Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine

Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West Indies, St. Augustine Instructional Development Unit Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine Education Research for Best Practice, Best Policy A production of the Instructional Development 16 Unit (IDU), St. Augustine

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine Background Working Group for the Establishment of the ERA The Working Group s role is to: Appendix III The Educational Research Association (ERA) is being proposed by the University of the West Indies (UWI), St. Augustine as an umbrella body with a focus on research in all disciplinary areas of education (e.g. engineering, history, teacher, vocational, business), and at all levels (e.g. tertiary, secondary, primary and early childhood) within the national system. The Association views Education in its broadest sense to include, for example, policy, teaching and learning, administration and leadership. The primary goals of this Association are to: provide a common platform for discourse within the educational community; encourage and facilitate a national education research agenda; and provide mechanisms for the dissemination and promulgation of relevant research findings. By promulgating and disseminating relevant research findings we adopt an approach to education decision-making that is reflective of best practice. The Association recognises Education as a discipline in its own right, the best practice of which, as for any other discipline is supported by research and empirical evidence. A strong view of the Association is that Education must be studied and structured based on evidence of the culture, social environment, resources and the context of practice. While the Association acknowledges that, in the local context, much work has been done in the educational arena, there needs to be a stronger and more deliberate connection among the various elements and contributors to our growing knowledge of education, and more deliberate efforts to facilitate a culture of practice based on evidence. propose the establishment of the ERA; draft a constitution for its operation; hold discussions with major stakeholders and obtain approval and commitment to the formation of the Association; research and market the establishment of the Association; secure funding for the initial establishment of the Association; establish and clarify the framework for the operation of the Association. This group will be dissolved on the establishment of the Executive. Members of the Working Group: Anna-May Edwards-Henry, PhD, IDU, St. Augustine Melissa Gonzales, IDU, St. Augustine Susan Herbert, PhD, School of Education, UWI St. Augustine Cherisse Mahabir, Arthur Lok Jack Graduate School of Business Bidyadhar Sa, PhD, Centre for Medical Sciences Education, Faculty of Medical Sciences Dianne Thurab-Nkhosi, EdD, IDU, St. Augustine Keisha Valdez Noel, EdD, IDU, St. Augustine The 2011 launching of ERA is premised on a number of factors occurring within and outside the UWI. These factors are: the significance of the UWI as a research institution that values and highlights educational research in addition to disciplinary research, and the importance of providing continued leadership in research, generally; the recent 50 th anniversary celebrations of UWI, St. Augustine, and significant events to mark this auspicious milestone; and a dynamic education landscape which is heavily resourced and which must be fully integrated and coherent to derive the greatest benefits. The ERA sees as vital the need to facilitate an integrated and coherent national education research agenda on the one hand, and on the other, a system to meet the challenges of disseminating the range of educational research work that already exists. 2 15

6.4 A special general meeting may be called if requested in writing and signed by ten ordinary members or more. Requests for a special general meeting must be made to the Executive thirty calendar days prior to the requested meeting date. 7. Amendments to the Constitution 7.1 This constitution may be amended at the annual meeting of the general body or a special meeting of the general body called for that purpose. 7.2 Members must be given adequate notice (fourteen days) of a meeting in which there is an intention to amend the constitution. 7.3 Proposed changes to the constitution must be submitted to the Executive. Such proposals shall be communicated with any recommendations to the general members. 7.4 A copy of the resolution amending the constitution shall be published by the Executive within thirty days of being passed. 8. Voting 8.1 Voting may be done by ballot, voice or by any other method authorised by the Chair. 8.2 Only ordinary members may vote. 8.3 Nominations for election to the Executive must be supported by two ordinary members of the Association. The Instructional Development Unit (IDU), St. Augustine is proposing the founding of the ERA. It is anticipated that the ERA will bring together a range of institutions that are concerned with educational research and that resources and expertise will be pooled to advance a more comprehensive research agenda that will have greater benefits nationally and beyond. In many countries an association of this nature exists, for example, the British Educational Research Association (BERA), the Australian Association for Research in Education (AARE), the Canadian Society for the Study of Education (CSSE), the American Educational Research Association (AERA) and the All India Association for Educational Research (AIAER). There is also a world body which is an affiliation of existing bodies called the World Education Research Association (WERA). The goals of these associations generally focus on educational research as a scientific and scholarly field. They initiate, promote, support and improve research and development in education nationally and internationally. BERA has indicated that their Association has a key role to play in the operation and conduct of educational research both within higher education institutions and across stakeholders. educational research should be at the heart of policy and practice in the education sector throughout the United Kingdom (BERA Strategic Plan 2007, p. 12). One distinguishing feature of our vision of the ERA is the provision of training to practitioners at all levels in the education system on how to conduct educational research. Rationale Currently, much of the research available to local education practitioners and stakeholders is abstracted from other countries in which the cultural context differs markedly from our own. As such, implementation of strategies and policies become saddled with challenges that are neither evident nor considered in the alternative context and which result in serious inefficiencies and ineffectiveness of educational programmes and methodologies. With developing nationhood, it is no longer appropriate for education practice and decision-making to be done without adequate empirical evidence from the national context. Therefore, educational decisions must be underpinned by theories, evaluations and concepts that are locally borne and contextualised to enhance the likelihood of success and credibility. This can only occur through a concerted effort to focus on rigorous educational research conducted within the country. The ERA proposes to fill this information gap by providing the platform to promote educational research within Trinidad and Tobago. 14 3

