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Research conducted at Queen's has shaped significant changes to the revised Northern Ireland Curriculum which became statutory in 2007. There are two main research areas that led to these changes: teaching children to think across the curriculum, which has affected, and will continue to affect, the experiences of all children between 4-14 years in Northern Ireland schools (estimated 230,000 children annually); and a play-based early years curriculum, which affects all children between 4-6 years (estimated 48,000 children annually). The research on teaching thinking continues to influence curriculum developments elsewhere in the UK, specifically Wales and Scotland, as well as internationally, including the Republic of Ireland and Thailand. The research has even wider reach through current advisory work with the International Baccalaureate Organisation. The play-based learning research has specifically influenced policy and the professional development of teachers in the Republic of Ireland.
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:
Research conducted by Stranmillis University College (SUC) has significantly contributed to the effective teaching of literacy skills to children aged 4-6 in the first two years of primary school in Northern Ireland (NI) [1]. Informed by the evaluation, the Linguistic Phonics Approach (LPA) is currently employed by 461 schools in NI affecting some 25,000 children per year. The research provided a cost-benefit analysis, created innovative assessment instruments to assess children's written skills and evidence of the positive impact of LPA on children's literacy development [2]. SUC is the only institution in Ireland to deliver certified LPA training to 90 BEd and 15 PGCE students per annum.
Our research on curriculum and teacher agency has shaped curriculum policy and teacher development in two Scottish local authorities and a third had embarked on this route at the end of the period. Secondly, the research is informing the national curriculum review being undertaken by Education Scotland. Consequently, it is being used in teacher development programmes that are promoting improvements in the classroom. It has also informed scrutiny of policy among a wider professional audience and raised awareness of complex processes of curriculum reform within the broader public discussion in Scotland.
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.
Paechter's research has attracted wide interest among educational practitioners and the broader public. As a result of this, she has been invited to contribute to radio programmes, Teachers' TV broadcasts, and other media for professional and general audiences. Her research has been widely reported in the media. It helps to shape public understanding of children and gender, and public debate about young people, both in the UK and internationally. She has influenced both high-level policy through her evidence to the Equal Opportunities Committee of the Parliamentary Assembly of the Council of Europe, and practice, through her presentations to groups of practitioners.
This case study describes the impact of research into early childhood education and care (ECEC), highlighting significant findings, outputs, pathways to change and impacts for early education and care services for children under three. Impacts have been substantial, including increased awareness of this `phase'; improved access to professional development; democratic practitioner participation and improved practitioner knowledge. Additionally, influence on policy debate about childcare, changes to organisational policies and practices in the public sector, and commercial development in the private sector, are described. The reach of the impact ranges from individual to organisational levels and local to international contexts.
The large-scale, longitudinal research on early years education, in particular the Effective Provision of Pre-School Education study, led from Oxford by Sylva and Sammons, has shaped the design, funding and implementation of policy at local, national, and international levels, and has contributed to major shifts in public discourse, and changes in early years practice over the past 15 years. The wide-ranging policy changes shaped by this research have transformed the landscape of early years education, and include: 15 hours/week of free early years education for 3-4 year olds; free early years places for disadvantaged 2 year olds (Two Year Old Offer); the Early Years Foundation Stage (EYFS) Curriculum; and major funding (the Graduate Leader Fund) to upgrade the qualifications of preschool staff.
This case study concerns a body of research conducted at Plymouth University on outdoor and experiential learning. The research has impacted upon children and schools through developing outdoor learning approaches and schools making changes to the school physical environment to support learning. It has also impacted upon practitioners and their practices and influenced the review of outdoor learning curriculum in Victoria (Australia). It has led to a successful Lottery bid, led by the Silvanus Trust, which is having a direct impact on practitioners and their approach to understanding outdoor learning and well-being.
Self Organised Learning Environments (SOLEs), characterised by our innovative pedagogies and models of enquiry-based learning, are changing the culture of classrooms and inspiring many thousands of educationalists in schools and other organisations. This impact culminated in the 2013 award to Mitra of the annual TED prize ($1million). Teachers have been inspired to find new enquiry-based ways to encourage students to work together, solve problems and become more engaged in learning with minimal intervention from the teachers themselves. SOLEs have been implemented in schools and other educational institutions resulting in change in the attitudes and practices of teachers, head teachers, education policy makers, education experts and private companies. Impact has extended to 27 countries across 5 continents including India, UK, Argentina, USA, Australia, China, Finland and Qatar. This research has become a global phenomenon, influencing all phases of education (primary, secondary and tertiary) and also the training and development of teachers. The research also inspired the film `Slumdog Millionnaire'.