The word “research” is often associated with high-level investigative processes involving the construction of samples according to well-established principles, the systematic collection of data, and analysis of the gathered material through the application of rigorous statistical tests.
This is, however, only a partial picture of what research embraces and several tasks in the later phases of a project are equally important – for example, the dissemination of study findings in ways that will inform practice, both within the organisation where the work has been carried out and beyond, and personal reflection on what has been done.
The challenges of providing the most effective means of delivering the first part of the former, especially, have exercised our minds at Whitley Bay High School. This article is devoted to a strategy that has been implemented at the school and which may be successfully adopted in other places.
Organisational background and research foci
In 2022, Whitley Bay High established a Teaching and Education Research Group. It meets half-termly and affords support for any staff wishing to undertake their own research in the classroom, as well as raising members’ awareness of the outcomes and implications of recent work elsewhere.
Projects during the 2022/23 academic year were led by members of the group who were specialists in business studies, English, geography, psychology, and science. Particular emphasis was given to generic themes, including assessment, literacy and information skills, which are relevant across the curriculum.
During the course of the year attention turned to how the findings of the work should be disseminated, not so much within the group itself but among the wider staff.
It was decided that a “research fair” approach should be tried and by December 2022, the nature of the means of dissemination, if not the exact details and date of it, had been determined and made known to group members. The research fair itself eventually took place in June 2023.
The chosen method
We adopted a modified version of the research fair design commonly seen in universities, and used by lecturers, contract researchers and PhD students to promote their work – both in-house and at external conferences.
To ensure flexibility and give potential presenters an option that they felt suited them, two modes of dissemination were suggested.
The first is the market stall, manned by staff who have conducted a significant project during the year and who have produced a poster offering an overview of their study and a little detail on important aspects of it, such as the teaching/learning problem being addressed, the techniques employed, and the main results.
The alternative option is the discussion table. Here attendees join the presenter to talk on a matter about which the latter has acquired a degree of expert knowledge, probably through either practical teaching or reading.
While the conversation would most likely begin with coverage of why the subject was of interest to the individual and how it was relevant to their practice, it could ultimately become somewhat discursive.
Alternatively, the exchange may be highly focused throughout, perhaps concentrating on a specific article of significance seen in a professional periodical or on a website.
Discussion tables can also appeal to staff whose research projects are as yet insufficiently advanced to support full posters. It was recognised that practitioners whose studies are in an embryonic state may feel happiest simply discussing casually what they were doing or relaying what they have learnt from reading around their area.
It was hoped that by providing a choice of two options for prospective presenters the organisers could avoid the obvious problem that insufficient members of staff would come forward for a more traditional research fair-type event in which only the market stall approach may be available.
Certainly, if the individual has no prior experience of the task, designing a poster can be time-consuming and intimidating, and any expectation to produce one may form a barrier to participation.
To counter such reluctance, we offered some training in advance to inform members of the Teaching and Education Research Group as to what a research poster typically includes and how it is presented/organised.
Practical arrangements
As mentioned, the inaugural Whitley Bay High School research fair took place in June 2023, during a school lunch hour when, it was hoped, most interested staff would be able to come.
The fair had been publicised via whole-school emails and announcements at internal, face-to-face CPD events.
The atmosphere was informal, with all attendees offered tea/coffee and biscuits and invited to talk to any of the presenters whose work appealed to them.
Once in conversation, they could quiz the individual on aspects that were relevant to them. In addition to imparting information about the work itself, there was the opportunity for feedback, and interpersonal interaction afforded the chance for attendees to test their own ideas for possible future research against the thoughts of people who had actually conducted a recent project.
Regimentation of the kind that results from seated, PowerPoint presentations delivered to a group was studiously avoided. The organisers sought to render the emphasis attendee-centred, rather than presenter-oriented.
Careful consideration was given to the timing of the event, too. It was felt that it should take place near the end of the school year, but it was acknowledged that even then some staff who had begun their projects the previous September may not yet be ready to share their findings. This would clearly be the case where a study meant taking a longitudinal perspective over two years in terms of a class of learners doing a course such as GCSE or A level.
Secondary benefits
The foremost purpose of the research fair lay in providing a means by which staff could disseminate the results of their investigations to colleagues. Nevertheless, other advantages quickly became apparent.
Several presenters commented that the act of articulating their ideas to others promoted reflection on their part. They benefited, too, from direct feedback in the form of suggestions and comments made by others.
Several attendees remarked that the event had fired them with enthusiasm for doing their own research, especially in giving them ideas for potential topics and the methods that might be applied.
The possibility arises that a research fair such as that outlined here may create a snowballing effect whereby momentum for research gathers within a school. Only subsequently, though, will it become apparent whether the enthusiasm of attendees evident at a research fair is translated into actual projects by staff.
Final thoughts
This article has highlighted an approach that organisations elsewhere may wish to adopt as a template for disseminating the results and implications of research by staff, within the context of a more general strategy to develop a research-engaged school.
Like most activities associated with research, it demands considerable commitment in time and energy from those involved, as well as some organisational skill on the part of those arranging the event.
Still, the benefits with respect to informing staff, creating a “buzz” around research, and stimulating reflection within the practitioner-researcher can undoubtedly be substantial.
- Dr Andrew K Shenton worked as a teacher, school librarian and EPQ supervisor in various schools, including Whitley Bay High School, for more than 30 years. He is now retired. To read his previous articles for SecEd go to www.sec-ed.co.uk/authors/dr-andrew-k-shenton. You can email him at ashenton1@outlook.com
- Gareth J Ellis is research and development officer at Whitley Bay High School. To read his previous articles for SecEd, go to www.sec-ed.co.uk/authors/gareth-j-ellis