The engagement in rigorous educational research supports educators and instructional leaders in improving their practice through scholarly teaching. Further, educators become action researchers who have a critical understanding of the theoretical underpinnings guiding their practice. The ERA s goal to promote a culture of the teacher as researcher signifies an inclusive effort that embraces the development of the teaching professional from early childhood through graduate levels and across educational institutions, public and private, throughout the nation. This underscores a philosophical position and social concept of educational research as not only reserved for scholars and limited to practitioners. The availability of local research is crucial for policy-makers as well. The ERA intends to collect and disseminate, in a variety of ways, theoretically grounded, rigorous educational research. In this way, there is available to decision makers and administrators empirical evidence which fosters deeper understandings of educational issues, and aid in making sound decisions. Anecdotes, observations and decontextualised principles would therefore no longer suffice to frame policy. The ERA also intends to provide forums to encourage policy makers, scholars and practitioners to engage in the same discussions at the same tables to advance best practice and quality in education. The ERA is thus designed to: 1. Promote education research on a national level; 2. Develop and promote teacher-researchers (early childhood through postgraduate levels) who engage in the Scholarship of Teaching and Learning (SoTL) and actively participate in data driven decision making; 3. Provide forums for the dissemination of education research including publications and special products e.g. training manuals, booklets CDs/DVDs and other teaching resources; 4. Provide local policy makers and other stakeholders with evidence for informed decision making; 5. Broaden the reach of the UWI as a leader in educational research. Ultimately, the goal of the ERA is for best practice and best policy in education initially at the national level and as illustrated in Figure 1. Membership in the ERA Membership is open to teaching practitioners at all levels and in all areas: teaching practitioners (e.g. lecturers, tertiary level teachers), teachers in training (academic and vocational), trainers, researchers within and outside of the 4 4.2 The elected term of office shall be no longer than two years. 4.3 Executive members shall serve no more than one term in any post, although they may serve an additional term in another post. In any case, no elected member shall serve for more than two consecutive terms. 4.4 A previously elected member of the Executive may after two election periods may be elected to the Executive. 4.5 The Executive must meet at least four times a year. 4.6 The Executive may establish a working or ad hoc committee to accomplish a particular task. The working committee must be comprised of at least one Executive member and members of the general body. 4.7 A quorum of the Executive shall constitute five members. 4.8 In the event of a dissolution of the Association, the Executive shall remain in office up to one year until the affairs of the Association have been appropriately terminated. 5. Recording Secretary and Activities Coordinator The Recording Secretary and Activities Coordinator is a paid position in support of the work of the Association. The Recording Secretary and Activities Coordinator is not eligible to vote on matters of the Association. The primary responsibilities of the post are: provide administrative support for the Association; in the absence of the Secretary, take the minutes of meetings; circulate all approved minutes to members of the Association as necessary; working with the Executive, plan the schedule of Association events and manage the implementation of specified activities including meetings of the Association; manage the Association s schedules and timetables for various notices including advising members of upcoming activities; be the contact point and communication centre for the membership; undertake all other duties and functions required by the Association and as directed by the Director, IDU, St. Augustine to whom he/she reports. 6. Meetings 6.1 There shall be an annual meeting of the general body. 6.2 A quorum for the annual meeting shall constitute fifteen members. 6.3 The business of the annual meeting shall include a report from the President and a financial report by the Treasurer. 13

