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What Albertans said about-- "bold and courageous" changes for the future of education : research findings from Inspiring education, a dialogue with Albertans PDF

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c ^ What Albertans Said about ... "Bold and Courageous" Changes for the Future of Education Research Findings from Inspiring Education: A Dialogue with Albertans InspiringEducation A DIALOGUE WITH ALBERTANS educate encourage engage en\dsion explore Government of Alberta ■ Education Prepared for: Inspiring Education: A Dialogue with Albertans April 2010 Research Consultants Susanne Arnold, Arnold Health Communications Evelyn Valge, Valge Research Group ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. What Albertans said about bold and courageous changes for the future of education : research findings from "Inspiring education: a dialogue with Albertans." ISBN 978-0-7785-9073-6 1 . C omniunity and school - Alberta. 2. Education - Research - Alberta. 3. Educational change - Alberta. I. T itle. LC221.4.C22A3 A333 2010 371.19 Table of Contents Background 2 Findings 3 Learner 5 Learning Approaches and Programs 5 Learner Content 7 Learner Success 9 Learning Environment 10 Collaboration with Community 10 Collaboration with Parents 11 Collaboration with Learners 11 Flexibility in Time 11 Flexibility in Place 12 Culture 12 Teactier. 14 University Curriculum / T eacher Training 14 Professional Education and Support 15 Competency Assessment 16 Alberta Teachers' Association 16 Recruitment 16 Retention 16 Education System Governance 17 Collaboration and Integration 17 Resourcing 18 Access to Education 19 Standards and Accountability 20 Flexibility in the System 21 Legislation 21 Overarching Concepts integrated Across Ttiemes 22 Collaboration 23 Focus on Process 24 Flexibility 24 Accountability 25 Technology 26 Whole Child Approach 27 Additional Infornnation 28 What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 1 Research Findings from Inspiring Education: A Dialogue with Albertans Background Inspiring Education: A Dialogue with Albertans is a province-wide initiative of the Minister of Education. As part of this initiative, a series of community dialogues took place across Alberta between April and June 2009. The ministry engaged Albertans from all walks of life in conversations, both formal and informal, about the value of education as a foundation for the future civic and economic success of the province of Alberta. The outcomes of the Inspiring Education: A Dialogue with Albertans initiative include; • Broader public appreciation of the importance of education in Albertans' lives, and how education is increasingly the basis of a prosperous society and A story from an economy; aboriginal elder: The whale is the biggest • A broadly accepted long-term vision for education in Alberta; and animal. A school of sardines is the same size as the whale. • A policy framework which describes the overall direction, principles and long- term goals for the delivery of education in Alberta. When four or five sardines change The community dialogues generated 13 sets of data from across the province, which direction, the whole school will change. If will help to inform Alberta Education's policy development work in this area. All of these data sets are currently online at www.inspiringeducation.alberta.ca. A research we continue to talk team was contracted by Alberta Education to conduct analysis of the data that was about this, sooner or later we can change generated in response to the following questions: the direction of • What were those bold and courageous ideas and decisions made 20 years education too. ago? Red Deer, June 10/09 • Who can contribute to this change? This series of conversations engaged Albertans from all walks of life in dialogue about the value of education as a foundation for the future civic and economic success of the province of Alberta. The consulting research team members reviewed and analyzed narrative data from the community dialogues, including data from Francophone participants, which were translated for the data analysis process. There were approximately 5000 responses to these questions. The data was analyzed using a qualitative approach, specifically thematic analysis. This qualitative approach progressed as follows: 1 . Preliminary thematic findings were generated, by the researcher team, through a comprehensive and detailed process of shared circular coding and thematic analysis. 2. Preliminary broad thematic categories and subcategories generated were then extrapolated for graphic illustration using Visio software. This graphic was shared with the client to generate early feedback and additional thematic insights. 3. Feedback and additional thematic insights generated from the above noted client dialogue informed additional refinements to data coding and finalized the analytic theming activities. What Albertans Said about "Bold and Courageous" Changes For the Future of Education Research Findings from Inspiring Education: A Dialogue with Albertans Page 2 The above noted circular iterative process, integral to the research team's qualitative approach, generated rich narrative findings as summarized in the following section. Findings The following four broad category themes were generated from the 13 community dialogue data sets: • "Bold and courageous" changes related to Learner; • "Bold and courageous" changes related to Learning Environment; • "Bold and courageous" changes related to Teacher; • "Bold and courageous" changes related to Education System Governance. Within these broad themes, the analysis identified 21 subthemes, which themselves contained more than 60 secondary subthemes. The 21 subthemes were: Learner Learning Approaches and Programs Learner Content Learner Success Learning Collaboration with Community Environment Collaboration with Parents Collaboration with Learners Flexibility in Time Flexibility in Place Culture Teacher University Curriculum / T eacher Training Professional Education and Support Competency Assessment Alberta Teachers' Association Recruitment Retention Education Collaboration and Integration System Resourcing Governance Access to Education Standards