Why Educational Research Matters

August 2013
WHY EDUCational
reseArch matters
A BRIEFING TO INFORM
FUTURE FUNDING DECISIONS
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British Educational Research Association (BERA)
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Why Educational Research Matters A briefing to inform future funding decisions August 2013 1
Table of contents
3 Educational research: a vital contribution
3 Headline messages
4 What is educational research?
5 The context for educational research:
the knowledge economy and future challenges
7 The successes of educational research:
case study themes and examples
21 Conclusion
About BERA
The British Educational Research Association (BERA) is a member-led charity which
exists to encourage educational research and its application for the improvement of
practice and public benefit.
We strive to ensure the best quality evidence from educational research informs
1policy makers, practitioners and the general public and contributes to economic
prosperity, cultural understanding, social cohesion and personal flourishing.
www.bera.ac.uk
2 British Educational Research Association

WHY EDUCational
reseArch matters
A BRIEFING TO INFORM
FUTURE FUNDING DECISIONS
Educational research: a vital contribution

In the current economic climate, we recognise the difficult decisions the Government needs
to make in order to reduce the structural deficit while achieving the best possible value for
taxpayer’s money. Consequently, we accept that spending decisions need to consider the
optimum benefits – economic and social – to society. Spending decisions about educational
research are no exception. This inevitably raises questions on the contribution of educational
research to society. Put another way: does educational research matter? (Mortimore, 1999)1
We believe it does. We consider this contribution through this paper and a series of case
studies with the aim of establishing educational research as a priority.
Headline messages
Educational Educational Educational Reduced

research makes a research is research investment in
vital contribution to necessary for the supports the UK educational
practice and policy advancement of in developing research would
in education and knowledge for the knowledge result in a void in
to wider society. education and economy and the development
of education. facing other future and progression of
challenges. education in the UK.
1
Mortimore, P. (1999) Does Educational Research Matter? Presidential address to the British Educational Research
Association.
What is educational well as supporting high quality research by
research? engaging with researchers and establishing
a discourse on quality, REF and QR work
There is a wide scope and breadth of towards cost-effective research practices
educational research carried out by university- by addressing the relationship between
based researchers in the UK, bringing original research inputs (including financial) and
investigation to bear on a range of issues, outcomes. Submissions to the 2008 Research
from studies of children in formal schooling, to Assessment Exercise (the previous name for
studies on informal education; and from pre- REF) also provide insight into the numbers of
school through to adult education. It covers educational researchers involved in research:
themes from the organisation and structure of 1,696 academic staff entered, which is roughly
education, to those on social justice, special equivalent to those in psychology and twice
education needs, curriculum, assessment, the size of either economics or sociology.
innovation and the economic impacts of
education (Gardner, 2011)2. It focuses on Educational researchers generally work in the
people and on the places in which they learn, sector because of their commitment to inform
such as classrooms, playgrounds, homes and the direction of education and to make a
libraries (Mortimore, 1999)3. positive impact on learning, individual learners
and society in general (Reiss et al, 2010;
The range alone provides an indication of Francis, 2012)6. The sector’s experience,
how education impacts on everyone and expertise and scope of activities allow it to
how a strong research discipline can ensure achieve this and to make a real difference to
that individual lives and communities are the quality of education in the UK.
transformed through education.
Moreover, those working in educational
The educational research community research are well positioned to act as an
represents people from diverse backgrounds independent and impartial voice in the
(for example, former teachers and vocational production of educational knowledge and
education trainers) and disciplines (such understanding. Through their research they
as the social sciences and humanities, the are able to challenge, question and evaluate
natural sciences, and newer disciplines like existing policy and practice. As a result, they
information science). The community has play a vital role in UK society by asking difficult
varied theoretical orientations and employs questions, demanding evidence for answers,
different methodological approaches generating new knowledge, formulating
(Gardner, 2011)4. It is self-reflective and self- new theories and speaking up for what they
critical, driving quality from within to ensure believes is right. Mortimore (1999)7 argues
research that is fit for purpose (James, 2012)5. that a democratic society should expect no
less from a research discipline.
The sector is also supported in its quality aims
by the Research Excellence Framework (REF), Educational research also works with a diverse
a peer review exercise to evaluate the quality audience including “policy makers, influencers
of research in UK Higher Education Institutes and implementers in national, regional and
(HEIs), and Quality Related (QR) funding, local government bodies….education sector
both managed by the Higher Education professionals and practitioners, funding
Funding Council for England (HEFCE). As bodies…[and] the general public” (Gardner,
2
Gardner, J. (2011). Educational research: what (a) to do about impact! British Educational Research Journal, Vol. 37, No.4,
August 2011, pp. 543-561. 3 Mortimore, P. (1999) ibid. 4 Gardner, J. (2011) ibid. 5 James, M . (2012) Growing confidence in
educational research: threats and opportunities. British Educational Research Journal, Vol. 38, No. 2, April 2012, pp. 181-201.
6
Reiss, M., Tough, S. & Whitty, G. (2010) Measuring impact in education research. Research Intelligence, Spring 2010, Issue
110, pp. 14-19. Francis, B. (2010) Impact in education – or not? A challenge for BERA. Research Intelligence, Summer 2010,
Issue 111, pp. 25-26. 7 Mortimore, P (1999) ibid.

