Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 2011

HTEN/BERA SIG, July 2013

Directions in history education research

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Which direction?

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

What is history education research for?

Who is history education research for?

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Three narratives of research

Research for description

Research for explanation

Research for improvement

What is happening here? How can it best be described and understood?

What explains the outcomes here?

How does process relate to product?

How can we improve what is

happening? What drives change most

effectively?

Researchers Policymakers Practitioners

Thick description; deeper

understanding

Changed policy; improved outcomes

Changes in practice;

improved teaching

Focus

Audience

Outcomes

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Three quite different worlds

the world of research

the world of practice

the world of policy

driven by different incentives, habits, cultures

Linking them depends on deliberate effort that takes into account their differences

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 20117

How does this influence the direction?

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 20118

The ‘knowledge turn’ in curriculum and instruction

The lesson is a simple one ...[what] matters ] [is that ] a child gradually gains a critical mass of enabling knowledge over thirteen years of schooling. ... The best-intentioned reform efforts will not succeed—cannot succeed—without a commitment to ensuring that all children receive such enabling knowledge from the first days of school.

(E D Hirsch, 2011)

The children, grouped on the basis of ability, are seated in a semi-circle with one or two rows, without desks facing the teacher. The teacher has a projector, to present stimuli to the learners. The teacher periodically refers to a script that contains carefully sequenced instruction. Having prepared lessons frees the teacher to focus on motivational and extra-instructional features of the learning environment.

(Engelmann 1992)

The pace is very fast. In the early stages of a lesson the learners respond as a group in unison at the signal of the teacher. Periodically the teacher will ask individual students to respond, especially if the teacher suspects that the learner is having a problem. Overall, the learners have a rate of 10 to 14 responses per minute

(Engelmann 1992)

Core Knowledge Direct Instruction

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 20119

How does this influence the direction?

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 201110

The ‘quantitative turn’ in educational research

"It is teachers who, in the end, will change the world of the school by understanding it“

Lawrence Stenhouse, 1976

“Without data, you are just another person with an opinion”

Andreas Schleicher, 2010

“Randomised trials are our best way to find out if something works”

Ben Goldacre, 2012

Action Research RCTsSystem Analysis

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 201111

How does this influence the direction?

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Why knowing where you are matters

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

VFM

Pedagogy

Why knowing where you are going matters

CURRICULUM

Achievement A1

Vygotsky B78

Piaget B999

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 201114

Purpose

Outcomes

Audience

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

London, 2011

HTEN/BERA SIG, July 2013

Directions in history education research

Professor Chris Husbands, Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu