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This case study describes how research at King's College London directly informed the Government's policy to ensure near-universal participation to age 18 in mathematics education within a decade. This research has shown that (i) England's participation in post-16 mathematics is unusually low internationally, and that (ii) mathematical attainment in England has fallen since the 1970s. This evidence has been cited by government ministers as the basis for their decision to change policy on the study of mathematics in post-16 education. Subsequent research into how other countries achieve high participation has informed the content and implementation of the policy.
Research by Oxford Brookes University identified that teaching for inclusive challenge in primary science lessons, with an emphasis on classroom discussions, practical work and conceptual challenge, increased pupils' enthusiasm for science and also their attainment in the subject. Led by Helen Wilson, David Coates and Jenny Mant, research insights have been used to produce evidence-based professional development for primary school teachers. This has been delivered to thousands of teachers, through training events and programmes, through a dedicated website, and through training led by Local Authority advisors who have chosen to disseminate our materials. The impact on the teachers' practice has been to encourage pupils' higher order thinking in science lessons through an emphasis on questioning, discussion and practical scientific enquiry. The ultimate impact has therefore been on the learning experiences of school pupils.
The research undertaken by Jonathan Osborne and colleagues in science education at King's has contributed substantially to contemporary curriculum and assessment policy and practice both in the UK and internationally. This programme of research has directly influenced: the Nuffield/OCR `Twenty First Century Science' curriculum, currently offered by around 1000 schools in England and Wales; the emphasis on `how science works' in the English and Welsh science curriculum; the US Framework for K-12 science education published in 2012 with its new emphasis on scientific practices; and the framework being used as a basis for the OECD Assessment of Science by the Programme for International Student Achievement (PISA) which will be administered in 70 countries in 2015.
The research improved the design and distribution of educational tests and software, textbooks, teaching materials, qualifications, and associated guides and research briefings in mathematics education. The MaLT project test papers have achieved sales of 350,000, with 382 interactive software versions. Some 27,000 certifications have been awarded using the Free Standing Mathematics qualifications. Research has influenced courses designed to aid transition into STEM in higher education, especially 13 programmes in seven universities engaged in a HE STEM funded mathematical modelling project.
Over more than two decades research conducted at Leeds has had two interrelated impacts: i) supporting the decision-making process of those responsible for reforming the school science curriculum by providing timely and robust research evidence, for example within the recent DfE National Curriculum Review in England; ii) inspiring follow-on research and development activities funded by professional organisations, whose aim is to inform and influence science education policy and practice.
Educational performance tables — some comparing countries as well as schools — have come to assume great importance. They now influence not only parents' school choices but some national education policies. Tables can, however, mislead as well as enlighten. The three studies featured here demonstrate this and help to ensure that the public will be better informed in future. Two played a key role in convincing the government that it should revise England's school performance tables. The third gave civil servants and politicians good reason to be more circumspect about how they publicly interpret international pupil performance data.
The Improving Science Together (IST) project developed pupils' enquiry skills, teachers' assessment and curriculum continuity across the primary-secondary transfer in 24 schools. This research had an impact upon public policy through its inclusion on the Department for Children, Schools and Families (DCSF) website as a case study supporting government guidance on primary-secondary transfer. Its impact upon practitioners in the project schools and authorities has been to change their practice in science enquiry assessment and primary-secondary transfer; it has a continuing wider impact on the work of teachers and trainees across the UK and internationally through web-based materials and training.
Twenty First Century Science (OCR Science A) is a research evidence-informed suite of GCSE courses developed by the Science Education Group at York from 2001-6. Following pilot trials and evaluation in 2003-6, it was adopted and continues to be used by over 1200 centres (schools and colleges) in England, thus having significant impact on the day-to-day practice of several thousand teachers and on over 120,000 students annually from 2006 to date. A survey of centres in 2008 (Millar, 2010), after the first post-pilot cohort completed their GCSE courses, indicated increases of between 25 and 38 percent in uptake of the three main sciences at AS-level, over three times the national increase observed that year. The core GCSE Science course is unique internationally in addressing explicitly the widely accepted policy objective of improving `scientific literacy'. As a result, Twenty First Century Science has influenced science curriculum policy discussions and debates in the UK and internationally.
Research conducted between 1997 and 2013 at Loughborough University helped to tackle the `mathematics problem': a significant challenge for the entire UK Higher Education (HE) sector. Significant impact during the assessment period has arisen from the development of Mathematics Support Centres at UK and international Higher Education Institutions (HEIs), based on the model developed at Loughborough University, and from an online resource, mathcentre. A collaborative network of practitioners has facilitated the dissemination of the `Loughborough Model', and resulted in changes in institutional policy and practice. Direct beneficiaries have been teaching and support staff in HEIs and students across a broad range of disciplines.
The need to produce more science graduates to meet the ambitions of a knowledge-based economy has been recognised in several UK Government initiatives, yet despite the growth in University admissions since 1986 the percentage of students studying science has fallen. Research led by Tina Jarvis has had significant impact on the development of effective science CPD, designed to address the problem that many primary school teachers lack competence and confidence in science teaching. This research has underpinned the establishment of two CPD Centres, which have provided CPD for over 7,300 teachers, technicians and teaching assistants in the UK during the assessment period and a range of projects which have achieved sustained impact on teachers' practice and pupils' learning and engagement, regionally, nationally and across Europe, involving over 30 partners across 23 countries.