2011: 547)8. Continued engagement with The context for
all these stakeholders establishes a shared educational research:
understanding of quality, value and impact
in educational research, ensuring that
the knowledge economy
educational research is judged by the right and future challenges
criteria (Whitty, 2006; Delamont, 2010)9.
BERA is committed to achieving this goal to The scope and breadth of educational research
the benefit of all stakeholders. is located in an ever-changing UK and global
economy faced with multiple challenges. As
In view of this, BERA advocates a broader well as responding to changes, UK educational
consideration of educational research that research, together with other research
includes research of education – ‘blue skies’ disciplines, is influential in advancing change to
research to support the development of ensure economic growth, and to maintain the
educational theories and phenomena – as UK’s position as a world leader in education,
well as for education – a focus on ‘what science, technology, skills and innovation.
works’ and a conscious contribution to
evidence-informed policy and practice (Whitty, Over the past 30 years, the UK’s economy has
2006; James, 2012)10. Educational research been driven by a move towards a knowledge-
should be recognised for its unique ability based economy. A 2011 report by the Work
to offer both perspectives as it questions Foundation showed that between 1989 and
assumptions, discards old myths, considers 2006 the value of the UK’s knowledge-based
whether activities and policies are worthwhile, service exports grew from less than £13 billion
sets agendas and re-conceptualises problems to just under £90 billion. This shift was also
(Weiss, 1991; Whitty, 2006)11. reflected in the UK job market, with over 7 million
net new jobs created in the UK12.
To support the reach of educational research,
funding sources are varied and cross-sectoral. In the same period, other OECD countries have
This includes investment from Government also experienced similar shifts to a knowledge
departments, for example the Department economy. The commitment to support this shift
for Education (DfE), and the Department has been reflected in sustained investment in
for Business Innovation and Skills (BIS). Higher Education (HE), science, research and
Educational research also attracts funding from development. For example, the US, Canada,
HEFCE (and equivalent bodies in the devolved Germany and France have continued substantial
nations). The UK also benefits from research investment in these areas during the current
funds from the seven bodies comprising global recession13.
Research Councils UK (RCUK), from the
European Union, charitable organisations, the Similarly, the need for sustained investment
private sector and international bodies such in these areas to advance the knowledge
as UNESCO (the United Nations Educational, economy is imperative for future economic
Scientific and Cultural Organisation) and growth and prosperity in the UK. In the 2010
the OECD (Organisation for Economic Co- Spending Review, the Government reaffirmed its
operation and Development). commitment to invest in science and research
by maintaining the science budget in real terms
(£4.6 billion of resource spending) over the
Spending Review period14. As the Chancellor
8
Gardner, J. (2011) ibid. 9 Whitty, G. (2006). Education (al) research and educational policy making: is conflict inevitable? British
Educational Research Journal, Vol. 32, No. 2, April 2006, pp.159-176. Delamont, S. (2010). Impact: A personal view. Research Intelligence,
Spring 2010, Issue 110, p.11. 10 Whitty, G. (2006) ibid. James, M. (2012) ibid. 11 Weiss, C. H. (1991) Policy research: data, ideas or
arguments? in Wagner, P., Weiss, C., Wittrock, B. & Wollmann, H. (Eds) Social sciences and modern states: national experiences and
theoretical crossroads. Cambridge: Cambridge University Press. Whitty, G. (2006) ibid. 12 Levy, C., Sissons, A. & Holloway, C. (2011) A plan
for growth in the knowledge economy. The Work Foundation. 13 Levy et al. (2011) ibid. 14 HM Treasury (2010) Spending Review 2010.
argued in the 2013 Spending Review, “scientific is embedded in well-funded, sustainable
discovery is first and foremost an expression of frameworks and contexts. Supported by funds
the relentless human search to know more about from varied sources, for example the DfE, BIS,
our world, but it’s also an enormous strength for HEFCE and RCUK, these initiatives developed a
a modern economy.”15 wide knowledge base in their respective fields.
As well as the contribution made by science The TLRP, for example, was a £43 million
research and STEM (Science, Technology, UK-wide initiative funded by the Economic
Engineering and Maths) research more broadly, and Social Research Council (ESRC), the
several reports have drawn attention to the Engineering and Physical Sciences Research
need for the UK to build a wide research, skills Council (EPSRC), the Department for
and knowledge base, encompassing diverse Education and Skills (now the DfE), HEFCE,
disciplines, to support the knowledge economy the Department of Education, Northern Ireland;
and to respond to other future challenges16. the Department of Employment and Learning,
These challenges include globalisation, talent Northern Ireland; the Scottish Government
and social mobility, an ageing population, and the Welsh Assembly. As the largest ever
an increasingly diverse population, family life UK initiative in education research, it was both
and communities, crime and public safety, unique and ground-breaking.
