Implementing Values through Community

Action Research

Dr Josephine Bleach 01-06-2011

Early Learning Initiative

Provides learning support programmes, which enables positive educational change in the local community

Works collaboratively with local educators to improve teaching and learning

Uses community action research

Vision

Each child in the Docklands will

achieve their full intellectual, emotional and physical potential;

progress smoothly and happily through their early years and schooling,

supported by responsive, sensitive and secure relationships with the significant adults in their lives;

and

go on to further and higher education and become active, responsible citizens.

Values

Community development - Bottom up rather than top down

Acknowledge, respect and utilise the expertise and experience of others

Support learning journeys

Work in partnership with others

Inclusive

Based on good practice, both nationally and internationally

Early Years

Parent Education: Toddler Groups, Parenting Courses, Information Sessions (149 people)

Continuous Professional Development: Improve the quality of teaching and learning; implement Síolta and Aistear (513 people)

Parent Child Home Programme: Develop children’s language, literacy and numeracy skills and prepare them to enter school ready to succeed (60 families)

Stretch to Learn

Primary: Literacy, numeracy and educational guidance programmes, Awards, NCI Challenges (1,239 people)

Secondary: Tuition Support, Awards, Discover University (216 people)

Third Level: Support for Third level Students, Campus Connect (14 people)

Community Action Research

Create a learning community that works together to ‘nurture and sustain a knowledge-creating system’, based on valuing equally each other and the following three interacting domains of activity:

Research: a discipline approach to discovery and understanding, with a commitment to share what is learned.

Capacity-building: enhancing people’s awareness and capabilities, individually and collectively, to produce results they truly care about.

Practice: people working together to achieve practical outcomes.

(Senge and Scharmer 2001, 240)

Evaluation

Review

Priorities & Long-term/Strategic

Plans

ActionPlans

Doing -Implementation

of Plans

Action Research Process

Evaluation

Participant Observation - observation forms, end-of-month reports

Feedback –visits, meetings, training days, events

Evaluation Forms – end of every programme/training session

End of Year Reviews - June

Evaluation

Action Research aims to change three things:

Practices or ‘doings’

Understanding of practice or ‘sayings’

Conditions of practice or ‘relatings’

(Kemmis 2009)

Findings

Over 2,000 people take part in various programmes and events each year

95% (N=567) who filled out evaluation forms found the programmes useful to their practice– Learning (N= 333)– Social benefit (N= 240)

‘Brings the family and all the education sections together, bonding links in the community’

‘Fosters a learning environment where school and home learning comes together’

Findings

Practice (Doings)Assessment and planning for learningEducational interactions with childrenLearning environmentNational policy (Síolta and Aistear)People working together and learning from each other

Understanding of Practice (Sayings)Core values – literacy and numeracyExcitement about learning and booksSkills and knowledge required for educational successEducational aspirations

Conditions of Practice (Relatings)Partnership approach – listen, learn and actRelationships improvedProblem-solving skills

Community Action Research

Shared statement of purpose and a set of guiding principles

Collaborative projects that focus on key change issues

Infrastructures that support community building

(Senge and Scharmer 2001, 242)

Discussion

Common Purpose– First task – defined project– Reflection, discussion and best practice elsewhere– Change thinking and practice– Develop skills of enquiry

Collaborative Projects– Linked to common purpose– Excitement about education and learning– Build practical know-how

Infrastructure– Annual Plan– On-going reflection, discussion, sharing and acting– Leadership– Role boundaries

Conclusion

Evaluation– ‘Independent scientific’ (Bamber et al 2010)– Action research

Continuous Programme Development– Meeting learning needs & system complexities– Implemented– Evaluation and monitoring structures

Community Building– Sharing and creating knowledge– Working together

Collective Vision– Benchmark– Direction and meaning– Sense of commonality

Conclusion

Changed thinking

Enhanced capabilities and skills

Improved practice

Increased educational capital

Developed a sense of ownership and responsibility

Last Word!!

Watching my child reading and exploring colours, shapes, looking so happy, wants us to read more to him. I never had that as a child. I have actually learnt myself from the books. I enjoy it too. Hope to get involved with the college when he goes to primary school (Dad)

We are listened to by the ELI. They follow up on suggestions and see them through. Our needs are addressed and ELI keeps in contact with us. (Primary School Principal)

You tell them (ELI) about a project you want to do and they row in behind you (Stakeholder)

Clearer understanding of the process. The importance of staff reflection and more aware of when to give the child support and how to facilitate the child’s needs (ECCE Manager)