tlrp: a uk adventure in coordinated research for evidence ... · andrew pollard, director tlrp,...
TRANSCRIPT
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Teaching and Learning Research Programme
Andrew Pollard, Director TLRP,Mary James, Deputy Director, TLRP
TLRP: a UK adventure in
coordinated research for evidence-based policy
and practice in education
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Teaching and Learning Research Programme
• Accelerating change?
• Global economies?
• Technological challenge?
• Growing diversity?
• Multiple identities?
… but ‘education’ and ‘training’ carry on,
…much as they have always done …
The context…
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Teaching and Learning Research Programme
• ‘reform’ throughout the UK education system
• criticisms of educational research
(eg: relevance, quality, scale, cumulation)
• concern for economic competitiveness
and social inclusion
• aspirations for evidence-based policy and practice
Background to TLRP
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Teaching and Learning Research Programme
The ‘programme’ challenge:
TLRP funding comes from several sources,
focuses on a field which has been criticised for
lack of quality and is awash with initiatives with
similar goals. Directing a programme like TLRP is
similar to … ‘flying a glider made of jelly’.
‘With hindsight … a centre would have allowed for
much greater coherence in recruiting studies …
and much tighter central management following
commissioning.’
Charles Desforges, TLRP Director 1999-2002
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Teaching and Learning Research Programme
• Large (approaching £40m, 70+ investments, 500+ researchers
projects up to £1.5m each, often with large teams)
• All sectors of education (pre-school to older learners)
• UK-wide (England, Wales, Scotland, N. Ireland)
• 2000 to 2008/9, and then to 2011/12
• Directors’ Team of five (Andrew Pollard, Mary James,
Steve Baron, Alan Brown, Miriam David, PT)
• Capacity building (in partnership with BERA, SRHE, ESRC, etc)
Key features of TLRP in 2006
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Teaching and Learning Research Programme
‘to lead to significant improvements in outcomes for learners at all ages and stages in all sectors and contexts of education and training, including informal learning settings, throughout the United Kingdom’.
The Programme’s overarching aim:
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Teaching and Learning Research Programme
AIMS:
• Learning
• Outcomes
• Lifecourse
• Enrichment
• Expertise
• Improvement
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
Early user engagement and partnerships
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Teaching and Learning Research Programme
Early user engagement and partnerships
Teachers discuss a new project in Northern Ireland
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Teaching and Learning Research Programme
Early user engagement and partnerships
The National Teacher Research Panel,
after a TLRP ‘witness session’
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Teaching and Learning Research Programme
Early user engagement and partnerships
Westminster Showcase – with Paul Johnson, DfES
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Teaching and Learning Research Programme
Early user engagement and partnerships
User-researcher discussion at the Westminster Showcase
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Teaching and Learning Research Programme
Early user engagement and partnerships
Cardiff Showcase - with Minister, Jane Davidson
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Teaching and Learning Research Programme
Early user engagement and partnerships
Edinburgh Showcase – with Minister, Jim MacDonald
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
Knowledge generation by project teams
Briefing meetings for researchers
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Teaching and Learning Research Programme
Knowledge generation by project teams
TLRP Steering Committee at a commissioning meeting
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Phase I
Phase II
Scottish extensions
Phase III
Projects: funding competitions and associations
Welsh extensions
Northern Irish extensions
Associated projects
WP in HE
TEL
Research training
fellows
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Phase I
Phase II
Scottish extensions
Phase III
Sectors
Welsh extensions
Northern Irish extensions
Associated projects
WP in HE
TEL
Research training
fellows
Early Years Education
Primary Education
Secondary Education
Across School Phases
Further & post 16
education
Higher Education
Workplace Education
Professional Learning
Lifelong Learning
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Teaching and Learning Research Programme
Early years and primary education
What are the most effective forms of early years provision?
Can pre-school play with new technologies enhance
children’s learning?
Does knowledge-exchange between parents and teachers
improve pupil learning outcomes?
How can group-work in small schools be developed most
effectively?
Does the development of thinking skills enhance classroom
performance?
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Teaching and Learning Research Programme
Early years and primary education
Learning in early school settings
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Teaching and Learning Research Programme
How can children’s mathematical understanding be enhanced?
Does increased pupil consultation produce educational benefits?
Does ‘learning how to learn’ enhance performance?
Can social inclusion and pressure for performance be reconciled?
Does evidence-based practice in science education improve
outcomes?
How can ICT support teaching to enhance pupil learning?
Across school phases:
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Teaching and Learning Research Programme
How can community-based further education be best developed?