and climate change17. Many of these areas
are relevant to the social sciences, including TLRP had two key aims: to contribute to the
educational research18. improvement of learning outcomes in the UK and
to increase the quality, capacity and quantity of
Over the past 20 years, the establishment of educational research. The programme provided
Government initiatives for educational research insight into teaching and learning across all
has developed a sector able to respond to education sectors, from pre-school to further
these challenges. Initiatives like the National education and HE through to lifelong and work-
Education Research Forum (2002 to 2006)19, based learning24. The first phase of the initiative
Evidence for Policy and Practice Information (2000 to 2009) considered generic issues,
and Co-ordinating Centre (EPPI) (1993 to including literacy, mathematical and scientific
date)20, the British Educational Communications understanding, informal learning, widening
and Technology Agency (BECTA) (1997 to participation and work-based learning in a global
2011)21, the Centre for Research on the Wider economy; and a second phase (2007 to 2012)
Benefits of Learning (WBL) (1999 to date)22 focused on technology-enhanced learning. The
and the Teaching and Learning Research initiative supported over 100 research projects
Programme (TLRP) (2000 to 2012)23 are such and in the region of 700 researchers. Research
examples. These initiatives demonstrate the knowledge generated from the programme
need for a clear vision on the role of research contributed to public debate on key educational
to better educational outcomes. It also shows and related issues, and to improving the
the learning, knowledge and impact for practice professional judgements of practitioners and
and policy that can be achieved when research policy makers across the UK.
15
Osborne, G. (2013) Statement to Parliament, 26th June 2013. 16 Levy et al. (2011) ibid. Cabinet Office. (2008) Realising
Britain’s potential: Future Strategic Challenges for Britain. Cabinet Office, The Strategy Unit. 17 Cabinet Office (2008) ibid. 18 See
for example the work of The ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE) based in Oxford and
Cardiff Universities. SKOPE aims to examine the links between the acquisition and use of skills and knowledge, product market
strategies. Retrieved on 7 June 2013 http://www.skope.ox.ac.uk/. 19 See for example – Retrieved on 7 June 2013 http://www.
eep.ac.uk/nerf/index.html. 20 See for example – retrieved on 7 June 2013: https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=63.
21
See for example – retrieved on 7 June 2013: http://www.education.gov.uk/aboutdfe/armslengthbodies/a00192537/becta.
22
See for example – retrieved on 7 June 2013: http://www.ioe.ac.uk/research/168.html. 23 See for example – retrieved on 7
June 2013: http://www.tlrp.org/ 24 See for example leaflet developed by the TLRP, ‘Impact and Significance’ Also retrieved on
7 June 2013: http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDIQFjAA&url=htt
p%3A%2F%2Fwww.tlrp.org%2Fpub%2Fdocuments%2FImpactLeaflet.pdf&ei=XNqxUYaZOuPB0QXyr4GIDA&usg=AFQjCN
Hz-9GyPVrT9MGk6THD7ASDe0L8Zg&sig2=N2sYP2GdCeEaHeweNu0oMg&bvm=bv.47534661,d.d2k

The cost-effectiveness of such programmes, The successes of
compared to Government investment in other educational research:
areas of research (such as large-scale science
projects), can be considered in terms of the
case study themes and
benefits gained to education (practice and examples
policy) and society more broadly, relative to
initial funding and costs. In addition, benefits are The case studies and themes chosen here
likely to be multi-faceted and accumulative as look at research for education due to their
knowledge instigates new learning and insights. ability to show immediate impact (an evident
Also, while giving close attention to education, process of change in attitudes, thinking and
the links between educational research and approaches, even if at the early stages) and
broader societal, economic and global issues influence (stakeholders, including Government,
cannot be ignored. selecting/funding educational research to
evaluate what is actually happening and to use
‘Does educational research findings to do things differently).
matter?’: the flip-side
In considering the scope and breadth of However, as pointed out by Mortimore
educational research and its contribution (1999)26 any selection of educational
to developing the knowledge economy and research will only provide a glimpse of its
addressing UK challenges, the flip-side to the varied successes. In keeping with this, the
question ‘does educational research matter’ themes and case studies presented here only
is ‘would it matter if educational research no provide a snapshot of the many ways in which
longer existed?’ (Gardner, 2011)25 If it no educational research impacts on individual
longer existed, how would education systems lives, communities, curriculum, organisations,
develop; how would practitioners be supported practice and professional development.
in developing their skills and knowledge; how
would society gain knowledge on learning Indeed, other themes, although not expanded
and the many factors: social, economic and on here, are of no less importance. For example,
environmental, that impact on learning; how the contribution of educational research to
would policy makers and governments be informal education, such as ‘The Letter Box
confident in their policy decisions concerning Club: An account of a postal club to raise the
education; and how would curriculum be achievement of children aged 7 to 14 in foster
evaluated, re-conceptualised and improved? care’ in reading, writing and mathematics27.
Pertinent to debates and policy aimed at raising
These questions point to the void that educational engagement and participation
would exist in the UK’s desire to develop among looked-after children, the study outlines
world-class educational provision across the early development of an intervention that
all sectors. The case studies and themes personalises and sends school materials to
presented here demonstrate ways in which children in their foster homes. The project aims
educational research makes a vital contribution to support the development and expansion
to the progress of education in the UK. of the intervention, which is already resulting
They show how Government investment in in increased engagement by children with
educational research has resulted in benefits their learning.
to professional development, institutional
improvement, improved learner outcomes, labour Also, studies that locate new agendas and
market needs, and to knowledge-informed priorities in education are not expanded on
policy making. here. However, their contribution to anticipating
future issues in education, as well as changes
25
Gardner J. (2011). ibid. 26 Mortimore, P. (1999) ibid. 27 Griffiths, R. (2012) The Letter Box Club: An account of a postal club to
raise the achievement of children aged 7 to 14 in foster care. Children and Youth Services Review 34 (2012) pp. 1101-1106.