and Accountability What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 3 Research Findings from Inspiring Education: A Dialogue with Albertans • Flexibility in the System • Legislation The results of the thematic analysis are summarized in Sections on the Learner, Learning Environment and Teacher, with the themes and subthemes generally presented in order of frequency, from those mentioned most often to those mentioned least often. In addition to the aforementioned themes, the data analysis revealed six overarching concepts that were seen to be integrated in many of the themes. These overarching, or high level, concepts are: • Collaboration • Focus on process • Flexibility • Accountability • Technology • Whole child approach The overarching concepts are described in more detail in later in the report. The data analysis found no substantial differences between English and French language responses, except in the case of a few secondary subthemes, which are explained in the findings. 1 ^ A greater proportion of French language responses, relative to the proportion of English language responses, were coded to the secondary subthemes of: enhance content on second language, i.e., French and other languages; choice in education programs, i.e., French immersion; and education system governance collaboration with stakeholders, i.e.. Francophone population. What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 4 Research Findings from Inspiring Education: A Dialogue with Albertans Learner "Bold and courageous" changes related to the learner addressed a number of areas, including: • Learning approaches and programs: strategies, methods and tools used by teachers and others to teach the curriculum to learners; • Learner content: the core content of what all learners are taught; • Learner success: assessment or measurement of knowledge and skills of learners as achieved through their education. Learning Approaches and Programs Learner Focused Teach students, not The learning approach most often identified as important by participants was learner focused. Participants felt it w as vital for educators to use strategies, subjects. methods and tools that take into account the learners' needs, interests, Edmonton, June 20/09 experiences, learning style, strengths and challenges. More specifically, suggestions centered on: • Aligning teaching to learning styles and strengths; • Employing appropriate strategies for dealing with learning difficulties; • Including students with diverse learning needs in the classroom with adequate support. Participants noted that, in order to use learner focused approaches, teachers would need to have flexibility at the local level to interpret and address the needs of learners within the confines of required curriculum. Self-Directed Learning Focus on empowering Self-directed learning was another approach mentioned very frequently by the student into taking an participants in the dialogue. They anticipated that learners in the future will have active role in their own more choice in what and how they study, and at what pace they progress. learning. Themes related to self-directed learning included learners: Calgary, May 23/09 • Following their own interests and progressing at their own pace; • Using modular systems to facilitate self-directed learning. Through self-directed learning, participants suggested that learners would "take responsibility for their own learning" and would require a flexible system in order to so. What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 5 Research Findings from Inspiring Education: A Dialogue with Albertans Application of Technology / t hink the kids themselves are growing up into a Application of technology is another aspect of the learning approach that will be world that is already critical in the future. Participants explained that technology will facilitate integrated into the world of collaboration and flexibility in learning, and allow equal access for learners technology. They are regardless of where they live. More specifically, it w as suggested that the going to demand different education system apply technology to: methods and access because it i s j ust part of their life. The kids live in • Enhance learning, such as texting, emailing, web-streaming, e-forums; "Google-ville, "; t hey are • Enhance access to education by rural learners; blogging, and learning from each other They are accessing video • Build global connections, for example by implementing virtual classrooms. conferencing. They have their own videos and are communicating with them While many participants acknowledged the vital role of technology in education, and are learning from some urged caution and identified that technology should not be overused, i.e., technology should not interfere with learners' foundational education and development of interpersonal skills. Employment of strategies, to ensure the these people. It's gsoearkmeadn e in ttoo tthheeiirr lbiefien.g .It 's safe use of technology by learners, was encouraged. Lethbridge, May 20/09 Collaboration: Cross-Age and Cross-Student Key learning approaches identified by participants were often related to [I h ave] great expectations collaboration, both across ages and across students in general. for cooperative learning - desks and rows need to Cross-age collaboration could be accomplished by grouping learners according to disappear We need to interests, abilities or family-type groupings. It w as felt that, through this process, have tables and centres both older and younger learners would benefit from each other. even at the upper levels. Medicine Hat, May 27/09 Cross-student collaboration could be accomplished by learners both within and between schools working together. Such collaboration could also be an opportunity for urban and rural learners to benefit from each other. Teacher's Role Teacher role changed to The role of the teacher was expected to shift from a directive to a more supportive facilitator and guide and facilitative function. Related to this changing role was the need for teachers to rather than the encourage innovation and creativity in future students. repository of knowledge on a stage. . . M ore how In addition, participants thought learners