What effects do organisational cultures have on learning?
What are the effects of the everyday literacies which learners use in
formal education?
How does policy impact on teaching, learning and assessment?
Further and post-16 education:
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Teaching and Learning Research Programme
Further and post-16 education
Working with Further Education students
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Teaching and Learning Research Programme
Could we improve student outcomes if we understood teaching and
learning better?
How do social and organisational factors affect student learning
outcomes?
What is the experience of disabled students at university?
How is musical expertise developed?
How effective is problem-based learning?
Higher Education
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Teaching and Learning Research Programme
Can workplace cultures be developed to improve learning outcomes?
How do workers understand and develop skills in new technologies?
Can adults’ basic skills be improved through workplace learning?
Workplace learning
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Teaching and Learning Research Programme
Workplace learning
Learning in factory settings
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Teaching and Learning Research Programme
Workplace learning
Learning in office settings
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Teaching and Learning Research Programme
How do new teachers learn in early professional development?
How can professional agencies learn to work together to deliver public
services?
What is the role of vicarious learning in professional training?
How do graduate professionals learn on-the-job?
How does learning by individuals develop throughout the lifecourse?
Professional and lifelong learning
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Teaching and Learning Research Programme
Commissioning Summer 2006
Major themes are:
• Personalisation
• Inclusion
• Flexibility
• Productivity
Technology enhanced learning
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Teaching and Learning Research Programme
A Project:
Learning How to Learn (LHTL) in Classrooms, Schools and
Networks
2001 - 2005
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Teaching and Learning Research Programme
Project: the LHTL research team
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Teaching and Learning Research Programme
Project: Research question and sample
How can ‘assessment for learning’ (AfL) be developed into a model of ‘learning how to learn’(LH2L) and embedded in classrooms, without intense outside support?
5 LEAS, 1 VEAZ, 40 infants, primary and secondary schools, c1500 teachers, c20,000 pupils.
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Teaching and Learning Research Programme
Project: development and research
Development-Whole-school input- Audit and action planning- Workshops and school improvement tools- Data feedback - Critical friendship and network meetings
Research- three level study: classrooms, schools, networks- questionnaire, interview, observation, documents, performance data- quantitative and qualitative- surveys, longitudinal analysis and case studies
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Teaching and Learning Research Programme
Project: conceptual development
• Assessment for Learning (AfL) practices are embodiments of Learning How to Learn (LHTL)
• Learning and LHTL are inextricably related
• LHTL is a family of learning practices
• Learning autonomy/agency has priorityand has a collaborative dimension
• Promoting learning autonomy is a central role for teachers
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Teaching and Learning Research Programme
Project: Key finding 1
Assessment for learning(AfL) helps teachers promote learning how to learn (LHTL) in ways which are in line with their own values, and reduces excessive performance orientation. However, it is difficult to
shift from reliance on specific techniques to practices based on deep principles
Advice on AfL techniques is useful in the short term. But progressive professional development requires teachers to re-evaluate their beliefs about learning, the way they structure tasks, and the nature of their
classroom roles and relationships.
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Teaching and Learning Research Programme
Project: Key finding 2
Classroom-focused inquiry by teachers is a key condition for promoting learner autonomy. Schools that embed LHTL make support for professional
learning a priority.
School leaders need to create structures and cultures that focus on learning and support teachers in sharing and evaluating innovations in classroom
practice.
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
Main strategies
• Conferences (annually)
• Thematic groups/seminar series /consultancies
• Policy task groups
• Sectoral overviews
Knowledge synthesis by thematic work
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Noel Entwistle
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Peter Bryant
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Directors’ Team in discussion
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
TLRP Annual Conference 2005
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
TLRP Annual Conference 2005
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
A TLRP ‘bazaar’
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Yrjo Engestrom and Anna Sfard at a TLRP conference
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Research teams in discussion
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Phase I
Phase II
Scottish extensions
Phase III
Specific thematic investments
Welsh extensions
Northern Irish extensions
Associated projects
WP in HE
TEL
Research training
fellows
User engagement
Capacity building
Neuroscience
Learning outcomesLifecourse
Impact
ICT & learningInternational
Contexts & communitiesLearning transitions
Changing teacher roles
Education research quality
User collaboration
Assessment & indicators
Reviewing reviews
Social diversity
Epistemology
Project design
Critical pedagogies
Curric. & domain knowledge
Socio-economic, medical & environment
International comparisonResearch impact Interdisciplinarity
Physical development
Language & learning
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Teaching and Learning Research Programme
Political, economic and cultural contexts
Informal and formal learning contexts
Learners and learning
through the lifecourse
Teachers, teaching
and training
Learning outcomes
Educational issues
International comparisons
Curriculum and
domain knowledge
Interaction and pedagogy
Information technology
Assessment and learning
Research
approaches
Research capacity
Programme
development
Neuroscience and
learning
User engagement
Knowledge
transformation,
impact
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Teaching and Learning Research Programme
A TLRP Theme:
Learning Outcomes Thematic Group
2002 - 2004
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Teaching and Learning Research Programme
