious Movements being answered in ethical examination questions.

Relevance to RE

While understanding the concerns expressed against the teaching of New Religious Movements it would be wrong to dismiss them from the teaching of R.E. because of parental and teacher prejudice or arguments that strive to limit the scope of R.E. and the professionalism of R.E. teachers. The most persuasive argument is the pressures that are already on the R.E. curriculum, there isn’t sufficient time to deal with all the religions that are prescribed by law and the Agreed Syllabuses. For a lot of people a cohesive approach to individual religions would be seen as ideal. Indeed, most adherents to faiths would like to see their denomination given a curriculum block, where all aspects of belief and values could be explored in depth. However, with great stresses already placed on the time given to R.E., this isn’t really a realistic option for any denomination of any faith. The hope would be that the overall faith isn’t treated as a whole and some mention of diversity is given to pupils. While a phenomenological approach to any New Religious Movement’s faith and practice would be useful it isn’t really practicable. Therefore it is would be incumbent on the teacher to identify to the facets of New Religious Movements that could enhance the already existing study of Christianity and its denominations. In doing this it is possible to be accused of ‘cherry picking’, unfortunately in a classroom this may be unavoidable.

Generalisability and potential limitations

A significant minority of the respondents to this study listed ‘curriculum space’ as an argument against the teaching of New Religious Movements. As such the limitations of the research may surround its practicality. It also only uses two case studies to illustrate the points being made.

Find out more

“Beyond the Big Six: Minority Religions in the Secondary RE Classroom” in Schmack et al, ed Engaging RE pp 76-91 (Newcastle upon Tyne: Cambridge Scholars, 2010)

https://jamesdholt.files.wordpress.com/2015/02/thesis-without-attachment.pdf

Research Summary

In this thesis, I explore the introduction of creativity into Religious Education lessons. I will present a mixed methods case study research project focusing on a Year 8 all boys’ class within a large high achieving independent school. This study takes place in a largely secular classroom, in an environment where students are very highly motivated to do well. During this study, the questions I will explore are: What effect does creatively interpreting biblical text have on the students’ intrinsic motivation to work? What effect does the use of iPads with biblical text have on the students’ ability to unlock creativity? What effect does the creative interpretation have on helping students to interpret the meaning of passages?

Researcher

Mr Tom Jenkins

Research Institution

University of Cambridge

What is this about?

The use of creativity and IT to engage students in religious studies. What effect does creativity have on the students’ ability to make meaning?

What was done?

Mixed methods case study. Methods: lesson observation, pupil questionnaires, pupil interviews, and student work analysis.

Main findings and outputs

Research Question 1: What effect does creatively interpreting biblical text have on the students’ intrinsic motivation to work?
I can conclude that in my study creatively interpreting biblical text did have a positive effect on my students’ intrinsic motivation. I did anticipate that this might be so, however I did not anticipate the reasons why creativity would increase their motivation, and for me this was the interesting aspect. Students were motivated by the opportunity to be creative because it gave them a chance to express themselves, and also their viewpoints. It also gave them the freedom of choice to choose their learning, and this proved to be a valuable opportunity to the students.

Research Question 2: What effect does the use of iPads with biblical text have on the students’ ability to unlock creativity?
In response to this RQ I find that I share the view of London Knowledge Lab (Team, 2013), that the effectiveness of the iPad depends on the manner in which it is used, not in anything intrinsic to itself. For some students it was helpful to use an iPad, in particular if they struggled with more traditional ways of being creative (drawing). However, it is also clear that there were times when students would have preferred not to use an iPad, and to return to previous methods of creativity. The iPad can also be restrictive to some students, and using an iPad is as much a skill as drawing is.

