Creative Teaching & Learning

The evaluation challenge

The world is a wealth of accessible information, but there are many pitfalls to be avoided. Here Andrew Shenton and Alison Pickard present the case for meta-evaluation as a means of empowering students to select or reject information.

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      string(344) "... been determined, learners may begiven the freedom to decide for themselves the tests they will use in their particularsituation. In short, the process of source evaluation demands an adaptable mindsetwhich is sensitive to a range of variables.Andrew K. Shenton and Alison J. PickardReferences1. Ahituv, N. and Neumann, S. (1990 ..."
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      string(3039) "the specific situation with which they are involved. Some of thefactors that have been put forward by educators may be seen to be inappropriate.Conversely, youngsters should be encouraged to add their own criteria if they cometo the conclusion that they will be of value in dealing with the matter at hand. Finally,once the individual factors for application have been determined, learners may begiven the freedom to decide for themselves the tests they will use in their particularsituation. In short, the process of source evaluation demands an adaptable mindsetwhich is sensitive to a range of variables.Andrew K. Shenton and Alison J. PickardReferences1. Ahituv, N. and Neumann, S. (1990) Principles of Information Systems for Management, 3rd ed. Dubuque, IA: W.C. Brown.2. Case, D.O. (2007) Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior, 2nd ed.London: Academic Press.3. Eisenberg, M.B. and Brown, M.K. (1992) Current themes regarding library and information skills instruction: researchsupporting and research lacking. School Library Media Quarterly, 20(2), 103-109.4. Harris, F.J. (2008) Challenges to teaching credibility assessment in contemporary schooling. In: Metzger, M.J. and Flanagin,A.J. (eds) Digital Media, Youth, and Credibility. Cambridge, MA: MIT Press, 155-180.5. Herring, J.E. (2011) Improving Students’ Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians.London: Facet.6. Kuhlthau, C.C. (2004) Seeking Meaning: A Process Approach to Library and Information Services, 2nd ed. Westport, CT:Libraries Unlimited.7. Limberg, L., Alexandersson, M., Lantz-Andersson, A. and Folkesson, L. (2008) What matters? Shaping meaningful learningthrough teaching information literacy. Libri, 58(2), 82-91.8. Limberg, L. and Sundin, L. (2006) Teaching information seeking: relating information literacy education to theories ofinformation behaviour. Information Research, 12(1). URL: http://informationr.net/ir/12-1/paper280.html (accessed: 29February 2012).9. Marland, M. (ed) (1981) Information Skills in the Secondary Curriculum. London: Methuen.10. Pickard, A., Gannon-Leary, P. and Coventry, L. (2010) Users’ Trust in Information Resources in the Web Environment: AStatus Report. Joint Information Systems Committee. URL: http://ie-repository.jisc.ac.uk/470/2/JISC_User_Trust_final_report.pdf (accessed: 29 February 2012).Knowledge Trails1) Using the Internet forStudent research inschools – Dr AndrewShenton explore the dosand don’ts of using theInternet for research insecondary schools.http://library.teachingtimes.com/articles ctlp6971elearningusingtheinternettoresearchinsecondary.htm2) Promoting inferentialinformation behaviour– Rather than acquiringa set of skills, inferentialinformation behaviourinvolves forming a mindsetinvolving problem solvingand lateral thinking. Dr.Andrew K. Shentonlooks at ways to developinferential strategies.http://library.teachingtimes.com/articles/ctlp1417promotinginferentialinformtionbehaviour.htm"
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Special Needs

