Inquiry Updates: Focused Inquiry Questions and Coinciding Interview Questions

I have been taking some time to reflect upon my one-to-one tutorial with Paula last week, in order to focus my inquiry questions. Since visiting the Module 3 BAPP blogs, I realised that I haven’t outlined my inquiry and its developments as clearly as other have, therefore not providing me with an opportunity to share my experience so far with other BAPP students for feedback and discussion. I feel this would be an ideal time to blog about this as I have spent time over the couple of days trying to ‘drill down’ my inquiry questions.

Inquiry Title

What are the teaching approaches that contribute to classroom engagement in Drama and English?

From my tutorial with Paula, it became clear that my idea of ‘engagement’ in education was too broad and general. As I have discovered in the literature review process, this is engagement in education is a current, highly debated topic, yet it has a labyrinth of meanings and consequences in the educational field. One of the key arguments in the broader literature of engagement in educational research is that, ‘the study of engagement is hindered by lack of consensus in both the number of subtypes and the definitions of student engagement’ (Reschly and Christenson 2012 p 11). However, it is important to recognise within my inquiry that engagement has ‘captured the curiosity of international researchers from a range of disciplines’ (Reschly and Christenson 2012 p v). As a result, I need to focus my inquiry questions on the subject areas of English and Drama to give my inquiry focus, as well making the inquiry process more manageable and productive for my professional practices.

My original inquiry questions

1. Using experience practitioners’ opinions and literature, what does student engagement mean in an educational setting?
2. What are the various teaching approaches that contribute to engagement in Drama and English as separate subjects?
3. How can I apply some of the principles of engaging students to my own work as an Academic Coach and future teaching practice?

My newly focused inquiry question

1. Using subject specialists’ perceptions and literature, what is student engagement in the teaching of English and Drama?
2. What are subject specialists’ perceptions of teaching approaches that engage students in English and Drama?
3. How can I apply some of these principles of engaging students to my own work as an Academic Coach and future teaching practice?

Paula suggested that I then needed to alter my proposed interview questions to ensure that I would be able to gather data that enabled me to answer the inquiry questions. Additionally, I wanted to explore two key ideas that have arisen during my literature review and my observations so far. Firstly, I wish to explore the concept that effective planning is a key contributor to engaging students in both Drama and English by asking experienced practitioners their perceptions of this. Secondly, the more complex issue and debate surrounding the ‘place’ of Drama and English within the current Secondary National Curriculum and the perceived constraints held over both subjects by the current curriculum (Stevens and McGuinn 2004; Fautley and Savage 2011; Fleming 2012; Anderson 2012; Kempe and Nicholson 2007). Through the literature review, I have discovered that much of the ‘arts-based education’ literature has a very strong defensive stance. In most cases, this literature argues the need for drama in our curriculum where there is currently no independent statutory guidance for Drama as a subject area. Although, fraught with passionate arguments, I believe it is important to address this issue in my inquiry. Below are my proposed inquiry questions:

Draft Interview Questions for Inquiry

Engagement:

1. How would you define ‘Engagement’ in [subject area]?
2. In your opinion, what are the reasons why students engage in [subject area]?
3. How do you know when a student is engaged in [subject area]? (For example, what behaviour do they display, what emotions do they show, how do they think about tasks)
4. In your opinion, what are the most effective teaching approaches to engage students in [subject area]?
5. What types of classroom activities and tasks do you think engage students the most in [subject area]?

Disengagement:

1. How would you define ‘Disengagement’ in [subject area]?
2. In your opinion, what are the reasons why students disengage in [subject area]?
3. How do you know when a student is disengaged from your lessons? (For example, what behaviour do they display, what emotions do they show, how do they think about tasks)
4. What types of classroom activities and tasks do you think disengage students the most in [subject area]?
5. What teaching approaches do you use to try to re-engage students who become disengaged during lessons?
6. How do you try and engage students who are disengaged from [subject area] long term (i.e. long term subject-block)?

(Paula has suggested I only ask the questions in bold in this section if the other questions are covered in the participants' answers owing to time constraints in the interview)

Planning:

1. Does student engagement affect your planning and preparation for lessons? If so, in what way?
2. Do you believe that there are any factors that affect how you plan to engage students in lessons? 

Subject Specific:

1. In your opinion as an experienced practitioner, does student engagement in [subject area] differ from engagement in other subjects?
2. How would you describe the relationship between the approaches to teaching Drama and English?
3. How would you describe the relationship between Drama and English in the Secondary National Curriculum?
4. As a subject specialist, what are the advantages and disadvantages of combining elements of English and Drama in the Secondary Curriculum? Are there any limitations?

To reach this point in the inquiry has been a frustrating process at times, especially with regard to the literature. However I feel the literature, has really informed my thinking and has made me question the teaching of Drama and English within the curriculum in more depth, particularly the constraints of the curriculum and the uncertain position of these subjects. If any BAPP students have any comments or feedback on the above interview questions, it would be appreciated too. 

Reference List

Anderson, M. (2012) MasterClass in Drama in Education: Transforming Teaching and Learning. London: Continuum International Publishing Group

Christenson, S. L., Reschly A. L. and Wylie, C. (2012) “Preface” in S L Christenson, A L Reschly and C Wylie  (2012) Handbook of Research on Student Engagement London: Springer pp. v-ix

Fautley, M. and Savage, J. (2011) Cross-Curricular Teaching and Learning in The Secondary School: The Arts Drama, Visual Art, Music and Design. Oxon: Routledge

Felming, M. (2012) The Arts in Education: An introduction to aesthetic theory and pedagogy. New York: Routledge.

Kempe, A. and Nicholson, H. (2007) Learning to Teach Drama 11-18. London: Bloomsbury Publishing Plc.

Stevens, D. and McGuinn, N (2007) The Art of Teaching Secondary English: Innovative and creative approaches. London: Routledge