martin hughes (slides produced by andrew pollard)
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More than the sum of its parts? Coordinating the ESRC Innovation and Change in Education Programme. Martin Hughes (slides produced by Andrew Pollard). Origins of the programme. Conceived 1988, funded 1990 to 1996 - PowerPoint PPT PresentationTRANSCRIPT
More than the sum of its parts? Coordinating the ESRC
Innovation and Change in Education Programme
Martin Hughes (slides produced by Andrew Pollard)
Origins of the programme
• Conceived 1988, funded 1990 to 1996• Teaching and learning processes and
outcomes in the context of 1988 Education Reform Act
• Commissioning: 250 outline applications, 25 shortlisted, 10 projects funded
• Coordinator …. as ‘an afterthought’?
Role of the coordinatorThree main overlapping areas• Networking• Creating coherence• Dissemination
• Shifting ESRC priorities (1993 Realising Our Potential)
• Changing external circumstances• ‘Bewildering variety of tasks’
Working with projects
• Good relationships - no substitute for face to face meetings
• ‘One of the most difficult problems … is that of negotiating … a mutually acceptable understanding of what it means to be part of a programme.’
• Programme priorities vs. project priorities
Working with ESRC
• Six different programme officers• Steering Committee• Research Programmes Board• Other directors & coordinators
Creating coherence
• ‘With the agreement of the Steering Committee, the five overarching questions were put to one side, and a more flexible and mutually acceptable statement of the aims and objectives of the Programme was generated’.
• Discussions, seminars, consultation and presentations internally and externally
Five main themes
• Progression in learning• Coherence in the curriculum• The nature of effective teaching and
learning• Understanding innovation and change• Differentiation and equal opportunities
Dissemination
Three part strategy• Identification of target audiences• Development of dissemination products• Delivery of products to targets
‘We did all we could …. But it is hard to gauge impact..’
Experiences with the media
• Positive coverage, and work with Maureen O’Connor
• Distortion/parody by Daily Telegraph• ‘Re-interpretation’ of project findings on
grammar for 14 year olds by politicians
Conclusions• ‘A flexible, responsive model is a better
description of the way most programmes operate in practice.’
• Clarity about programme-project expectations and an appropriate ‘management style’ is vital.
• User engagement should ‘take place in a context where the intentions and assumptions of both users and researchers can be explored’.
• ‘Added value’ is possible, through the focus, visibility, synergy, and open and collaborative processes which a programme provides.
Teaching and Learning Research Programme
TLRP background
• ‘reform’ throughout the UK education system
• concern for economic competitiveness and social inclusion
• aspirations for evidence-informed policy
• new researcher/practitioner/user alliances
Teaching and Learning Research Programme
Key features
• Large (almost £30m, 50+ investments, 400+ researchers, sophisticated projects, often with large teams)
• All sectors of education (pre-school to retirement)
• UK-wide (England, Wales, Scotland, N. Ireland)
• 2000 to 2008/9
• Directors’ Team of six (Andrew Pollard, Mary James, Steve Baron, Alan Brown, Miriam David, John Siraj-Blatchford – 3.5 fte)
• Capacity building (with associations & other initiatives)
Teaching and Learning Research Programme
AIMS:• Learning
• Outcomes
• Lifecourse
• Enrichment
• Expertise
• Improvement
Teaching and Learning Research Programme
Many independent,
but interlocking
and cumulative,
research activities
Teaching and Learning Research Programme
ORGANISATION:• Projects, funded in seven phases
• Sectors, of educational provision and research
• Themes, analysing across the programme
2000 2001 2002 2003 2004 2005 2006 2007 2008/9
Phase I
Phase II
Scottishextensions
Phase III
THEMES
User engagementCapacity building
Neuroscience
Learning outcomesLifecourse
InternationalICT and learning
Impact
Contexts & communitiesLearning transitionsChanging teacher rolesEducation research quality User collaboration
Welsh extensions
Northern Irish extensions
Associated projects
CurriculumPedagogyAssessment
Diversity and learningPolitical contextsProgramme development
Teaching and Learning Research Programme
PROGRAMME DEVELOPMENT: 1. Early user engagement
2. Knowledge generation by project teams
3. Knowledge synthesis by thematic groups
4. Knowledge transformation with users & task groups
5. Outputs for impact
Teaching and Learning Research Programme
Programme outputs:• Newsletters*
[*to all those registered on the TLRP database at: www.tlrp.org]
Teaching and Learning Research Programme
Programme outputs:• Websites (www.tlrp.org)
News, projects and themesResearch capacityInternational links
Teaching and Learning Research Programme
Programme outputs:• Databases
BEI PERINE
Regard CERUK
D-Space
Teaching and Learning Research Programme
Project outputs:• Research briefings from each project*
[*to those with special interests registered on the TLRP database at: www.tlrp.org]
Teaching and Learning Research Programme
Project outputs:• Seminar/workshops for policy-makers and key users
• Policy Task Groups
• 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
Policy Task Groups:
Personalised Learning
14-19 Education
Teaching and Learning Research Programme
Project outputs:• ‘Video-Assets’
Embedded video footage
Key Findings
Supporting analysis
Hyperlinks for follow-ups
Teaching and Learning Research Programme
Project outputs:• Gateway, overview booksImproving Learning series
• Practitioner books and materials
• Academic publications
• RoutledgeFalmer publishing partnership
Teaching and Learning Research Programme
Project outputs:TLRP Commentaries
• Personalised learning
•14-19 education
• e-strategy and electronic knowledge management in education
Teaching and Learning Research Programme
Add value through:• analysing key issues and themes
across the whole Programme;
• contributing to innovation in communicating new substantive knowledge
At the end of each session you attend, there should be an opportunity for you to record the key concepts which seem important to you. Please record your thoughts on this sheet and leave it when you depart. The whole set will be analysed with great care to enable an appropriate conceptual vocabulary to be constructed for electronic tagging purpose. Thank you.
KEYWORDS FROM PRESENTATIONS AND ROUNDTABLES
Hanbury Suite NAME: ………………………
Chair: Mary James__________________ Presenters:
Keywords:
KEYWORDS FROM PRESENTATIONS AND ROUNDTABLES
Bardd Suite NAME: … Miriam David……
Chair: Bob Burgess
Presenters: Frank Coffield, Martin Hughes (papers only)
Keywords:
Frank Coffield: Learning society, employment, work, vocationalism, training and education, learning trajectories, participation and democracy, social capital, economic inequalities. Programme, projects, themes, collaboration, informal learning, publications.Martin Hughes: Innovation, change, curriculum, progression, effective teaching & learning, differentiation and equal opportunities. Programme, added value, projects, coordination and management, themes, negotiation, users, engagement, dissemination, media relationships.
Teaching and Learning Research Programme
Political, economic and cultural contextsInformal 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
www.tlrp.org