3. Membership Ordinary and Associate membership in the Association is on an individual basis. However, organisations and/or groups may obtain institutional membership. Ordinary membership in the Association is open to current education practitioners to include, teachers/trainers, lecturers, and researchers. Associate membership is open to current students, retirees and other persons who are non-practitioners, but who actively support the object of the Association. Institutional membership may be granted to organisations on terms defined by the Executive. Membership will automatically terminate if membership dues lapse beyond the time fixed by the Executive. Ordinary members of the Association have full rights and privileges; they may attend meetings, vote and hold office. Associate and Institutional members have the same rights as ordinary members except that they cannot vote or hold office. The membership year shall be from August 1st of one year to July 31st of the subsequent year. 4. The Executive 4.1 The Executive of the Association comprises eleven members. These are the: President. The President of the Association acts as Chair and presides at all meetings of the general body. Vice-president. The Vice President acts as Chair in the absence of the President. Secretary. The Secretary shall be responsible to the Executive for all correspondence received by and sent on behalf of the Association. Shall keep records of the Association and annually present a written report of the Association s activities. Treasurer. The Treasurer shall see that the proper accounts of the Association are kept and that financial statements are presented to the Executive and general body. Public Relations and Communications Officer. The Public Relations and Communications Officer shall liaise with the public, government institutions, community organisations, etc. He/She should represent the Association at all public forums to which the Association is invited as directed by the Executive. Six elected members. 12 UWI, officers within the Ministry of Education/Ministry of Science, Technology and Tertiary Education, tertiary level administrators, and educational institutions (public and private). Benefits of the ERA Members of the ERA will enjoy, to varying degrees, the following: Free subscription to various educational journals that will fall under its purview; Free education newsletters; Discounted registration to participate in workshops, seminars and conferences; Priority registration for professional development training activities; Opportunity to have a voice in the decision making process and policy making; Being part of a network of national leaders in educational research. The UWI and Research Leadership The University of the West Indies, St. Augustine is poised to move research to the centre of the nation s educational development. The institution s mission requires the UWI to conduct rigorous basic and applied research that serves to: Explore solutions to priority national and regional problems provide a sound basis for public policy formulation and decision making and assist generally in strengthening education and training systems at all levels (STRIDE booklet, pp. 6-7). In responding to this stated mission, Strategic Aim 9 UWI Strategic Plan 2007-2012 describes strategies to be embraced by the institution to include: 1. Improved dissemination mechanisms to allow a broader national audience to become aware of the output of scholarship and research work at the University. 2. Recognise and support the contribution for the University to have a greater impact in national policy making and analysis and address underserved educational and research needs 3. Actively seek out opportunities for the University to be represented formally in all regional forums where its participation could assist in enhancing the quality of decision making. 5

4. Establish structures for identifying and analysing UWI s outreach activities at different levels of society on an ongoing basis. Conduct periodic surveys to assist in addressing unmet needs. 5. Prioritise needs and develop initiatives to assist in addressing identified gaps in partnership with national governments, private sector entities and civil society organisations (e.g. NGOs and CBOs) (UWI Strategic Plan 2007-2012, pp. 52-53). Constitution of the ERA 1. Name Appendix II The Educational Research Association (ERA), hereafter referred to as the Association, is an organisation of education professionals who are interested in educational research at any level within the national education system. 2. Objectives The Association s aim is to promote nationally, scholarly inquiry in education and the use of local research in educational decision making. To achieve this, the Association will engage in the following: Figure1. Factors that promote best practice and policy in education. See Appendix I for Strategic Aim 9 and the relevant issues extracted from the Strategic Plan. The ERA will allow the UWI to further concretise these general strategies by providing a vehicle for national engagement and thus for achieving the anticipated impact of such engagement. The Strategic Plan 2007-2012 cites the anticipated impact as including: Greater recognition by stakeholders of the value of the University s contributions to national and community development through research, expert advice and outreach activities, and a more favourable view of the UWI at all levels of society 6 Establishment of a national register of published research works that meet stated criteria of quality. Development/publication/circulation of research work: o Journal including the Caribbean Teaching Scholar, a primarily online journal, featuring peer reviewed articles pertaining to the fields of teaching, learning and assessment within Caribbean tertiary education. Journal articles will include original research papers using qualitative and/or quantitative methods, position papers and essays (grounded in literature and existing research) and book reviews; o Other publications to include newsletters, occasional papers, and books; o Biennial Education Cumulative Index providing abstracts of all research done nationally within 2 year time periods. Conduct of professional development workshops including action research training for teaching practitioners, and workshop series for special groups, such as, secondary school mathematics or science teachers or early childhood teachers. Schedule conferences and seminars which will provide regular opportunities for educators and members of the larger education community to receive and share new findings and insights related to practice and policy, as well as other events that highlight the work and importance of educational research. 11