The evaluation challenge

16 Apr 2018

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      string(301) "Do we trust the Web and the information it presents? The answer depends on enabling students to learn more about their particular predispositions in relation to their tendency to trust material they find on the World Wide Web. In an era when the importance of evaluating information has never been ..."
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      string(305) "... URL: http://ie-repository.jisc.ac.uk/470/2/JISC_User_Trust_final_report.pdf2. Ibid.3. Shenton, Andrew K. and Pickard, Alison J. The evaluation challenge. Creative Teaching and Learning 3(2),2012, pp. 22-28.4. Costa, Arthur L. and Kallick, Bena. Describing 16 Habits of Mind. 2009 ..."
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      string(602) "Do we trust the Web and the information it presents? The answer depends on enabling students to learn more about their particular predispositions in relation to their tendency to trust material they find on the World Wide Web. In an era when the importance of evaluating information has never been greater, such self-awareness can form a useful starting point before the teacher seeks to instruct the youngsters in more specific matters with regard to the assessment of material. Here, Dr. Andrew K. Shenton and Dr. Alison J. Pickard discuss a questionnaire tool designed to teach information literacy."
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      string(3995) "what is true and what is false.6 If weaccept this argument, we may believe that a much lower trust disposition score is preferable.As well as seeing where they are placed on the overall 18-90 scale relative to their classmates,students should be encouraged to explore the way each of the assumptions listed abovepertains to their own behaviour and ask themselves whether they need to consider revisingtheir ideas and what they do in the light of the underlying principle, where this is possible.The potential that the questionnaire offers in providing a means of enabling students torecognise their own particular characteristics, attitudes and inclinations that may impinge ontheir evaluation of information with a view to questioning them was exploited by one of theauthors in November 2013, when he invited a group of 17- and 18-year-olds to completecopies of it within a session broadly concerned with assessing material available on the Web.The lesson was one in a programme devoted to good academic practice and had beenarranged for Sixth Formers working towards the Extended Project Qualification. The trust dispositionfigures they registered after each of them had completed a questionnaire were 35, 47 and 52respectively. Since only three learners were involved, the group was clearly very small and, asthey were all able young people who were also studying for A Levels and entertained realisticaspirations to attend university, it should not be assumed by readers that they are representative ofeither the wider body of Year 13s in the school or teenagers as a whole. It is difficult, then, to drawanything more than the most tentative of conclusions from their trust disposition scores but the factthat none of them lies in the upper echelons of the 18-90 scale is encouraging.References1. Pickard, Alison J., Gannon-Leary, Pat and Coventry, Lynne. Users’ Trust in Information Resources in the WebEnvironment: A Status Report. 2010. URL: http://ie-repository.jisc.ac.uk/470/2/JISC_User_Trust_final_report.pdf2. Ibid.3. Shenton, Andrew K. and Pickard, Alison J. The evaluation challenge. Creative Teaching and Learning 3(2),2012, pp. 22-28.4. Costa, Arthur L. and Kallick, Bena. Describing 16 Habits of Mind. 2009. URL: http://www.instituteforhabitsofmind.com/resources/pdf/16HOM.pdf5. Rieh, Soo Young. Cognitive authority. In: Fisher, Karen E., Erdelez, Sanda and McKechnie, Lynne (eds)Theories of Information Behavior. Medford, Information Today, 2006, pp. 83-87.6. All in the Mind, BBC Radio 4. 4th December 2012.7. Pickard, Alison J., Gannon-Leary, Pat and Coventry, Lynne. Op. cit.Teachers looking to infer from the scores recorded by their own students how far theyare generally inclined to accept unquestioningly the information they find on the web shouldappreciate that the trust issue is multi-faceted and, as Pickard, Gannon-Leary and Coventrydemonstrate in their JISC research, can be fully understood only if other influences areconsidered as well. In their overall model, they also highlight the importance of internal cuesrelating to the material itself and external factors associated with the source.7Thus, whilst an analysis of the cognitive state of the individual gives us some insight into theperson’s tendency to trust information found via the Internet, neither the teacher nor the studentshould believe that the data elicited by the questionnaire presented in this article offer a trulycomprehensive picture of the situation.Dr. Andrew K. Shenton is a Curriculum and Resource Support Officer atMonkseaton High School and a freelance researcher and writer. Dr. AlisonJ. Pickard is Director of Quality and Student Experience in the Faculty ofEngineering and Environment, Northumbria University.http://www.teachingtimes.comButton 10: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Button 11: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Button 13: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7:"
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Digital Learning

