The following academic unit forms the submission to UoA 25:
Our strategy in education is 'supporting high quality practitioner led fundamental research which impacts positively on global educational practice'.
The four key objectives of the research strategy are to:
- support the strategic growth of research infrastructure
- concentrate effort on substantive societal matters in which we have expertise
- support an environment in which research can influence progressive change
- develop new and early career researchers
The major areas of research are organised into two overlapping research centres that share a single research strategy. Find out about the centres and the staff involved:
- Centre for Learning and Teaching
- E.G. West Centre
Research is organised into four distinct research themes:
- innovations in pedagogy, curriculum and professional learning
- role of schools, other agencies and young people in responding to educational disadvantage
- new technologies in education (ILab:Learn)
- the impact and conceptualisation of non-state education in the developing world
Our three impact case studies illustrate our passion for making a difference and the policy that impact is integral to all of our research posts. They demonstrate our strategy for having influence at all levels: policy; professional practice; and on the lives and outcomes of children and young people.
Self Organised Learning Environments (SOLES)Self Organised Learning Environments (SOLES)
The future of learning: Self Organised Learning Environments (SOLES)
Our innovative and authentic pedagogies are changing the culture of classrooms and inspiring many thousands of educationalists. Our models of ‘enquiry-based learning’ and our work in SOLE (Self-Organised Learning Environment) have now been implemented in hundreds of schools, colleges and local authorities resulting in change in the attitudes and practices of teachers, head teachers, education policy makers, education experts and private companies.
We have influenced capacity building through the development networks of teachers and we have influenced the learning of students.
Our influence has extended to 27 countries across five continents including Argentina, USA, Australia, China, Finland and Qatar. Due to the internet this research has already become a global phenomenon. Our distinctive models have influenced all phases of education (primary, secondary and tertiary) and also the training and development of teachers.
Find out more:
Schools in developing countriesSchools in developing countries
Low-cost private schools in developing countries: how research and research-based advocacy has changed policy, awareness and understanding and raised
Prior to the E.G. West Centre's research, low-cost private schools were not on the radar of any government or international agency as having any contribution to make to 'education for all' - our work changed that position dramatically.
In terms of significance, the research has led since 2008 to changing awareness, attitudes and policies towards low-cost private schools from national governments and international agencies, including DFID (Department for International Development); private philanthropic and investment organisations have been inspired to improve opportunities.
The reach of the research has extended to 20 countries in five continents, including Burkina Faso, China, Dominican Republic, Ghana, Guatemala, India, Kenya, Liberia, Nigeria, Pakistan, Sierra Leone and South Sudan.
Find out more:
Extended schoolsExtended schools
Developing the role of extended schools
Extended schools research and related projects have contributed to debate and policy-making in the UK and in countries in Europe, Asia and Australasia post-2008 about the role of the school in relation to disadvantage.
Our research has strongly informed English government policy 2008-11 and the actions (including funding and scaling up extended schools) taken to develop community orientated, full service or extended schools in order to help address the impact of disadvantage on educational outcomes. We have had sustained and far-reaching impact on the policy and actions of schools and local authorities (LAs) in their development of extended schools.
Professional practice has been changed including greater willingness to collaborate across agencies and changing the policy of ‘raising aspirations’ to one of ‘reaching aspirations'. Additionally our innovative research methodology, a version of theory of change has been taken up and used by schools LAs and other organisations.
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Find out about all our REF 2014 results.