With an addition about supporting pupils with SEND
I am not the only person who asks the ‘so what?’ question when questioning why we are undertaking research, it is used by Booth, Colob, Wiiliams & Fitzgerald (2016) in a publication called The Craft of Research.
I have started a research project with Robert Morgan from the University of Greenwich and we are looking at ability groups in primary schools.
We have initially asked students completing placements on ITE programmes and the twitter community, to tell us the names of ability groups in the classes they teach and to which ability each group relates.
So, what if we find out that most groups are named after colours?
So, what if we find out that only pupils in year one are named after biscuits?
So, what if we find out that the bigger the animal, the more able the group is considered to be?
So, what if we find out the more sides a shape, the less able the group is considered to be? 
At the moment, this is just data collection.
It gives us some interesting chats on twitter and anywhere else we may talk about our research project and it gives us lots of qualitative data on how many red groups and shape groups there are in the sample.
But the ability to make a graph on this, does not help us to identify how this may or may not affect every day classroom practice or provide us with any scope to consider how we might link it to improving Teaching and Learning.

 

The three step process used by Booth et al, 2016, to develop the so what question, is a good tool to expand the research question beyond a ‘so what’ and a possible superficial data collection exercise.

Foci could be thus,
1. Name the topic: I am trying to learn/find out about …
2. Ask an indirect question about the topic in order to identify what you do not know about the topic
3. Answer So What? by motivating your question by asking a second indirect question that explains why you asked your first indirect questions.

Worked example answer based on the ability group project,
1. Name the topic: I am trying to learn/find out about …
I want to find out about ability groups in primary schools

2. Ask an indirect question about the topic in order to identify what you do not know about the topic
Because I want to explore if unconscious bias exists once these groups are named and set up

3. Answer So What? by motivating your question by asking a second indirect question that explains why you asked your first indirect questions.
Because I want to know if incorrect assumptions are made about these ability groups how ‘fixed’ are they across the curriculum, especially if SEND needs are being appropriately planned for, i.e. a pupil with dyslexia may have strengths in the Maths Curriculum but may not have in parts of the English Curriculum but may be in the ‘red group’ for both subjects

This is a good process for not only looking at research questions, but also in developing knowledge and support for pupils who are experiencing difficulties, and as practitioners we want to explore why. I have used the four boards areas of the SEND Code of Practice, to illustrate the examples, these are by no means exhaustive, or the only examples.
Here is how I think it could work not only for supporting pupils, but could be written in a CPD format to aid Professional Development.

(Don’t forget we have a teaching standard that mentions scholarship!)
Cognition & Learning Focus
I want to develop an understanding of literacy interventions because I want to find out the most effective literacy intervention to deliver to a pupil who is finding reading a challenge.
Social, Emotional & Mental Health Focus
I want to observe playtime activity to implement some strategies to improve playtime behaviour because I want to identify what works for a pupil who finds it difficult to socialise during unstructured times
Sensory and/or Physical Focus
I want to develop a knowledge base around supporting pupils with physical difficulties, so that I can work with the teaching assistant staff to support a pupil in my class
Speech, Language & Communication Focus
I want to understand alternative communication systems such as PECs so that I can support a pupil with SCLN in my class
Therefore, Research and SEND equals @ResearchSEND
Join us at our next event in Sheffield

Reference

Booth, W. C., Colob, G., G, Williams, J. M., J., B., & Fitzgerald, W. T. (2016). The Craft of Research (Fourth Edition). Chicago: The University Of Chicago Press.

 

 

https://www.eventbrite.co.uk/e/researchsend-conference-tickets-35258705738