Understanding the trusting self

28 Feb 2014

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      string(5457) "(2011) Leading a self-improving school system, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012a) A self-improving school system in international context, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012b) A self-improving school system: towards maturity, Nottingham: National College for School Leadership. ■ Higham, R. Hopkins, D. and Matthews, P. (2009) System leadership in practice, Bucks: Open University Press. ■ Hill, R. (2008) Chain reactions, Nottingham: National College for School Leadership. ■ Hill, R., (2015) ‘The rise and rise of Multi-Academy Trusts’, blog http://roberthilleducationblog.com/ posted on 31.8.15 accessed 18.1.16 ■ Hill, R. Dunford, J. Parish, N. Rea, S. and Sandals, L. (2012) The growth of academy chains: implications for leaders and leadership, Nottingham: National College for School Leadership. ■ House of Commons Education Committee (2013) School Partnerships and Cooperation: Fourth Report of Session 2013–14, Volume I. ■ House of Commons Education Committee (2013) School Partnerships and Cooperation: Fourth Report of Session 2013–14, Volume I. ■ House of Commons Education Committee (2017) Multi-Academy Trusts: Seventh Report of Session 2016–17. Report, together with Formal Minutes Relating to the Report. [online]. London: TSO. ■ Hutchings, M. Greenwood, C. Hollingworth, S., Mansaray, A. Rose, A. with Minty, S. Glass, K. (2012) Evaluation of the City Challenge Programme, London Metropolitan University/Coffey International Development for the Department for Education (Ref: RR215). ■ Hutchings, M. & Francis, B. (2017) Chain Effects 2017: The impact of academy chains on low income students. London: Sutton Trust. ■ Institute for Government (2012) The development of quasi-markets in secondary education. London. Jensen B, Downing P, and Clark A, (2017) Preparing to Lead: Lessons in Principal Development from High-Performing Education Systems. Washington, DC: National Center on Education and the Economy. ■ Kamp, A. (2013) Rethinking Learning Networks: Collaborative Possibilities for a Deleuzian Century, Peter Lang Publishers. ■ Kee and Wespeiser (2017) Academies and maintained schools: what do we know? Slough: NfER. Available at: https://www.nfer.ac.uk/publications/FFEE06/ [Accessed 10 September 2017]. ■ Lubienski, C. (2009) Do Quasi-markets Foster Innovation in Education? A Comparative Perspective, OECD Education Working Papers, No. 25, Paris: OECD Publishing.  ■ Matthews, P. and Berwick, G. (2013) Teaching schools: first among equals?, Nottingham: National College for Teaching and Leadership. ■ Matthews P, and Headon M, (2015) Multiple Gains: an independent evaluation of Challenge Partners’ peer reviews of schools. London: IOE Press. ■ Mathews, P. and Hill, R. (2008) School leading schools: the power and potential of National Leaders of Education, Nottingham: National College for School Leadership. ■ Mathews, P. and Hill, R. (2010) Schools leading schools ii: the growing impact of National Leaders of Education, Nottingham: National College for School Leadership. ■ Muijs, D. (2015) Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector, Oxford Review of Education, 41:5, 563-586. ■ OECD (2011) PISA In Focus 2011/9 (October).OECD (2015) Education Policy Outlook 2015: Making Reforms Happen, Paris: OECD. ■ Ofsted (2010) Evaluation of London Challenge, Ref: 100192.Popp J, Milward B, MacKean G, Casebeer A, Lindstrom R, (2014) Inter-Organizational Networks: A Review of the Literature to Inform Practice, IBM Centre for The Business of Government ■ Provan, K., Kenis, P. (2011) Modes of Network Governance: Structure, Management, and Effectiveness.  Journal of Public Administration Research and Theory 18 (2): 229-252. ■ Rea, S. Hill, R. and Sandals, L. (2011) System leadership: does school-to-school support close the gap?, Nottingham: National College for School Leadership. ■ Rea, S. Hill, R. Dunford, J. (2013) Closing the gap: how system leaders and schools can work together, London: National College for Teaching and Leadership/Department for Education.  Robinson, S. (2012) School and System Leadership: Changing Roles for Primary Headteachers.  Bloomsbury: London. ■ Rudd, P. Poet, H. Featherstone, G. (2011) Evaluation of City Challenge Leadership Strategies: London Area Report, Slough: NFER. ■ Sandals, L. and Bryant, B. (2014) The evolving education system in England: a ‘temperature check’, London: Department for Education Research report. ■ Supovitz, J. (2014). Building a Lattice for School Leadership: The Top to Bottom Rethinking of Leadership Development in England. Research Report (#RR-83). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania ■ Vangen S, and Huxham C, (2006) Achieving collaborative advantage: understanding the challenge and making it happen, Strategic Direction, Vol. 22 Issue: 2, pp.3-5. ■ Wheatley, M. and Frieze, D. (2010) Leadership in the Age of Complexity: From Hero to Host.  Resurgence Magazine, Winter 2011. ■ Wilkins, A. (2017) Rescaling the local: multi-academy trusts, private monopoly and statecraft in England, Journal of Educational Administration and History, 49 (2), 171-185."
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Executive Leadership

System leadership and collaboration – a new skillset for leaders?