STRENGTHENING NATIONAL ENGAGEMENT PROCESSES AIM STRATEGIES TIME FRAME PERFORMANCE INDI- STRENGTH- ENING NA- TIONAL ENGAGE- MENT PROC- ESSES To increase UWI's impact/ influence on national policy making. Increase UWI s impact/ influence on national policy making and programme formulation. - Expand the University s involvement in sector research and analysis relevant to national stakeholder needs. - Develop wellfounded recommendations for policy reform. Address underserved educational and research needs in each contributing country. - Ensure that Departmental and Heighten awareness of UWI s contributions to national development and the dynamic relationship with regional character. Faculties to work with Principal to develop National Engagement Agenda, November 2008 Faculties to work with Principal to develop a structured programme to address specific country needs -? By January 2009, each To be addressed in Marketing & Communication Plan drawn up in collaboration with Faculties and Departments. Number of national scholars recruited to Campus Level of satisfaction of students with their education after graduation Feedback from surveys of national stakeholders on University s strengths and weaknesses Improvement of national policy and programme design Enhanced access to resources from principal stakeholders (UWI Strategic Plan 2007-2012, pp. 52-53). Constitution of the ERA A draft constitution (Appendix II) has been prepared for the governance of this Association. Sustainability and Structure of the ERA To ensure the sustainability and viability of the ERA, it is being proposed that the ERA is established initially as an entity of the UWI, St. Augustine, located in the IDU, St. Augustine, with a designated Secretariat that supports the ERA. Initially, such a Secretariat should consist of one staff member at the Administrative Assistant level whose primary assignment will be to act as Recording Secretary and Activities Coordinator (see Appendix II) but who would be under the aegis of the IDU, St. Augustine and be assigned additional duties as necessary. Source: UWI Strategic Plan 2007-2012, p. 98 10 7

Extract from the UWI 2007-2012 Strategic Plan (pp. 51-53) STRATEGIC AIM 9 Appendix I a. To increase the University's impact on national policy making, analysis and evaluation, and enhance support for UWI within the national communities. b. To identify and address underserved educational and research needs in each contributing country. c. Heighten awareness of UWI s contributions to national development and the dynamic relationship with regional character. 8. Mount research initiatives with appropriate support to analyze selected economic, social and environmental issues and provide decision makers with a sound basis for public policy or community responses. Anticipated Impact It is anticipated that attention to all these areas will result in Greater recognition by stakeholders of the value of the University's contributions to national and community development through research, expert advice and outreach activities, and a more favourable view of the UWI at all levels of society Improvement of national policy and programme design Improvement of the quality of life of targeted communities Higher levels of staff satisfaction and morale Enhanced access to resources from principal stakeholders A positive contribution to development of the ideal UWI graduate Strategies 1. Document and effectively publicize the contribution of the University and its staff to the policy formulation process in member countries. Highlight cases that link UWI to major national milestone achievements. 2. Improve dissemination mechanisms to allow a broader national audience to become aware of the output of scholarship and research work at the University and the actual or potential beneficial impact of that work on nation states and communities. 3. Recognize and support the contribution of UWI's staff to national engagement. Likewise, encourage and publicize outreach activities at different levels of the society. 4. Provide staff and students with opportunities for structured community engagement as an instrument of service learning and the fostering of ethical sensibilities. 5. Actively seek out opportunities for the University to be represented formally in all regional forums where its participation could assist in enhancing the quality of decision making. 6. Establish structures for identifying and analyzing UWI's outreach activities at different levels of the society on an on-going basis. Conduct periodic surveys to assist in addressing unmet needs. 7. Prioritize needs and develop initiatives to assist in addressing the identified gaps in partnership with national governments, private sector entities, and civil society organizations (e.g. NGOs and CBOs). 8 9