Also retrieved on 23 May 2013 http://www.letterboxclub.org.uk/.
in the direction and focus of education in of schools that have successfully revised their
response to a changing world (characterised provision to create sought-after examples of
by the knowledge economy and globalisation) practice. Understanding such ‘histories’ can
is vital. Examples of such studies include help to inform curriculum development, the
work by the University of Exeter to shed light development of learning environments, and the
on current practices to promote international teaching and learning relationships between
North-South partnerships between learners and learners and educators that result in positive
practitioners for mutual learning (particularly in educational outcomes.
primary and secondary education)28. The study
seeks to inform how teacher education can be Finally, the case studies and themes exemplify
developed to improve teachers’ understandings the vital contribution made by educational
of ‘difference’ and ‘similarity’ in relation to research. They also show the benefits of
other cultures and contexts. This ensures that Government investment (as well as other
children in the UK (and internationally) develop funding sources such as international
positive ways of talking and thinking about organisations, charitable, private and UK
people and communities. Research Councils) in educational research
to the improvement of education. All case
Other examples of studies include research study examples and themes continually bring
by Kingston University to develop state- us back to the question ‘does educational
of-the art technology-based teaching research matter?’ As suggested above,
methods in engineering to improve learner the alternative would be to consider the
(undergraduate and post graduate) integration void that would be left by the absence of
in the workplace.29 educational research.
While presenting research for education, The case studies and themes
as stated earlier, it is important that the considered here are:
contribution of research of education should Investigating learning in classrooms;
not be overlooked, as all the research Informing national educational
presented here is located within educational initiatives and reform;
theory. This has been developed in practice Essential to teacher education;
but also through the opportunities presented Investigating Information Communications
by ‘blue-skies’ research to provide a strong Technology (ICT) to promote learning;
foundation in thinking about education. Strengthening equal access to
education for all.
Studies contributing to the development of
educational theory and thinking include ‘The Investigating learning
Steward Street School experiment: a critical in classrooms
case study of possibilities’30. This study Gardner (2011)31 argues that the glue binding
demonstrates the contribution of research together educational researchers from many
to initiate different ways of thinking about disciplines and backgrounds is “the pursuit of
and approaching education to maximise the improved understanding and facilitation
effectiveness. The study examines how ‘social of ‘Learning” (p.546). By working closely with
alternatives’ in education (the way society teachers, educational researchers support
‘does’ education in the context of social the development of pedagogies (approaches
change) can be informed by micro-histories to teaching and learning). This can be done
28
Martin, F. (2012) Thinking Differently About Difference. Think Global Thinkpiece 2012 Series. Also retrieved on 23 May http://
education.exeter.ac.uk/gpml/. 29 Collier, G. (2013) Educational Research to Develop Novel Robotic, Electronic and Control
Engineering Teaching Materials Based on Industry-Standard Software and Hardware. (Paper submitted to Faculty of Science,
Engineering and Computing, Kingston University, resulting in successful funding bid). Also, a chapter related to this work, to be
included in a book (anticipated date of publication April 2014) entitled: Cutting Edge Technologies and Social Media Use in Higher
Education. IGI Global publications. 30 Burke, C. & Grosvenor, I. (2013) The Steward Street School experiment: a critical case study
of possibilities. British Educational Research Journal, Vol. 39 Issue 1, February 2013, pp. 148-165. 31 Gardner, J. (2011) ibid.

Case study 1: Challenging Chemical Misconceptions in the Classroom
The Challenging Misconceptions in the teachers in chemistry sessions to diagnose the
Classroom Project (2000–2001) was funded difficulties children face in learning chemistry
by the Royal Society of Chemistry (RSC) to facts and knowledge. The tools were tested
support teachers in the diagnosis of common in UK schools by teachers who provided
learning difficulties by children and their feedback on how they could be improved.
misconceptions of core topics in chemistry. Resources from the project were
The project concerned secondary and sixth- independently evaluated by the Open
form level science (11 to 16 years). University (OU).
The research was motivated by previous
research that showed that children often Impact and knowledge exchange
form misconceptions when learning in Policy
science (across science disciplines). These Chemical Misconceptions Volume I and II
misconceptions can act as an impediment to were recommended in a national (England)
successful learning. policy initiative as a specific text for schools
The project was designed to support in the Key Stage 3 science strategy.
teachers in applying learning from research to Practice
their practice. This was achieved by providing The OU independent evaluation indicated:
teachers with accessible accounts and that the project had an impact on the
research-informed teaching materials to use knowledge and teaching behaviour of
in the classroom. It was assumed that most teachers, through improving their knowledge
teachers did not apply learning from research and pedagogy (strategies and approaches
to their practice. This could be for a range of to teaching and learning);
reasons, for example: lack of familiarity with an improvement in student achievement
and access to research reports; and limited in chemistry.
understanding on the theory behind how Research
children learn in science. The project offered data for analysis to
Central to the project was the development contribute to developing the research
of diagnostic tools that could be used by literature in the field.
to inform policy, in response to policy, and, teachers in working with children and for
perhaps most importantly, to address issues diagnosing barriers to learning.
identified by teachers.
