eclresearch
Research is central to the development of the ecl. Using action research methodologies, our projects bring together inquiry and innovation in ways that help practitioners break new ground in teaching, parenting and leading.
Over six years we have developed new insights and created new tools through commissioned and informal projects in schools and with families. Our research continues with sponsorship from the UK government, local authorities, commercial companies, as well as through the efforts of a growing number of fellow questors.
Fresh insight
Read contributions from live research projects using the links below:
Case studies/short papers
- Place, hierarchy and respect - a reflective account by John Norris
- Balancing Act - an article in The Guardian by Anne Montague (2006). © Guardian News and Media Limited 2006
- Experience of Dissolving Barriers to Learning - a reflective account by Jacqui Hindley
- EBD: Special Schools - The systemic approach. Watch a 14-minute film about ecl in Beormund Primary School, UK on the Teachers TV website. Selected clips in our ecl homepage video are courtesy of Teachers TV
Peer mentoring
We are working with a staff group in a UK secondary school to develop a peer mentoring model base on systemic working. The school had a Year 10 to Year 7 peer mentoring initiative running for 10 years which had a focus on 'tips for learning'. This year a new project team has redesigned the scheme so it includes a much stronger awareness of the young person as part of a family system.
The simple four-part peer mentoring process, complete with a tool to audit and map the young person's issues, enables older children to help and support younger ones. This model will be used by all next year's Year 10 to mentor Year 7 through the academic year. Year 10 mentors will be able to give support to each other through the PSHE programme and deliver aspects of the Personal Social and Health Education programme to Year 7.
In time and with increased time for form tutor periods as well as vertical tutoring this approach to peer mentoring would run across all years and be equally applicable to staff mentoring.
Terry Ingham
nowherefoundation
Develop profound insight into family and school issues
As part of the Innovation Unit's 07-08 Next Practice Field Trial, staff at Ralph Allen school experimented with a forum for teachers, support staff and parents to work together on issues where there was a high risk of failure at school in learning or attending. Using constellating methodologies the intricate relationships surrounding a child who was experiencing difficulties at school were explored in a safe and blame free environment.
The information we gleaned was quite remarkable. In each case the insights were different, not surprisingly because after all, the child, the teachers, the parents and of course the issue - was different. We realised, however, over and over again that much of our well intentioned effort wasn't being targeted at the heart of an issue.
I chair the Area Placement Panel for Bath and North East Somerset Authority where support services are allocated and commissioned on behalf of schools to reintegrate young people into full time learning with positive outcomes. This has run for 18 months with great buy in and is evidence of good partnership at work.
Next year we would like to continue work with the nowherefoundation so that all schools in Bath, primary and secondary could have access to these Dissolving Barriers to Learning workshops where families can attend to re-engage students in learning, improve attendance and reduce the risk of exclusion. We have seen success on a small scale so far and if this work were resourced as part of the Area Placement Panel it could be widely available as a resource to re-engage disaffected young people and find profound insights into family and school issues.
Libby Lee, Headteacher
Ralph Allen School, Bath