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Envision your classroom as a springboard for discovery and use our pioneering Actionable Knowledge Framework to evolve from educator to scholar – practitioner. Already there? Join us to design research projects that investigate critical, local issues in education.
Action Research and Action Learning comprise the NEI Actionable Knowledge Model (AKM). A core principle of the Actionable Knowledge Model is educators learning through shared experiences or the exploration of complex problems. Education professionals, via discourse or scientific methods, reflect on actions in order to make informed decisions for their growth, the betterment of their institutions, and student results. Engagement with the Actionable Knowledge Model places learning in contexts relevant to educators and positions them as participatory scholars to provoke positive change.
When groups of educators commit to the AKM, implement the acquired knowledge, and reflect yet again, they develop a culture of collective and continuous improvement. These rich professional learning experiences provide a strong foundation for the acceleration of professional knowledge and skills as well as for heightened student outcomes.
The NEI’s Research and Scholarship tier also conducts in-depth investigations into critical educational issues specific to Bermuda. Our team identifies these topics by considering local educational trends and the impact of global phenomena on Bermuda’s education systems.
The Institute conducts research and commissions external experts to facilitate individual or collaborative research projects. The culmination of this work takes the form of insightful reports, studies, and white papers, offering valuable data and analysis for Bermuda’s educators and policymakers. We further amplify these findings through professional forums and roundtable discussions, generating knowledge exchange and collaborative problem-solving within the Bermudian education fraternity.
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i. The NEI equips educators and school leaders with the tools to develop and implement Action Research to improve classroom practice (individual and cooperative) and school wide improvement. The school wide approach can range from assisting individual schools to designing action research consortiums, across schools, to address common areas of inquiry.
ii. Action learning involves a small group of diverse educators coming together to explore specific challenges or problems, where definitive answers do not exist. This collaborative and reflective process encourages educators to learn from their experiences and to apply insights that may improve teaching practices, leadership skills, and educational outcomes.
Education professionals engage in Action Research when they seek to make a change in their practice or to assess a change already made. Its employment might be to answer questions, solve problems about teaching and learning, or to make decisions. Educators may seek answers on how an ongoing practice impacts students, what new and beneficial actions might emerge from examining existing practice, or what impact a new action’s implementation has on student learning.
With Action Research, educators examine what they encounter in the workspace in order to build new knowledge. Whatever the purpose, they share the new knowledge with other education professionals.
Education professionals use Action Learning when they encounter a difficult, yet practical, problem for which there is no right answer. Action Learning intentionally draws diverse sets of education professionals to acknowledge what they do not know, put an action into place, develop reflective and provocative questions to incite learning from the action, and to then act on the new learning. Here, educators garner lessons by reflecting on and questioning carefully crafted experiments. They deepen learning from the actions by asking, “What might happen if I, or if we.”
The concurrent use of Action Learning and Action Research (ALAR) as a methodology may have the best impact when applied in whole school settings or inter-school and system settings. It is an exciting opportunity for the development of new Bermuda based knowledge with participants equally committed to improving practice. Lowstedt and Stjernberg, (2006) observe that the concurrent application of Action Learning and Action Research provides a platform for practice as research and research as practice. In this process, some educators would function as practitioners, and others as academics.
Whether whole school or incorporating school networks, this undertaking must be well thought out as the challenges of scheduling and aligning individual and collective goals can not be overstated.
Get ready for your journey of professional growth and transformative learning with the NEI. Be open to embracing these three actions to start and to sustain a successful NEI experience.
an active learner mindset. Be ready for learning where you make meaning of knowledge and practice skills with colleagues
questions you, as a dynamic educational scholar, can research in your classroom or explore in professional conversations
with diverse education professionals from all types and levels of schooling. Discover learning and peer coaching partners.
Join the NEI today and embark on a transformative journey that will shape your professional career and positively influence the future of education in Bermuda.
