teaching and learning research programme a report of the tlrp showcase of post-compulsory projects,...

Teaching and Learning Research Programme

A Report of the TLRP Showcase of Post-Compulsory Projects,

25 June 2003


Teaching and Learning – could we do better?

Andrew Pollard and Mary James

Directors’ Team, TLRP


TLRP’s many independent,

but interlocking and cumulative, research activities


• Aims

• Organisation (projects, phases, sectors, themes)

• Programme development

• The overarching challenge


AIMS:

• Learning

• Outcomes

• Lifecourse

• Enrichment

• Expertise

• Improvement


Aims:

• Learning

• Outcomes

• Lifecourse

• Enrichment

• Expertise

• Improvement


ORGANISATION:

• Projects, by phases and by sectors

• Cross-cutting themes

2000 2001 2002 2003 2004 2005 2006 2007 2008/9

Phase I

Phase II

ScottishExtensions

Phase III

PROJECTS

2000 2001 2002 2003 2004 2005 2006 2007 2008/9

Phase I

Phase II

ScottishExtensions

Phase III

SECTORS

Early Years educationPrimary education

Secondary educationThrough schooling

Further and post-16 educationHigher education

Workplace educationCPD and

Lifelong learning


Further and post-16 education:

How does policy impact on teaching, learning and assessment in post-16 provision?

What effects do organisational cultures have on learning in further education?

Could learner careers be enhanced through community-based education?

What everyday literacies might learners use in formal education, and with what effects?


Higher education:

Could we improve student outcomes if we understood teaching and learning better?

With increasing diversity in HE, how do social and organisational factors affect students’ learning?

Given widening participation, what is the experience of disabled students at university?

We increasingly depend on specialists, but how does expertise develop?

Does ‘problem-based learning’ really improve student learning?


Workplace learning:

Can workplace cultures be developed to improve learning outcomes?

How do people learn at work and contribute to organizational performance?

How do workers understand and develop skills in new technologies?

Can adults’ basic skills be improved through workplace learning?


CPD and lifelong learning:

Beyond university, how do graduate professionals learn on-the-job?

What are the particular needs of new teachers?

Can learning with and from peers improve learning outcomes?

How can professional agencies learn to work together to deliver public services?

How can individuals’ learning be supported throughout the lifecourse?

What is the significance of learning in people’s lives?

2000 2001 2002 2003 2004 2005 2006 2007 2008/9

Phase I

Phase II

ScottishExtensions

Phase III

THEMES

User engagementCapacity building

Neuroscience

Learning outcomesLifecourseInternational comparison

Information technologyTransformation and impact

New Themes


PROGRAMME DEVELOPMENT:

• Early user engagement

• Knowledge generation by project teams

• Knowledge synthesis with thematic groups

• Knowledge transformation with users

• Outputs for impact


Research outputs:

• Newsletters


Research outputs:

• Events in association with policy-makers

and key users

Phase I Networks:

Science Education:

Royal Society, June 2003

Pupil Consultation:

QCA, July 2003

Modern Apprenticeships:

DfES, October 2003


Research outputs:

• Research briefings


Research outputs:

• Gateway books

Improving Learning series (RoutledgeFalmer)


Research outputs:

• Websites


Research outputs:

• Databases


THE OVERARCHING CHALLENGE

‘Doing better’ in using research to inform policy and practice.

• from TLRP’s projects, we expect findings on specific issues of contemporary significance;

• from TLRP as a whole, we aim for ‘added value’.


Added value through:

• analysing key issues across the whole Programme;

• theorising general principles;

• identifying applications for policy and practice.


‘Social science should be at the core of public policy making.’

‘In my field of education, and others, we want to work with social scientists on how we can do better.’

‘I commit myself to trying to work with you.’

Rt Hon Charles Clarke, MP, Secretary of State for Education and Skills (ESRC Summer Reception, Millbank, 24th June 2003)


TLRP

• £26m, over nine years

• with thanks to HEFCE, Scottish Executive, National Assembly for Wales, Northern Ireland Executive, Department for Education and Skills – and ESRC.

• or 50p for each UK learner!


Points from Post-16 and FE discussion group

Key Sector issues and potential TLRP contributions:


Points from HE discussion group



Points from Workplace Education discussion group



Points from CPD and Lifelong Learning discussion group


teaching and learning research programme a report of the tlrp showcase of post-compulsory projects,...

Documents

student learning

individuals learning

significance of learning

learning research programmecpd

problembased learning

research activitiesteaching

student outcomes

formal education