Current studies (for example Coultas 201233)
Studies on how learning is facilitated in exploring the potential of classroom talk to
classroom settings include those that examine support learning provides another example of
how children gain knowledge and the role the importance of research to practice and
of teachers in supporting this. Such studies policy. Central to debates on what constitutes
(for example case study 1: Challenging effective talk for learning and oracy (including
Chemical Misconceptions in the Classroom32) recent debates on Government proposals
demonstrate the need to commit time as well to promote Standard English in school
as resources to classroom investigations. It curricula34) studies explore the potential for
also shows how research at the classroom identifying and promoting pedagogies that
level can challenge assumptions about nurture effective classroom talk.
how children learn. This can lead to the
development of practice materials to support
32
See for example Taber, K. S. (2001). Constructing chemical concepts in the classroom?: using research to inform practice. Chemistry
Education: Research and Practice in Europe, 2(1), 43-51. 33 See for example Coultas, V. (2012). Classroom talk: Are we listening to
teacher’s voice? English in Education, Vol. 46, Issue 2, , Summer 2012, pp. 175-189. (Part of a wider study on teachers’ dilemmas with
classroom talk). 34 Proposed reforms to the National Curriculum including a focus on ‘correct’ grammar and Standard English have led
academics and educators to call for a better understanding of talk and language in learning to inform curriculum development/reform.
Case study 2: Effective Group Work in Classrooms
The SPRinG (Social Pedagogic Research the learning purpose and social context of
into Group work) project was a large-scale group work. It supported teachers in helping
UK project (2000 to 2005) carried out by children develop communication and joint
the University of Cambridge, the University problem-solving skills. It helped teachers
of Brighton and the Institute of Education, consider the composition of groups in
University of London, and funded by the relation to learning activities and desired
Teaching and Learning Research Programme learning outcomes. It worked with teachers
(TLRP) to investigate effective group work to evaluate children’s attainment throughout
in classrooms. the course of the project, including
Different groupings have the potential information on their motivation and attitudes
to affect children’s learning attitudes and to learning as a result of being involved in
their interactions with teachers in ways that effective group work activities.
support learning. Children need to develop
the skills of group work: listening, sharing, Impact and knowledge exchange
explaining and discussing ideas, as well as Policy
trusting and respecting each other. Awarded a contract by the Department for
The project responded to the lack of Education and Skills (DfES) to conduct
empirical evidence on the potential use of a review of current research on grouping
group work to influence learning, classroom both as a part of school organisation and
behaviour, attitudes to learning; and the as a strategy to promote learning and
limited use of group-work in schools. It social cohesion inside the classroom.
also addressed the absence of the role and Practice
importance of group work in supporting Development of manuals, conferences
children’s learning in Government policy. and workshops to support teachers in
The project was set up in collaboration developing children’s group work skills.
with teachers to design a programme of Gains in learner attainment and learning,
high-quality group work at the primary and such as in reading, mathematics and
secondary phases. science, the result of greater levels
The research focused on two aspects of classroom engagement and high-
of group work felt to be lacking in level discussions.
classroom practice: Teachers’ professional skills and
group work that shifted the balance of confidence enhanced and practice
ownership and control away from the repertoires extended.
teacher to the children enabling children Group work proved more effective when
to become co-learners; and adopted by the whole school rather than
an understanding of group work that fully individual teachers.
acknowledged the particular social setting
of the classroom, i.e. that is the everyday Further research
classroom conditions that children and Studies carried out in pre-school settings.
teachers work in. Research in Caribbean secondary
In working together teachers and schools to enhance the practice of
researchers started from the premise trainee teachers and combat educational
that ‘if the relationships between group underachievement.
sizing, interaction type and learning tasks Research to facilitate learning between
are planned strategically then learning Hong Kong and England on the effects
experiences will be more effective’ of group work in the teaching of
(Blatchford et al, 2003, p. 154). primary mathematics.
The four-year project saw the A Scottish extension to the original
development of a programme of group SPRinG project.
work integrated into everyday school life to
explore the above areas – i.e. for example

Closely related to these studies on classroom all dynamics. The Department for Education
talk are those exploring collaborative learning and Skills (DfES) funded the project for three
in classroom settings and the benefits of years to follow learners through to the end of
adopting dialogue /dialogic approaches to primary schooling. The project’s influence is
learning (see case study 2: Effective Group seen in requests by policy makers, including
Work in Classrooms35). As well as addressing UK Government and Scottish Council, to
issues raised by original research conducted engage with learning from the project. It has
by the researchers, such studies demonstrate also received strong press coverage. The value
the scope to build on investigations to of the research can be seen in its influence on
explore wider issues. Examples include: the debate and policy in other national contexts
application of learning on effective group work such as Hong Kong, New Zealand, Holland,
to issues on educational underachievement, Canada and Singapore. This reaffirms the
as well as how research can develop across UK’s ability to lead in the international arena as
national boundaries to support international well as the need for thorough investigation to
collaboration and knowledge exchange. strengthen educational policy making.