1. Who are the learners?
2. What is the nature of the learning outcomes?
3. Are there sectoral differences?
4. How is the evidence collected?
5. How will the findings be warranted?
Theme: Key questions
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Teaching and Learning Research Programme
• Proposals from 30 projects
• End of Year Reports
• Research briefings
• Conference statements on ‘conceptions of teaching and learning’
Theme: Document analysis
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Teaching and Learning Research Programme
• Attainment – curriculum-based or measures of
basic competence in the workplace
• Understanding - of ideas, concepts, processes
• Cognitive and creative – imaginative
construction of meaning, arts or performance
• Use – how to practice, manipulate, behave,
engage in process or systems
• Higher order learning – advanced thinking,
reasoning, metacognition
• Disposition – attitudes, perceptions, motivations
• Membership, inclusion, self-worth
Theme: seven categories of outcome
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Teaching and Learning Research Programme
Theme: two metaphors of learning (Sfard, 1998)
Belonging, participating, communicating
KnowingHaving, possessing
Aspect of practice/discourse
Knowledge, conceptProperty, possession,commodity
Expert participant, preserver of practice
TeacherProvider, facilitator, mediator
Peripheral participant,apprentice
StudentRecipient (consumer), (re) constructor
Becoming a participantLearningAcquisition of something
Community buildingGoal of learningIndividual enrichment
ParticipationAcquisition
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Teaching and Learning Research Programme
Using,
practice,
behaviours
manipulationAttainments
Understanding
ideas
concepts
Cognitive
creative
Higher-
order
learning
Dispositions
Attitudes
Perceptions
motivation
Membership,
inclusion
self-worth Misc.
3CP
2CP 1CP
1CP
2CP
3CP
2CP2CP
3CP
1CP
1CP
3CP
1P
1S 1S
1S
1S
1S
1S
1S2CP
3CP
4P 1P
1P
1P 1P
1P
1P1P
1EY
2P2P
3P2P
1EY
1EY
1EY
1EY1EY
1EY
3CP
Acquisition
metaphor
Participation
metaphor
Mixed
metaphors
4FE
2FE
3FE 2FE
1FE1FE
2FE
2FE
3FE
1FE
2FE3FE
3FE
2HE
1CPD
2CPD
1CPD
2CPD
1CPD
2CPD
1CPD2CPD
1CPD
2WL
1CPD
1LLL
1LLL1LLL
3HE
2HE
2HE
1HE
2HE
2HE
3HE
1HE
1HE
1HE2HE
3FE
1HE
1HE
1FE
3WL
1WL
2WL
1WL
1WL
1WL
3WL
1WL
2WL1WL
1WL
1HE
2WL
3WL
1WL
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Teaching and Learning Research Programme
Political, economic and cultural contexts
Informal and formal learning contexts
Learners and learning
through the lifecourse
Teachers, teaching
and training
Learning outcomes
Educational issues
International comparisons
Curriculum and
domain knowledge
Interaction and pedagogy
Information technology
Assessment and learning
Research
approaches
Research capacity
Programme
development
Neuroscience and
learning
User engagement
Knowledge
transformation,
impact
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Teaching and Learning Research Programme
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Thematic group on diversity and widening
participation
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Thematic seminar series on changing teacher
roles, identities and professionalism
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Liaison with colleagues in European education
programmes
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Teaching and Learning Research Programme
Knowledge synthesis by thematic work
Presentation on identity and learning
Annual Conference 2005
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Teaching and Learning Research Programme
Lifelong learning in society
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
Knowledge transformation for impact
Strategic planning to support impact
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Teaching and Learning Research Programme
Project outputs: newsletters
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Teaching and Learning Research Programme
Project outputs: special issues of journals
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Teaching and Learning Research Programme
Project outputs:
• Research briefings
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Teaching and Learning Research Programme
Project outputs:
• Academic books
• Overview books in
Improving Learning series
• Practitioner materials in
Improving Practice series
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Teaching and Learning Research Programme
Project outputs:
