This page contains a wide range of resources to support your work as a practitioner/researcher, including articles, book chapters, activities for Face to Face sessions, video links, planning documents…


For Oak House School most of your work will be covered under normal working practice. In this sense you do not need consent from participants.
It would be quite reasonable to ask for information about learning from children, students, parents and other staff – short questionnaires, interviews, observations, trying out new teaching tools and techniques…

HOWEVER – ethically you should consider when it is just plain good manners and best research practice to

  • inform your participants that you are conducting research,
  • what it is you are actually doing,
  • and ask for their permission to gather and use data from them,
    as appropriate.

It is also good practice to

  • trial your collection methods before you launch them;
  • check for accuracy after you have interviewed someone and want to use what they said;
  • and invite participants at the end to share in your findings – again ‘as appropriate’

The basic principle is ’cause no harm’ (see the BERA guidelines on conducting research for a full understanding of research ethics)


For a comprehensive overview of research go to:

For classroom practitioner research Gerald Pine provides really practical guidance:

Conducting Teacher Action Research, G Pine, Sage Publications (downloaded from the web, 14/06/17)
Re-loaded as pdf

ConductingTeacher Action Research


ARTICLE 1 Journal article – An approach to research from one of our colleagues in a secondary school in Iceland. The Change Room Hjordis Article

ARTICLE 2 elegant tasks art action research Journal article – from a primary school teacher conducting an action research classroom project in Singapore

ARTICLE 3 A resume of John Hattie’s Visible Learning: Visible Learning

Podcast/listening activities

If you haven’t already signed up for TES resources then I thoroughly recommend you do. In any event the latest series of podcasts are great and usually last no more then 30-40 minutes. I am a recent convert!


1. New Scientist – 3 short pieces (opens in word); unpick the ‘research’ in these articles from New Scientist Weekly, October 2017 Activity for F2F1
New Scientist example 1 ParkinsonsNew Scientist example 2 appsNew Scientist example 3 Yoga

2. Learning the language – from methodology to methods…positivist to interpretivist and all camps in-between and beyond – it’s a tricky meta-language and usually best to get on and pick it up along the way!
Activity for F2F1: Understanding research meta-language

3. Research Planning and Process

ETHICS GUIDELINES – please read the following documents carefully; this is a requirement of participating in Leading Edge: Consent and Ethics guidelines 11:18
Code of Ethics November 2018
Further links: BERA 
2010_rep__ethical_review_and_childrens_research Ethical Review from Ireland – research paper – lengthy but very good

Example of an opt-out ethics permission:Sheffield Hallam University Sport Survey

A very useful site: CARN see also CARN for Spain link on this page

Data Protection and GDPR:
A very important element in your research and a legal requirement for all EU organisations. Your school will have compliant documentation and will keep up to date records of parents’ consent, for example in the use of digital images. The kind of research you are participating in should come under normal classroom/teacher activity – for the most part this will be written into your job description/appraisal documentation – research informed/research active/research led. Always check for parental consent when preparing for capturing evidence of participation which you may then wish to use to present your findings.

For internal teacher conferences you should be covered by the school policy on GDPR.

If you present outside or wish to write up your findings for publication then you must consider further and specific consent from participants – teachers/parents/students.

You should always consult with senior leaders who may in turn refer to the school Data protection Officer (DPO) for external presentation – I will always often advice and support on this.
The attached may be a useful starting point: Sample research consent sheet GDPR

Elements in your practitioner research How can I improve elements

From big idea to specific question/s What is research? NFER

A big chapter here from Gerald Pine, (Sage, 2009) lots and lots of guidance and practical support: Pine G ConductingTeacher Action Research

A Research Tool-Kit – short piece that does what it says: tool kit

A simple planning template – you might find useful to complete with notes ready for our first 1:1 meeting: C2(i)inquiry plan