Also relevant to classroom settings are Informing national educational

recent studies on class size, an issue that initiatives and reform
is once again at the centre of Government Educational research supports the
policy, as rules are relaxed on the number of implementation, review and development of
children allowed in a class amid a growth in national education initiatives. It also raises
pupil numbers36. Knowledge of the impact of critical questions on Government policies
class size on learners is vital and is of great and interventions. In so doing, educational
concern to parents, teachers and schools. The research can inform, confirm and challenge
Institute of Education (IOE), London, led by policy initiatives to the benefit of learners and
Professor Blatchford, has contributed a vast broader society.
amount of enquiry in this area37. The design
and development of the Class Size and Pupil The Nuffield Review of 14-19 Education (2003
Adult Ratio project (CSPAR – 1996-2003) to 2009), an independent review of all aspects
in collaboration with schools, Local Education of 14-19 education and training in England and
Authorities and Teacher Associations, saw Wales39, is an example of an investigation of
the undertaking of a large-scale longitudinal national provision. The review praised aspects
study of the educational effects of school of current provision while calling for greater
class size differences. The project built on coherency in Government interventions across
interconnections between Government, policy the age range. Findings and recommendations
makers and research evidence38. The study have informed Government policy in recent years
examined the integrated dynamics of class in areas such as Young People Not in Education
size, classroom processes and academic or Training, improved collaboration between
attainment. It showed that public adherence to schools, colleges and work-based learning
the notion that small classes provide a better providers, and Apprenticeship provision.
quality of teaching and learning is not a fact
necessarily grounded in research evidence. At the other end of an individual’s
Instead, the study looks at ways to maximise learning journey are national studies to
the opportunities of small classes and minimise assess Government initiatives in Early
the problems of large classes by considering Years education. p14
35
See for example Blatchford, P., Galton, M., Kutnick, P. & Baines, E. (2005) Improving the Effectiveness of Pupil Groups in
Classrooms. ESRC Project Ref: L139 25 1046. 36 See for example Shepherd, J. (April 2013) ‘Primary Pupils face rise in large
classes’. The Guardian. Retrieved on 23 May 2013: http://www.guardian.co.uk/education/2013/apr/13/primary-school-large-
classes. 37 See for example Blatchford, P. (2003) The class size debate? Is small better? Maidenhead: Open University Press. Also
retrieved on 23 May 2013: http://www.classsizeresearch.org.uk/. 38 The research built on the US (Tennessee) STAR project (for
Student-Teacher Achievement Ratio). 39 For details of reports published as part of the review see (retrieved on 23 May 2013) http://
www.nuffieldfoundation.org/14-19review.
Case study 3: Longitudinal Study of Early Years Professional Status: An
exploration of progress, leadership and status
In 2009 The Centre for Developmental and the extent to which Early Years
Applied Research in Education (CeDARE) Professionals have, or have not,
was commissioned by the Children’s undertaken (or plan to undertake)
Workforce Development Council (CWDC) any further training or professional
to undertake a longitudinal study of Early development; and
Years Professional Status (EYPS). It was the issues faced by Early Years
a three-year study to explore the impact of Professionals in integrating children’s
Early Years Professionals gaining EYPS on perspectives (children’s voice gained
the places where they worked, on their roles, through listening to them) into their
career development and aspirations. It was approaches to improving the quality
based on two national surveys of Early Years of provision.
Professionals and in-depth case studies of Overall, research findings found that
30 Early Years settings across England. gaining EYPS resulted in increased
The decision to introduce EYPS professional confidence, increased capacity
developed from a growing awareness of to carry out leadership roles, and positive
links between the qualification level of institutional change.
practitioners and the quality of provision
delivered. Past studies showed that in Impact and knowledge exchange
general quality Early Years provision The majority of respondents reported that
appeared to be higher in ‘graduate-led’ gaining EYPS had improved their own sense
settings. Further studies also identified types of professional status.
of Early Years settings conducive to fostering Respondents reported increased
the leadership needed to enhance long-term likelihood to take on leadership roles; a
outcomes for children. perception of better employment chances
The longitudinal nature of the study in other early years settings; increased
provided the opportunity to evaluate the confidence in developing colleagues’
changes realised by the introduction of knowledge and skills; increased colleagues’
EYPS. The study examined: readiness to listen to their advice.
Early Years Professionals’ views on The majority of Early Years Professionals
their ability to carry out their roles since in the case studies gaining EYPS had either
gaining EYPS; consolidated their existing understanding
Early Years Professionals’ practice in of quality provision and practice leadership,
relation to: outcomes for children; impact or provided additional support in areas
on leadership roles in early years settings; such as articulating their view of quality,
impact on other aspects of early years or in leading aspects of change or
settings, such as the quality of practice professional development.
and interactions, as well as relationships Findings from the longitudinal study
with parents and other agencies; supported the Government’s response
Early Years Professionals’ career pathways (January 2013) to the Nutbrown review on
and views on their career trajectory early education and childcare qualifications.