• Seminar/workshops for
policy-makers and key
users
• Press-releases, articles
in professional journals,
user collaboration, etc
Seminar/workshops:
Science Education:
Royal Society
Modern Apprenticeships:
DfES
Pupil Consultation:
QCA and NCSL
Inclusive Education:
London and Manchester
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Teaching and Learning Research Programme
Thematic outputs: special issues of journals
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Teaching and Learning Research Programme
Programme events:
Conference stand
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Teaching and Learning Research Programme
Programme events:
Presentation at BERA conference
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Teaching and Learning Research Programme
Programme events:
TLRP at the National Teacher Research Conference
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Teaching and Learning Research Programme
Policy Task Groups:
Rapidly formed researcher/user groups to focus on
contemporary issues
• Personalised Learning
• Science Education
• Teaching & Learning in Schools
• 14-19 Education
• Neuroscience and Education
• Information Technology and Learning
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Teaching and Learning Research Programme
Policy Task Group outputs: TLRP Commentaries
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Teaching and Learning Research Programme
Impact:
A TLRP Commentary on Personalised learning
2004
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Teaching and Learning Research Programme
Impact: Personalised Learning
“This is what I mean by ‘Personalised Learning’. High expectation of every child, given practical form by high quality teaching based on a sound knowledge and understanding of each child’s needs.
It can only be developed school by school. It cannot be imposed from above.”
David Miliband, North of England Education Conference, January 2004
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Teaching and Learning Research Programme
• Workforce organised appropriately
• Leadership and management
focus on teaching and learning
• Buildings facilitate PL
• Clear behaviour and attendance
policies
• Interactive, inclusive
teaching programmes
• Wider teaching repertoire
• Lessons in learning
• ICT across the curriculum
• Mentoring strategies
• Creating time for tailored
curriculum
• Pupil choice for in depth
study and learnings
• Flexibility leading to relevant
qualifications for all
• Models and materials for
catch-up and extension
• Guaranteed core
curriculum
• Effective use of data to plan learning
• Setting personal targets
• Effective feedback to the learner
• Peer and self-assessment
• Improved transition and transfer
• Parental involvement
• Learning in community
context
• Co-ordinated services
in/out of the schools to
support the whole child
• Business partnerships
Teaching,
learning & ICTAssessment
for learning
School as
learning
organisation
Beyond the
classroom
Curriculum
entitlement
& choice
Personalised
Learning (PL)
• Pedagogy
• Networks and
collaborations
Presentation to Prime Minister’s
Delivery Unit, April 2004
Elements of
personalised learning
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Teaching and Learning Research Programme
Impact: TLRP recognised ….
• The political significance of ‘personalisation’ ideas in relation to choice in public services
• ‘Personalised Learning’ as a constructive policy development
• The holistic thinking about teaching and learning which ‘Personalised Learning’ represents
• The commitment to evidence-informed policy-making
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Teaching and Learning Research Programme
Impact: project evidence used
• Learning How to Learn
• Consulting Students about Teaching and Learning
• Improving the Effectiveness of Pupil Group Work
• InterActive Education: Teaching and Learning in the Information Age
• Home-School Knowledge Exchange
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Teaching and Learning Research Programme
Impact: outstanding issues highlighted
• Conceptualisation: are the proposed elements of ‘personalised learning’ and their inter-relationships, empirically supported and sufficient?
• Authenticity: is this really about ‘personalised learning’, or still primarily about teaching?
• Realism: is the ambition and rhetoric over-reaching itself, underestimating the difficulties of change and scaling up?
• Risks: what are the major risks?
• Opportunities: how can we help?
