Log in
1.1Through the development of national Research Development Fellowships (RDFs) and the national Exploratory Research programme, SUNCETT has worked in collaboration with policy professionals from the Learning and Skills Improvement Service (LSIS), (now the Education and Training Foundation, ETF) to contribute to changes to public service practices and policy guidelines for the sector. Through the same work, SUNCETT has improved standards of teaching, learning and practitioner research across the sector using a model for educational improvement, originally applied in schools by Fielding et al (2005),described as `Joint Practice Development' (JPD). Through JDP, SUNCETT has enabled policy professionals and practitioners to incrementally improve practice across the FAVE sector in research-informed, realistic and sustainable ways. These applications of JPD have been led nationally by SUNCETT and the improvements in practice achieved as a result of this approach have been recognised externally in the form of the LSIS Legacy Report (2013) (Source 1), in various OFSTED inspection reports (Source 2) and by the British Education Research Association in, Why Educational Research Matters (BERA, 2013) (Source 3).
Identifying and promoting best practice in the education of young children, this case study focuses on local, national and international policy and practice in two linked areas: children's learning and staff professional development. It underpins national strategy for England, Northern Ireland and Wales and informs international curriculum developments. We have made a significant impact on children's lives through:
The North East of England has seen a rapid decline in traditional heavy industry, leading to high levels of unemployment. The Business School recognised that traditional pedagogies were less than effective at engaging managers within the region, and developed a programme of on-going research to inform management curriculum development. Initially the research focused on developing an innovative model of work-based learning, and has subsequently developed into four core themes of professional identity, inter-professional working, creativity and coaching. This case study describes the developments since 2001 and the resulting impact since 2008 on policy, local business and individuals.
CRL works on dispositional teaching (DT) in schools and colleges: that is, teaching methods that impact on the development of learners' dispositions towards, and beliefs about, learning itself. Generic dispositions such as perseverance in the face of difficulty, reflective checking of assumptions, or willingness to seek and act on feedback, are crucial mediators of students' success as learners. CRL contributes to research on DT, and derives tools that enable teachers in a range of settings to correct dysfunctional beliefs, inculcate effective learning habits, and cultivate a positive mind-set towards the challenges of learning. Our research is of two kinds: literature- based theory-development; and empirical assessment of the efficacy of derived tools and pedagogical processes.
It focuses on the development of positive learning dispositions (PLDs) in three main `contexts':
Inter-professional collaboration to prevent social exclusion of children and young people is an emergent work practice, reflecting major changes in welfare policy in the UK and beyond. Research conducted at Oxford since 2005 on these systemic changes, and the new demands they have made on practitioners and services, has contributed to the reconfiguration of children's services locally and nationally, and to the analysis and planning of services beyond the UK. Knowledge exchange is built into the studies to produce immediate and long-term impact on practices and policies, and findings have been integrated into commissioned reports, teaching materials for service leaders, and practitioner and policy summaries.
The Urban Scholars Programme (USP) entails an innovative and sustained intervention study, which was launched by Professor Valsa Koshy in response to requests from local authorities (LAs) to address the `wastage of talent' among inner-city teenagers and to support schools with the implementation of the UK's Widening Participation Policy (2000), aimed at encouraging students from poorer backgrounds to study at university. The impact of the USP research has been evident at different levels. The direct beneficiaries are the students (aged 12 to 16 years) attending the programme, their families and teachers from 33 London schools in areas of high social deprivation. Through dissemination activities and the significant interest from educationalists, government policy makers, Local Authorities, Widening Participation (WP) officers in universities and academics, the project's research outcomes have had significant impact, both nationally and internationally. Through a range of additional knowledge transfer activities, the programme model and a toolkit of support materials continue to be made available to universities and schools.
Our research into learning through digital technologies has increased the focus on the importance of learning processes and context. The research developed new models of strategic evaluation and learning framework analyses as well as a new concept of MEGAcognition. These have shaped the development, customisation and implementation of more appropriate digital educational resources, nationally and internationally. Our research has involved and influenced key national and international companies and groups. Its users have been policy makers and developers, as well as teachers and pupils in primary and secondary schools. The research has: 1) influenced policy and practice developments nationally and internationally (in UK government departments and the e-strategy agency, and in five major resource development companies and corporations with international reach); 2) increased awareness of and engagement in learning opportunities (in four local authorities); 3) built capacity (in three resource development companies and projects); 4) offered insights into ways to develop, refine and customise educational products for specific audiences (in six resource development companies and local authorities); 5) raised awareness and understanding of educational concepts to non-academic audiences nationally and internationally (through 35 public and private seminars and keynote sessions to national and international audiences); 6) raised awareness of learning and pedagogical practices (in six major resource development companies and corporations).
University of Glasgow-led research on assessment and learning directly shaped assessment policy and practice in Scotland, the UK and Norway. This included the development and implementation of the Assessment is for Learning Programme (AifL) and the Curriculum for Excellence (CfE) as well as changes to testing and monitoring under the Scottish Survey of Literacy and Numeracy (SSLN). The University of Glasgow's contribution to the internationally renowned Assessment Reform Group prompted further curricular and assessment changes both within and beyond the UK. Most recently the impact of the Glasgow research has extended to Norway where it influenced the Norwegian Directorate of Education's changes to assessment policy.
Research since the late 1990s has developed an evidence base on the role of school libraries in developing information literacy and learning. The research has impacted on policy (social and education) and decision-making at governmental level; policy, strategy and advocacy in professional bodies and NGOs; policy, practice and service delivery in individual school library services; and practice of individual school librarians. The research has helped state the case for the contribution of school libraries to learning and has been used to develop the professional role of school libraries and librarians across the world.
Pedagogical practices, actions and interactions in early years educational settings are of considerable significance for children's subsequent lives. Stephen's research has influenced provision and practice in Ireland, Australia and the USA, as well as in the countries of the UK. Her work on early years Gaelic provision has shaped national policy in Scotland.