18 Apr 2018

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      string(367) "able to provide robust evidence of their evaluation and challenge about the effectiveness ofmulti-agency working to tackle neglect. ■ Those local authorities providing the strongest evidence of the most comprehensive action totackle neglect were more likely to have a neglect strategy and/or a systematic improvementprogramme across policy and ..."
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      string(478) "More must be done to identify and respond effectively to neglect at the earliest stages so that the most vulnerable children in our society do not remain too long in families where they come to harm, according to this new report from Ofsted. Whilst in some areas professionals are working well together to protect and support children who experience neglect, the report finds that overall the quality of professional practice is too variable.
Leadership Briefing Issue 8.09 (93)"
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      string(4717) "able to provide robust evidence of their evaluation and challenge about the effectiveness ofmulti-agency working to tackle neglect. ■ Those local authorities providing the strongest evidence of the most comprehensive action totackle neglect were more likely to have a neglect strategy and/or a systematic improvementprogramme across policy and practice, involving the development of specific approaches toneglect. ■ The challenge for local authorities and their partners is to ensure that best practice in cases ofneglect is shared in order to drive improvement.RecommendationsThe government should: ■ review the social work reform programme and ensure that training, both before and afterqualification, includes mandatory material on neglect, focusing on its identification andassessment, as well as comprehensive training on child development, attachment theory andchild observation ■ require (through revised regulations) that all LSCBs develop a multi-agency strategy to increasetheir local understanding of the prevalence of neglect and to improve the identification of, andresponses to neglect.LSCBs should: ■ have access to and regularly examine data and quality assurance information to enable them to Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.monitor the quality of practice in relation to neglect across early help, child in need and childprotection interventions ■ ensure that all agencies, including adult mental health services; drug and alcohol services;police and social work services working with families where there is domestic abuse; andservices for adults with learning difficulties, work effectively together to assess and agreeplans for children who experience neglect ■ ensure that practitioners and their managers have access to high-quality specialist training onthe recognition and management of parental non- compliance and disguised compliance ■ ensure that the training provided for front-line practitioners and managers enables access tocontemporary research and best practice in working with neglect ■ ensure that all staff are aware of their duty to escalate concerns when they considerthat a child is not appropriately protected and/or is suffering from neglect, and that allagencies have appropriate escalation policies and procedures, including a procedure forchallenging the decisions of children’s social care services where cases are not accepted forassessment or child protection investigation.Local authorities should: ■ ensure that there is robust management oversight of neglect cases, so that drift and delayare identified and there is intervention to protect children where the risk of harm or actualharm, remains or intensifies. ■ prioritise the training and development of front-line practitioners, focusing on the skillsneeded to engage in direct work with families and the development of good assessmentsthat describe what life at home is like for children. ■ support social workers and managers in the use of models and methods of assessment thatenable them to effectively describe and analyse all risk factors in cases of neglect and thentake decisive action where this is required ■ prioritise the development and use of plans to support and protect children suffering fromneglect, ensure that those plans set out clearly, with timescales, what needs to change andthe consequences of no or limited change; plans should be subject to routine managementoversight given the complexity of work with neglected children. ■ ensure that social workers have specialist training and supervision to enable them to exerciseprofessional authority and challenge parents who fail to engage with services, particularlywhen their children are subject to child protection plans; this process should be subject torobust, regular management oversight and practice audit ■ ensure that there is clarity about the threshold for care proceedings to be initiated in casesof neglect, and that the threshold is understood, consistently applied and monitored by localauthority social care staff, senior managers and their legal advisers ■ oversee the written evidence presented to courts so that it is clear, concise and explicitlydescribes the cumulative impact of neglect on the daily life of the child.WEB LINKIn The Child’s Time: Professional Responses To Neglecthttp://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/i/In%20the%20child%27s%20time%20-%20professional%20responses%20to%20neglect.pdf"
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Leadership

In The Child's Time: Professional Responses To Neglect

27 Mar 2014

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