Research Question 3: What effect does the creative interpretation have on helping students to interpret the meaning of passages?
This was the most interesting RQ, and I found that creatively interpreting the meaning of passages does have a positive effect on the students’ ability to interpret the meaning. Some of the pieces of work I examined on the Good Samaritan were quite powerful, and they captured the heart of the passage very strongly. It appears that applying the parable to a modern day example helped the students understand the concept of social responsibility, and how to be ‘active’ rather than ‘passive’ members of society. I can also conclude that because the students had to create their own versions of the bible passages, they had to understand them in great detail. This was very clear in even the most basic responses to the task, and it became a clear indicator of ability and progress. The use of creativity also had a final unexpected effect on the students, which was that it made them reflect upon themselves and each other. During the course of creating their own Good Samaritan and Sower parables, the students reflected upon chances they have had to be helpful to one another. Applying the bible passages to the modern world also accomplished a further thing, which was to make religious education relevant to the students of today.

Relevance to RE

This research will help inform RE teachers about the benefits of using creativity in RE lessons, it will also provide some ideas as to how this can be done. This project will also stimulate conversation over how to make RE relevant in today’s society, and it will reference good pieces of literature on this viewpoint.

Generalisability and potential limitations

This was a small scale study, carried out with a small sample number, in a school with a 1:1 iPad scheme.

Find out more

Title: Making Meaning. A Critical Examination of the Effects of Creativity on the Meaning Making and Motivation of High Attaining Year 8 Students Studying the Gospels

Research Summary

In this article, Baumfield discusses how RE teachers’ professional practice can be transformed through engagement with theory, showing how educationalists from John Dewey to Lawrence Stenhouse have seen the classroom as a laboratory and the teacher as an investigator. She gives accounts of different UK RE projects that have aimed, in different ways, to develop teachers as enquirers or set up collaborations between teachers and academic researchers. She finds that despite problems, RE teachers are well placed to promote their own professional learning by forming communities of inquiry, offering a useful synopsis of what has already been done.

Researchers

Vivienne Baumfield

Research Institution

University of Exeter, UK

What is this about?

The article addresses several closely related issues. What does it mean to be professional? For teachers this question has always been complex, for one reason because we work in two sets of knowledge (subject knowledge, to develop learners’ knowledge of the world, and pedagogical knowledge, to work with other practitioners). Further, there are knowledge for practice, provided by research, knowledge in practice, gained through teaching experience, and knowledge of practice. Knowledge of practice integrates subject knowledge and pedagogical knowledge and is what makes teaching a profession. How can it best be developed? Through professional learning, the most fruitful form of which is participation in practitioner enquiry stimulated by participation in curriculum development. RE teachers are already very good at developing teaching ideas and sharing these via networks, but we also need to be prepared to criticise the practices that we develop and share.

What was done?

This is not a primary report of original research, but a synopsis of previous, well-established theory on teacher professionalism and teacher enquiry, coupled with detailed commentary on how various UK projects have sought to develop teachers as researchers or enquirers along those lines. The article includes balanced critical discussion of these initiatives. The writer gives useful, provocative indications of how such work might be developed so as to lead to increased RE teacher professionalism in the future.

Main findings and outputs

Background Theory
In the American educationalist John Dewey’s ‘laboratory’ approach, the teacher works with the interest of the learners, connecting their experiences and the curriculum: ‘psychologising the subject’. The UK educationalist Lawrence Stenhouse saw the curriculum as a process rather than a set of pre-planned outcomes: it needs to be tested in the classroom and teachers must then articulate what they have learned about teaching it , practice thus helping to develop theory.

Examples of UK RE Projects
The North East School-Based Research Consortium promoted knowledge of practice with RE teachers. Research into thinking skills was tested in the RE classroom. Teachers in each of six secondary schools in the project selected a strategy, integrated it into a topic and evaluated its impact. Students’ thinking skills and teacher professional learning were found to improve.

The Warwick REDCo community of practice used action research to develop the interpretive approach to RE in various school and teacher education settings, finding that teachers’ ability to add to the theory of RE was improved, especially in the group setting, not working in isolation.