including any motivations or intentions to
change setting, role or career;
Returning to the question ‘does educational research matter?’ it

would be a challenge for any individual or for society, based on the
evidence presented here, to say no

Case study 4: Building upon Success: Extending and sustaining curriculum
change in partnership with the Highland Council
This research tracks the implementation curriculum; and the factors which improve
of Scotland’s new Curriculum for or impede their implementation of the
Excellence (CfE), formally implemented changes, the research project does not
in the 2010-11 session. Funded by the seek to criticise teachers or to show that
Scottish Government, the research was they lack the knowledge and capacity to
a collaborative project between The adapt to curriculum change. Instead, the
University of Stirling’s School of Education project worked with teachers and senior
and the Highland Council. The project managers (across nine schools – secondary
was established to extend and develop the and primary, and representatives of the local
existing model of implementation for CfE authority) to understand their perceptions
by providing support to Highland teachers and experiences of implementation.
within the Highland region. Learning from The research found mixed experiences of
the project would also be used to support implementation. For example, teachers were
future models for large-scale and sustained positive about the new curriculum and felt it
curriculum change for Scotland as a whole. connected with their own beliefs and ideas
The new CfE is described as unique about education. However, insufficient time had
in its move away from the prescriptive been given to teachers to discuss together and
culture of previous curricula towards a more engage with the philosophy of the curriculum
developmental approach to curriculum, which before (or as a part of) implementation.
empowers teachers as agents of change and
professional developers of the curriculum; and Impact and knowledge exchange
in its advocacy for a more apparent approach Policy
to student-centred practices to develop Findings from the research will be used
confident individuals, successful learners, to inform and develop future policy in the
responsible citizens and effective contributors. Highlands and in Scotland as a whole.
Previous research on curriculum Practice
implementation identifies a gap between Progress in child-led learning, for example
policy aims and reforms and the practical children taking greater control over
implementation of curriculum as teachers what they learn.
mediate changes on the ground. Intended Developments in approaches to
policy aims often become mutated at assessment – formative (for learners), self
different levels of the implementation and peer (for teachers).
process, becoming something very Increase in practitioner networks to
different in practice. further facilitate the development of
The research is positioned between the CfE, for example an increase of teacher
macro level of curriculum implementation – participation in professional learning
the result of particular policy aims – and the communities and peer review activities to
reality of implementation – how it is enacted support implementation.
and received in Scottish schools by teachers Participation of experienced teachers in
and senior managers. a guided curriculum development project
This is the result of various factors: the that uses a collaborative professional
capacity of teachers to reconcile curriculum enquiry approach to working.
reform with the institutions that they work Events held across the region for
in; their existing beliefs about policy and teachers and senior managers to enhance
practice; the continued pressures of external professional learning and raise capacity
accountability; and the demand on teachers for school-based curriculum development.
to become agents of change overnight. Research
In working with teachers to understand Additional research into the
what the implementation of CfE means implementation of CfE more widely across
for them: how they feel about the new the authority.
These include longitudinal studies to track Other national studies have investigated
professional experience, practice and large-scale curriculum reform across the
institutional change (see case study 3: UK. Since 1988, the school curriculum
Longitudinal Study of Early Years Professional followed by children in state schools has
Status40), and studies such as one by the undergone massive and continued change.
IOE to investigate the effectiveness of Early This has seen the introduction of the National
Years education41. One outcome of the IOE Curriculum in England, Wales and Northern
study is a focus on ratios (the number of Ireland and the Curriculum for Excellence in
adult educators to young learners) in pre- Scotland. Research funded by the Scottish
school settings. These concerns are again Government has enabled an investigation
in the public eye following Government of the implementation of the Curriculum for
proposals to allow individual adults in Early Excellence. Research findings continue to
Years settings to work with a higher number inform both the future development of the
of children42. Providing the Government with curriculum and the process of implementation
a strong evidence base to inform proposals is across Scotland (see case study 4: Building
a significant role for the educational research upon Success46 ).
community. Again, along with the IOE’s
current study, additional research by the Essential to teacher education
IOE: ‘The Effective Provision of pre-school Higher Education (HE) has a long history
Education (EPPE) Project’ funded by the then in teacher education, with departments of
Department for Education and Employment education contributing both a research and
(DfEE) is of great relevance43. teaching role. The involvement of HE brings
years of experience and a strong evidence-
A body of work, with a local and national base to the development of the profession.
focus, on Assessment for Learning (AfL) and
Formative assessment has also informed As a result, there is a plethora of research
Government strategy, for example the Labour studies undertaken with teachers and
Government’s National Strategies (including senior managers in schools and other
the launch of the AfL scheme in 2008). As a learning environments/institutions, at the
consequence of research, classroom practice stage of Initial Teacher Education (ITE) and
has seen a greater understanding of the role Continued Professional Development (CPD).
of assessment (formative and summative) This crosses sectors from pre-school to
in learner development. It also, arguably, post-16, and with a range of practitioners
informed the move away from testing and the including learning supports such as Teaching
publication of league tables in Wales (see Assistants. Learning from studies highlight
Whitty, 2006)44. Lead researchers continue the need for CPD to be school-based,
to prioritise a focus on AfL to ensure a firm personalised, collaborative and based on a
understanding of its principles and application coaching model47.
to practice45.