4. Research Methodology – approaches to research – Life Story
I really like this approach as it reflects my interest in narrative and story writing. I have copied over correspondence froma recent research project I am a participant in considering early years practice and gender undertaken at Edge Hill University:
Phil, sorry for the delay, but I actually got some interesting books for you!
BRADFORD, R,. (2010) Life Writing: Essays on autobiography, biography, and literature. PALGRAVE MACMILLAN
FRANK, W., A,. (2012) Letting stories breathe: A socio-narratology. The University of Chicago Press.
GOODSON, I,. and SIKES, P,. (2001). Life history research in educational settings. Open University Press.
GOODSON, I., (2008) Investigating the teacher’s life and work. Sense Publishers.
JOSSELSON, R., and LIEBLICH A., (1993). The narrative study of lives. SAGE
MILLER, R., (2000). Researching life stories and family histories. SAGE
SCILLIO, M., (2017). Making career stories. PALGRAVE MACMILLAN 
These are the books I really found useful (and enjoyed reading 😄 ) thus far! 
Hopefully they will be of some help for your students (and you), as well! Needless to say, that each book contains a rich reference list at the end of each chapter, it will be then just the case to tailor further reading according to the researcher’s needs and personal taste!
I will be soon in touch with a date for our ‘final’ interview!
Have a lovely day!

PhD Researcher & Graduate Teaching Assistant

Faculty of Education

5. IMPACT – John Hattie emphasises:

Know they IMPACT!

Hattie uses the controversial EFFECT SIZE approach. This has been criticised by researchers but he defends it passionately (Edinburgh Conference keynotes, March 2019) and provides examples of how to do it for small scale studies.

Calculating effect size

Video version

His work mainly centres around attainment and progress when often our work is around attitudes and behaviours.

How do we measure impact in such small scale research projects? What difference have we made to our learning…student learning? What changes have we made to the school…the system? What constitutes IMPACT – is it just about achievement…standards of attainment…the progress students make in the taught curriculum?

A focus on attainment would constitute a narrow caricature of school life as experienced by students and staff. Life is more ‘complex’ and certainly the knowledge, skills and understandings required to live a productive and enjoyable life in our contemporary and predicted not too distant society reflect much more than curriculum attainment against, for example, national educational targets. Of course we can’t and must not ignore achievement but we need to look at impact in a much broader sense to capture the richness of practitioner research.

The first impact to consider is on the practitioner. What difference has it made to you – your practice, your thinking, your ambitions…? This is a reflective activity. The research group of critical friends provides opportunities to engage in high level and deep reflection. Your research or field journal is a useful place to capture this thinking.

Then it’s time to look to other forms of impact.

A large scale research/evaluation project I was involved in around the Creative Partnerships Programme in England had a particular brief to consider impact. Whilst this was large scale it involved a series of small scale case studies of individual schools and so has a resonance with the kind of practitioner research this programme is concerned with. The following appendix extract from the final report may be helpful in considering the breadth of impact and some of the sources of evidence. Often schools did not consider this breadth, especially in terms of areas like behaviour and attendance.

Impact and evidence data analysis


RESOURCES FROM COHORT 1, November 2017- September 2018
Reading update March 2018:
This link provides a very good example of a published journal article about classroom/practitioner research that is clear and readable. It is ‘set’ in a secondary school context in Iceland:
Resources and documents for Face to Face 2 January 2018
Please try to read the Consent and Ethics document before we meet for F2F2. There are also several very useful links in the document to international research on ethics.
Appendix 1 is a sample letter to parents that we will discuss on Friday evening.
At this point for ethical reasons, please do not contact parents about your research until you have discussed fully with your Head of Study and it has been approved by Julie.
Following discussion on Thursday, we will consider this document on Friday evening.

Recursos y documentos para cara a cara 2 de enero de 2018

Intente leer el documento de Consentimiento y Ética antes de reunirnos para F2F2. También hay varios enlaces muy útiles en el documento para la investigación internacional sobre ética.
El Apéndice 1 es una muestra de carta a los padres que discutiremos el viernes por la noche.

En este punto por razones éticas, no contacte a los padres sobre su investigación hasta que haya discutido completamente con su Jefe de Estudio y haya sido aprobada por Julie.

Consent and Ethics Spanish version


Tras la discusión del jueves, consideraremos este documento el viernes por la noche.

‘Systematic enquiry made public’
(Lawrence Stenhouse)

General resources, links and useful documents for the Oak House research programme

Recursos generales, enlaces y documentos útiles para el programa de investigación Oak House


Please refer to the ERIC session led by Matt during F2F1 on Saturday and the link he provided to EBSCO and your Google pages.

