These are not graphs but provide an impression of the relationships between points
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These are not graphs but provide an impression of the relationships between points. Boredom. “Boredom” only occurs in research-intensive or mixed research-and-teaching. Stories towards boredom are not new to world or new to department (5 of them) – they are new to discipline

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These are not graphs but provide an impression of the relationships between points

These are not graphs but provide an impression of the relationships between points


These are not graphs but provide an impression of the relationships between points

Boredom

“Boredom” only occurs in research-intensive or mixed research-and-teaching

Stories towards boredom are not new to world or new to department (5 of them) – they are new to discipline

Stories were more concerned with failure than stress (and more of them were concerned with failure than with stress). The closest to boredom was 90 and the closest to failure was 92, while closest to stress was 69

Failure

Excessive stress

What long-term outcome of change do teachers in this story fear most?


These are not graphs but provide an impression of the relationships between points

The change in this story ...

Effects of change by time at institution and teaching experience. In both cases the longer time, the more it spreads out from individual practice towards other colleagues and then programmatic change. May be that as you mature you are involved in programmatic activities, or that you are prepared to claim programmatic influence

Effect of who should listen: all on no-one are individual practice and majority of discipline should listen are individual practice.

Affects other modules(other colleagues)

Relates to individual practice

Involves programmatic change (QA)


These are not graphs but provide an impression of the relationships between points

The change in this story relates most to

As you move towards “student achievement” you get only teaching-intensive institutions

And mid-career “teaching longer than 10 years” – but not “teaching longer than 20 years” where effect disappears

Student motivation

All female in outliers (5 of them) towards student achievement tendency for greater than 10 years at institution. All 5 about scaffolding supporting students

No stories emphasise student motivation (when looking at the new triangle)

Student achievement

Student experience


These are not graphs but provide an impression of the relationships between points

How do teachers react to the change this story describes?

Four stories closest to the distrustful zone are teaching-intensive or mixed, over 40 in age, and should be listended to by world, and institution. Two feel informed, one glad and one angry

In adaptive corner 3 over 20 years experience, one that’s over 10 years

Adaptive, evolve with it

Distrustful, limit it

Addictive, accelerate it


These are not graphs but provide an impression of the relationships between points

The change in this story is

New to my discipline (but used in other subject areas)

  • Make sure to slice this by:

  • - Institution-type

  • - Teaching experience

  • Discipline

  • The observation here is that those that claim material is “totally new” are frequently wrong (pace when the change occurred – which we didn’t ask) but those who say “new to my department” are often more innovative.

  • Is this because the more experience you have, the more you know you don’t know? Or perhaps teachers in a teaching-intensive environment may be expected to know more?

Totally new, never been tried before

New to my department (but used in other institutions)


These are not graphs but provide an impression of the relationships between points

The change in this story is

New to my discipline (but used in other subject areas)

  • When sliced by age – and/or length of career

  • The older, the more likely to call what they are doing as “totally new”

  • Possibly never been exposed to Staff Development/PGCHE

Totally new, never been tried before

New to my department (but used in other institutions)


These are not graphs but provide an impression of the relationships between points

The change in this story happens because of

Institutional (and/or departmental) culture

“Individual agency” mostly “research intensive”

Stories who should be listened to by my department or no-one special are towards individual agency

Individual agency

External drivers (e.g. technology, policy)


These are not graphs but provide an impression of the relationships between points

The change this story describes had a short term effect

The change this story describes was persistent and long lasting


These are not graphs but provide an impression of the relationships between points

The change this story describes is small-scale

The change this story describes is large-scale


These are not graphs but provide an impression of the relationships between points

The change this story describes is limited to individual practice

The change this story describes involved programmatic change (QA)


These are not graphs but provide an impression of the relationships between points

The change this story describes is the sort of tweaking I do a lot

The change this story describes was a one-off activity


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Change in this story is part of a continuous and healthy process

Change in this story is a troublesome and dangerous activity

When this is filtered by “institution-type” ALL “troublesome” instances – in fact, pretty much everything below the 75th percentile occurs in teaching-intensive institutions

And all are middle-career (in 40-49 age bracket)


These are not graphs but provide an impression of the relationships between points

Change in this story is as a result of individual teachers’ actions

Change in this story is as a result of strategic and management activity

Note similarity of distribution to “troublesome & dangerous” (unsafe because when you look at the stories, only one of them at the management-imposed end is about what we would call management-imposed change)

If examine outliers to right only one is about management imposed change so inference above may not be valid – look at interpretation


These are not graphs but provide an impression of the relationships between points

The changes described in this story arises from instinct/intuition

The change described in this story is evidence-based

More likely to say “the world” or “my discipline” should pay attention to this story if they claim it was “evidence based”.

“evidence-based” claim is more likely to be linked with individual being affected rather than module or programme – maybe something to do with perception as to what evidence-based is.


Background of our sample and random

Background of our sample and random

  • 34 stories should be listened to by world, 32 by discipline, 16 by institution, 6 by department, 11 no-one special, so 66 should be listened to by a much wider audience.

  • 44 enthused, 40 glad, 8 informed, 1 angry, 2 sad, 2 indifferent

  • None of the stories that report feeling informed are from research-intensive institutions

  • How long remember story: 60 forever, 32 for years, 1 for a week or two and 1 is trivial, 5 it will fade, so majority are significant, memorable stories

  • Research-intensive (28), Teaching-intensive (36), Mixed teaching and research (31) Community college or FE (4) Other (1)

  • Less than a year (0) 1 to 5 years (11) More than 5 years (7) More than 10 years (33) More than 20 years (49) so the majority of stories (82) represent people with more than 10 years experience

  • Age: 20 to 29 years (2) 30 to 39 years (16) 40 to 49 years (36) 50 to 59 years (27) 60 and above (17) I'd rather not say (2) so majority over 40, most in age group 40-49.

  • In same institution: Less than a year (2) 1 to 5 years (19) More than 5 years (30)  More than 10 years (33) More than 20 years (16)

  • Age 54 male, 44 female, 2 rather not say

  • Hardly anyone thinks that change is dangerous


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