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Teaching and Learning Research Programme
Impact:
Working with policy-makers is not always easy ……for example:
• Changes of personnel• Different time pressures and work-flows• Different priorities and responsibilities • Different conceptual frameworks and discourse• Different accountability and incentivisation systems• Different cultures and structural positions in society
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Teaching and Learning Research Programme
TLRP Director with Charles Clarke, former Education Secretary of State
Knowledge transformation for impact
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Teaching and Learning Research Programme
Knowledge transformation for impact
TLRP Deputy Director, school student and David Miliband, Education Minister
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Teaching and Learning Research Programme
Educational priorities and TLRP synergies
• Science education• Personalised learning• Widening participation• E-learning
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
Capacity building: Phase 1Activities and training within the Programme
Particular priorities:
• design, conduct and management of quantitative studies• enhancing their theoretical and conceptual bases• combination with qualitative approaches• utilisation of inter-disciplinary theories and methods• transformation of research-based knowledge for practice
Capacity building for professional development
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Teaching and Learning Research Programme
Capacity building resources
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Teaching and Learning Research Programme
Practical guidance for mixed-methods research
Capacity building for professional development
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Teaching and Learning Research Programme
Capacity building for professional development
Members of the Phase 1 Research Capacity Building Team
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Teaching and Learning Research Programme
Capacity building: Phase 2Embedding in the social practices of researchers
• Capacity building conferences• Developing online resources • Linking with NCRM• Developing networks in learned societies• Career development• Fellowships
Capacity building for professional development
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Teaching and Learning Research Programme
Capacity building for professional development
Members of the Phase 2 research capacity building team
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Teaching and Learning Research Programme
Phase 2 liaison with
ESRC’s National Centre
for Research Methods
and with BERA, HEA,
UCET, etc
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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Teaching and Learning Research Programme
TLRP publication partners: Routledge, SAGE,
Continuum
Partnerships for sustainability
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Teaching and Learning Research Programme
Partnerships for sustainability
TLRP knowledge management partners: British Education
Index, Evidence in Education Portal, ESRC Society Today
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Teaching and Learning Research Programme
Partnerships for sustainability
Centre for Applied Research in Educational Technologies
TLRP information technology partners: CARET, JISC,
ESRC Society Today
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Teaching and Learning Research Programme
Partnerships for sustainability
TLRP ‘practitioner applications’ partners –Centre for the Use of Research and Evidence in Education
and Continuum Books
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Teaching and Learning Research Programme
Partnerships for sustainability
High-leverage user organisations: NCSL, NIACE, LSDA,
QCA, DfES, etc
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Teaching and Learning Research Programme
Partnerships for sustainability
Learned societies:
SERA, BERA, SRHE, SCUTREA, AcSS
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Teaching and Learning Research Programme
Gilbert Review of Personalised Learning
Public Services Improvement Policy Group
Review of Primary Education
Partnerships for sustainability
Politically independent work with government and
political parties
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Teaching and Learning Research Programme
2006 Annual Conference, Glasgow
Govt: SEED, ETLLD, etc
Acad: SERA, AERS
• Learning
• Equity
• Transitions
Partnerships for sustainability
Partnerships with UK countries:
Scotland, Wales, Northern Ireland, England
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Teaching and Learning Research Programme
Partnerships for sustainability
Partnerships with other funders for cross-sectoral overviews
• Primary education review: Esmee Fairbairn
Foundation
• Personalised Learning review: DfES
• 14-19 review: Nuffield Foundation
• Workbased learning and career review: Institute for
Employment Research
• Higher Education: Higher Education Academy
SAGE Handbook: T&L in Schools
SAGE Handbook: T&L in Lifelong Learning
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Phase I
Phase II
Scottish extensions
Phase III
Welsh extensions
Northern Irish extensions
Associated projects
WP in HE
TEL
Research training
fellows
National Education Research Forum Strategic Forum for Ed Res UK (tbc)
ESRC Strategic Research Board, TLRP Steering Committee
Some strategic bodies,
additional to DfES and HEFCE,
in the recent development of
UK educational research
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Phase I
Phase II
Scottish extensions
Phase III
Welsh extensions
Northern Irish extensions
Associated projects
WP in HE
TEL
Research training
fellows
Science & Maths Ed
Neuroscience & Ed
Knowledge & Skills
in Global Econ
Ed, life-chances
& social exclusion
Ed capacity building
Ed evidence portal
National Education Research Forum Strategic Forum for Ed Res UK (tbc)
ESRC Strategic Research Board, TLRP Steering Committee
Some strategic investments
expected to ‘follow on’ from
TLRP’s multi-project phase
(mainly ESRC’s shown)
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Teaching and Learning Research Programme
Partnerships for sustainability
Funders: HEFCE, ESRC, EPSRC, UK government departments
England HEFCE £23,000,000
Department for Education and Skills £ 3,300,000
Northern Departments of Education £ 425,000
Ireland
Scotland Scottish Executive Departments £ 2,200,000
Wales Welsh Assembly Government £ 1,250,000
United Kingdom agencies
ESRC £ 3,750,000
EPSRC £ 3,000,000
JISC £ 300,000
Total £37,225,000
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Teaching and Learning Research Programme
Programme development:
1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic work
4. Knowledge transformation for impact
5. Capacity building for professional development
6. Partnerships for sustainability
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www.tlrp.org