Recently, in ‘RE-searchers’, primary school children became members of a community of inquiry into different forms of RE pedagogy. It was found that asking learners to become investigators creates a virtuous circle: the skills of their teachers also grow.

Summary Finding
RE teachers are well placed to form communities of enquiry and add to professional knowledge of practice, but must be prepared to interrogate findings rigorously to contribute to RE’s theory.

Relevance to RE

The article has very high relevance to RE. In relation to policy, it places emphasis on teachers to make judgements and take responsibility for their classrooms, increases our autonomy and charges us to collaborate with students. It suggests that curricula ought not to be overly prescriptive, space being left for teachers and learners to jointly investigate areas of interest related to RE (e.g. learners’ own questions). There are challenging indications for pedagogy; we need to investigate the content of RE jointly with learners, depending less on pre-set outcomes. Many teachers would need to develop new and different skills and approaches to do this and one of the strengths of the article is to indicate what has been done already. The writer insists that teachers sustain a critical stance in relation to the pedagogy developed and its implications for RE theory. If successful, this would mean a considerable increase in RE teacher professionalism. Many complain of excessive management and rapidly changing outside policy pressures, yet probably fewer are familiar with the more responsible model of professionalism documented here. RE teachers might use the research as a basis for establishing their own communities of inquiry, ideally in conjunction with academic researchers.

Generalisability and potential limitations

This article has high credibility, written by a very well-established expert and leader. It draws on a good range of influential sources, integrating these into a useful, considered, challenging discussion. The findings are true to the original sources. It is in the nature of the form of research covered that the findings have to be generalised through classroom practice (it might be better to say investigated through classroom practice), but that is the offering of the article to RE teachers. The writer is very clear about the possible limitations of the form of research that is advocated, pointing out, for example, that non-specialist RE teachers might find it too demanding, that a geographically dispersed group of teacher-researchers might struggle to maintain momentum and that a community of practice might struggle to constantly reach out to a wider body of RE theory. However, these are useful provisos to bear in mind.

Find out more

British Journal of Religious Education 38.2 pages 141-151

https://www.tandfonline.com/doi/abs/10.1080/01416200.2016.1139889

Research Summary

We Need to Talk about RE (London: Jessica Kingsley, 2017) is a collection of essays by established and emerging RE leaders commenting on theory, practice and policy around RE. The book focuses mainly on the English system, with European and wider global contexts referred to. Each chapter is a grounded, research-informed provocation. The book is edited by Dr Mike Castelli (currently Executive Chair of the Association of University Lectuters in Religion and Education) and Dr Mark Chater (currently Director of a charitable trust supporting RE).

Researchers

Mike Castelli, Mark Chater & Linda Woodhead

Research Institution

Several

What is this about?

The book as a whole promotes public discussion on what is needed from a new model of RE. The book argues that we need to talk about RE for several reasons: because so much is changing in the culture of schools; because teachers of RE are ‘cultural and religious heroes caught up in a conflicted education system’; because the kind of RE practised UK is unique, but gravely in danger of dismemberment and neglect; because of the urgent need to find consensus about the purpose and place of RE; and because wider society needs better ways of dealing with religious and cultural ‘otherness’.

What was done?

Each of the fifteen authors uses a distinctive methodology based on their own professional experience as teachers, researchers, practitioners, policy makers or consultants.

Main findings and outputs

Each chapter, written by a different author, offers a manifesto for change. The postscript, written by a serving teacher of RE, argues passionately for change based on clarity of purpose.

Relevance to RE

Trainee and serving teachers will find the book a stimulating, provocative and hope-inspiring daily companion to their practice.

Generalisability and potential limitations

There is no programmatic set of findings or recommendations.

Find out more

Castelli, M. And Chater, M (2017) ed. We Need to Talk about Religious Education: Manifestos for the Future of RE.London: Jessica Kingsley Publishing.