would benefit from more teacher to find the information specialization, such as having teachers with expertise in music and physical and process it a nd what education. to do with. Why do I need to know it? How does it r elate to me? Cross-Content Integration Bonnyville, June 3/09 Integration across content areas, the elimination of "silos", and the teaching of curriculum horizontally were identified as important. In addition, some participants suggested it w as important that the education curriculum reflect diversity in culture and other differences between people. What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 6 Research Findings from Inspiring Education: A Dialogue with Albertans Experiential Learning Participants also emphasized a need to employ more experiential learning strategies to provide learners with greater opportunities for "hands-on" experiences and to learn through "trial and error." (Note: The concept of experiential learning as it a pplies to learning in a community environment is discussed in a later section: Learning Environment, Collaboration with Community, Learners Out / C ommunity In.) Learner Content Life Skills and Character Development The content area most often cited by participants in their dialogue around "bold Design the education and courageous" changes was life skills and character development. Participants system to be more felt it w as essential for the education system to provide content that helped relationship-centred, learners develop: taking children to dreeaelpiezrat i opnl.a c e[sE n coof u srealfg-e ] • Citizenship, responsibility and voluntary service experience; family involvement. • Values, compassion, tolerance and spirituality; Calgary, May 23/09 • Social skills, such as the ability to communicate clearly and work in cooperation with others; • Self-esteem, or a sense of self-worth; • Practical life skills, such as cooking and banking. While many participants remarked that life skills and character development were the responsibility of learners' parents and extended family, they gave a very clear message that the education system should share that responsibility. Bridging Learners to Post-Secondary and Workplace Skills Opportunities Other content areas mentioned often by participants were bridging learners to post-secondary education/training and providing them with transferable skills to [Get across] the idea that the workplace. the v\/hole person counts, that you can find Suggestions for bridging to post-secondary education/training included: enjoyment from pursuits other than university, that I can survive based on my • Bridge learners to post-secondary education/training according to their abilities and career desires; high school experience. [Place] value on all of the • Offer learners early opportunities for bridging to post-secondary options, not just the core academic areas. education/training; Leth bridge, May 20/09 • Provide learners with assistance related to career choice; • Ensure the education system places equal value on all career choices. Suggestions emphasizing the importance of employing strategies to ensure that learners have transferable skills to offer workplaces included: What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 7 Research Findings from Inspiring Education: A Dialogue with Albertans • Provide practical skills to enhance the learners ability to meet the needs in a connpetitive economy; • Provide apprenticeship programs in education settings; • Develop connections with future employers to involve them in curriculum development and in providing learners with real-life learning opportunities. Arts and Physical Activity as Core Dialogues revealed discussion emphasizing a need to integrate the arts, such Learning in the arts and as music and fine arts, into the core curriculum. Generally, participants humanities [must be] envisioned a multidisciplinary approach to education, with the arts given equal honoured and supported, value to academic subjects, such as math and science. Many of the comments as well as learning in math indicated that an arts program promotes creativity and helps learners achieve a and sciences. Taking arts more holistic educational experience. out is detrimental to the education process. Likewise, participants emphasized that physical education and recreation Edmonton, June 20/09 studies should also be made core curriculum, with several people noting that the definition of recreational activities should be broad, e.g., not be restricted to competitive sports. Notably, regular physical activity was seen as contributing Healthy body equals to a healthy body and healthy mind. healthy mind. Enhance Specific Content Areas Calgary, May 23/09 The following content areas were identified as areas needing enhancement or strengthening through curriculum changes: The curriculum has to • Global awareness, such as developing awareness of global issues and connecting with people in other countries through Internet or travel; expand out to saving the environment and natural resources. • Literacy, which was seen as an important foundational skill; Medicine Hat, May 27/09 • Technology, to ensure learners are using technology to its full benefit; • Environment, to help develop environmental stewardship in learners. Enhance Content on Second Language Possibilite a apprendre Some participants said there was a need to enhance opportunities that allowed plusieurs langues. learners to develop a second or multiple languages. A greater proportion of French language responses, relative to the proportion of English language [Provide] the option to learn several languages. responses, were coded to this theme. Among both French and English responses, a few participants recommended that a second language be made mandatory. Grande Prairie, May 6/09 Broad Basic Education, Vocational and Academic Mix, Content Breadth The final three themes related to learner content are broad basic education, vocational and academic mix, and overall breadth and extent of the curriculum content. What Albertans Said about "Bold and Courageous" Changes For the Future of Education Page 8 Research Findings from Inspiring Education: A Dialogue with Albertans

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