Research culture

The Field Centre’s axiom is “practice enhanced research – research enhanced practice”. Our goal is for all RMT staff members to understand themselves as reflective practitioners, carrying out “research with a small r” – a continuous questioning, observation and refinement of their own practice with students. Beyond this, a growing number of staff members hold Doctorate level and Masters degreesand are involved in research activity of various kinds. This is a research culture we are proud to be developing throughout the Trust, with research becoming a normalpart of staff development.

Practitioner research: improving our work

Practitioner research, the first of our three research domains, includes all research carried out by RMT staff on their own practice. All Trust staff take part in our three annual research days, each year focussing on a different contextual theme. We also support staff to develop their own research as an integral part of our varioustraining courses, through secondment and by means of bursaries for course fees andexpenses, and by directly supporting specific research projects.

Curriculum research

Senior staff are regularly seconded on a part-time basis (typically one day a week for a set period) to research the development of our curriculum in different areas.Current and recent projects include developing a master document for therapeutic pedagogy in green woodwork, research on best practice in the integration of dramaand music within the student offer, and research on the bee curriculum.

Goethean research: underpinning our method

Our PSTE method draws on the insights of Rudolf Steiner, John Ruskin and William Morris. Developing and renewing PSTE requires a critical investigationinto their contributions, as well as an ongoing reflection on what they mean in the modern world. To this end The Field Centre supports research into the life and works of Steiner, Ruskin and Morris. The Field Centre also employs JohannWolfgang von Goethe’s method of integrative scientific enquiry recognising both the significance of this method in its own right and the important role that Steiner played in editing Goethe’s natural scientific work.

Outcomes research: engaging with stakeholders

Together with practitioner research directly informing how our staff work withstudents, and Goethean research on the theoretical underpinnings of PSTE, RMTalso supports a range of research within various different academic disciplines,partnering with various universities to explore the impact of PSTE on our students, evidencing the value of our approach. We are also increasingly a locus for research by independent external researchers seeking to explore the research outcomes.

Applied research outcomes: the Three-Stage Process

A characteristic example of the impact of research on our practice is Julie Woods’ research on how our students learn. Julie’s MA research into the PSTE methodidentifies three stages in the student learning process: 1) helping our studentsovercome barriers to learning; 2) becoming skilled through doing purposeful activities; 3) contributing to the community. We have developed this three-stage process as a tool for assessing student progress and needs and, importantly, it now forms a central part of our discussions with students, parents, and external stakeholders.