A US government sponsored education site. ‘The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question “What works in education?” Find more information about the WWC.’

Un sitio educativo patrocinado por el gobierno de los Estados Unidos. ‘What Works Clearinghouse (WWC) revisa las investigaciones existentes sobre diferentes programas, productos, prácticas y políticas en educación. Nuestro objetivo es proporcionar a los educadores la información que necesitan para tomar decisiones basadas en evidencia. Nos centramos en los resultados de la investigación de alta calidad para responder a la pregunta “¿Qué funciona en educación?”. Obtenga más información sobre el WWC.

The Sutton Trust regularly publish research in schools.

The Education Endowment Trust part of the Sutton Trust contains a very useful review of research evidence on 10 important education themes. This site is a good starting point for your reconaissance.

The Sutton Trust publica regularmente investigaciones en escuelas.

La parte del Fideicomiso de Endowment Educativo de Sutton Trust contiene una revisión muy útil de evidencia de investigación sobre 10 temas importantes de educación. Este sitio es un buen punto de partida para su reconocimiento.

See the following for a wide range of published papers using action research or ‘living-theory’ from education and other disciplines. Some of the papers are rather ‘esoteric’:

Consulte lo siguiente para una amplia gama de artículos publicados que utilizan la investigación-acción o la “teoría de la vida” de la educación y otras disciplinas. Algunos de los trabajos son bastante ‘esotéricos’:

A short video about qualitative and quantitative research

A short description of action research


This book chapter provides a very good overview of the action research process with useful sections on data collection and analysis:

Conducting Teacher Action Research, G Pine, Sage Publications (downloaded from the web, 14/06/17)
Re-loaded as pdf

ConductingTeacher Action Research

Dirigir la Investigación de la Acción Docente

Suggested reading for F2F1 Saturday morning – choose either a book chapter (Pine above), a professional article – Flipped Learning or Goldacre, or a more academic journal approach:
Action research project with 13 year olds to investigate problem-based learning in maths – good example of process even if maths is not of great interest to you.

Lectura sugerida para F2F1 el sábado por la mañana: elija un capítulo del libro (Pine arriba), un artículo profesional – Flipped Learning o Goldacre, o un enfoque de revista más académica:
Proyecto de investigación de acción con niños de 13 años para investigar el aprendizaje basado en problemas en matemáticas: un buen ejemplo de proceso, incluso si las matemáticas no le interesan demasiado.
Ejolts article enquiry learning

Professional articles:

  1. Flipped Learning in maths
    A short report on an action research project from a selective secondary school in England.
    Flipped Learning maths AR

2. Building Evidence into Education, Goldacre, B. 2013

Building Evidence into Education, Goldacre

This article by Ben Goldacre, best known for his Guardian newspaper column, ‘Bad Science’, is a useful challenge to education researchers to look at best practice in scientific research including the idea of randomised sampling and using control groups – gold standard science research methodology, often seen as a ‘no-go’ area in teacher practitioner research. It’s written in a clear and accessible style.

Este artículo de Ben Goldacre, mejor conocido por su columna del periódico Guardian, ‘Bad Science’, es un desafío útil para los investigadores en educación para ver las mejores prácticas en investigación científica, incluida la idea de muestreo aleatorio y el uso de grupos de control. , a menudo visto como un área “prohibida” en la investigación de docentes docentes. Está escrito en un estilo claro y accesible.

Aquí hay una traducción al español (de Google)

CONSTRUYENDO Evidencias en la Educación BEN GOLDACRE MARZO 2013

Suggested reading before or after F2F1 sessions:

Action Research for Professional Development, McNiff, J. 2002

An brief overview of the approach from Jean McNiff, Professor of Education, York, St John University, UK.

To read the article online:

To download in word format: AR Booklet Mcniff

The researchers’ Toolkit is a really useful short guide, especially useful for data collection approaches:
tool kit

This translation is not great as the pages loose their format but please use alongside the English version:

Esta traducción no es excelente ya que las páginas pierden su formato, pero utilícelas junto con la versión en inglés:

Tool Kit Spanish

More on research and data collection:

Triangulation in 7 minutes:
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