40
Hadfield, M., Jopling, M., Needham, M., Waller, T., Coleyshaw, L., Emira, M. & Royle, C. (2012) Longitudinal study of Early
Years Professional Status: an exploration of progress, leadership, and impact: final report. Department for Education. 41 A
study led by the Institute of Education on Effective Pre-school, Primary and Secondary Education (EPPSE). Started in
1997, the project is still progressing as it tracks the same cohort of learners from age three to the last year of compulsory
schooling and on to their post-16 educational, training and employment options. See (retrieved on 23 May 2013) http://
www.ioe.ac.uk/research/153.html. 42 Proposed changes are outlined in the Department for Education’s report (2013)
More great childcare: Raising Quality and giving parents more choice. See (retrieved on 23 May 2013) https://www.gov.
uk/government/publications/more-great-childcare-raising-quality-and-giving-parents-more-choice. 43 Taggart, B., Sammons,
P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Eliot, K. & Walker-Hall, J. (1997-2003) The Effective Provision of pre-
school Education EPPE) Project. Institute of Education. Placed in the public domain February 2013. 44 Whitty, G. (2006)
ibid. 45 Stewart, W. (July 2012). ‘Think you’ve implemented Assessment for Learning?’ Times Educational Supplement
Retrieved on 23 May 2013 http://www.tes.co.uk/article.aspx?storycode=6261847. 46 See for example Priestley, M. &
Minty. S (2013) Curriculum for excellence: ‘A brilliant idea but…’ ’ Scottish Educational Review, 45 [1], pp.39 – 52.

Case study 5: Joint Practice Development (JPD)
The following case study is being carried out directives; and undertaking small-scale
in an Adult Education Centre in the South action research projects to focus on weak
West of England by a course tutor. The project areas of teaching.
is trialling and evaluating a Joint Practice The JPD approach and the action-research
Development (JPD) approach to working for built on existing findings from research
tutors. The project was developed as part of that showed the benefits of fostering ‘flat’
the Learning and Skills Improvement Service relationships between staff members to
(LSIS) Research Development Fellowship encourage a wider spectrum of teachers to
(RDF) Scheme. The scheme promotes explore and articulate their practice; and that
practitioner research as a means of supporting practitioner research at the organisational level
professional and organisational improvement accelerates improvements in practice.
in the learning and skills sector. The scheme is Preliminary feedback from tutors
run in partnership with the Institute for Learning participating in the project has indicated
(IfL) and the University of Sunderland’s Centre positive engagement with the JPD approach.
for Excellence in Teacher Training (SUNCETT). Through RDF residentials, participants have
The latter provides the support of university- had the opportunity to meet and share learning
based researchers to support practitioners with other colleagues carrying out similar
throughout the duration of the scheme. research. The project is still ongoing.
The project was developed on the
hypothesis that JPD fosters professionalism Recommendations
by empowering tutors. It recognises tutors’ (For the Adult Education Centre involved
privileged position for identifying and meeting in the project)
learner need. It effectively builds on tutors’ Make JPD workshops a twice-termly
strengths and helps them address their fixture in the timetable to encourage the
own weaknesses by letting them set the development of a Community of Practice.
improvement agenda. It builds team cohesion Grow and learn as a research
and strengthens relationships without community with an expanding range of
sacrificing diversity. research techniques.
Tutors attended four workshops over Get best value out of external
a period of three months adopting JPD subject specialists by inviting their
approaches to working. This involves: fostering participation in JPD.
non-hierarchical relationships and critical but Develop critical discussion skills.
non-judgemental communication among tutors; Value colleagues’ different approaches.
planning together to develop curriculum – Develop shared values of care, collegiality
favouring fresh and creative ideas that do not and democracy.
take their impetus from agency or Government
Educational research creates an environment training where practitioners leave their work
of self-reflection and dialogue between environments.
educators within and across institutions. It
also helps to expose practitioners to wider Classroom-level research (action-research/
research theory and the opportunity to work practitioner-led research/reflective practice)
in collaboration with researchers. Research allows practitioners, through critical
projects also support practitioners’ learning in investigation of their own practice, to ask
their practice environments. This contrasts to, questions about how children learn in everyday
and is arguably more effective than, external environments. Case study 5: Joint Practice
Development48 shows how practitioners can
See presentation by John Furlong, Director of the Oxford University Department of Education, Educational Research in the UK
47
Capacity, Quality and Impact. Retrieved on 7 June 2013.
be empowered through involvement in small- teacher agency (empowers teachers to adopt
scale research to contribute not only to their an active role in the development of curriculum
own professional development but also to and educational improvement), in the context
institutional development, ultimately improving of the Curriculum for Excellence in Scotland.
outcomes for learners. The case study is
located in the adult education sector, showing Investigating Information and
the contribution of research in all practice Communications Technology
environments. (ICT) to promote learning
In the past few decades, Information and
Other examples include engagement by the Communications Technology (ICT) has
Training and Development Agency for Schools transformed the landscape of education.
(TDA) (2003 to 2008) on the integration of ICT is now an integral part of UK learning
Information and Communications Technology environments, demanding ever-changing skills
(ICT) in ITE49. The programme funded ICT and knowledge.
equipment in schools with a view to increasing
the provision of/access to ICT for teacher Written in the context of the relationship
trainers, as well as to encourage research on between technology use and educational
the use of ICT in teacher training. It sought to performance in science, a research study
promote a culture of innovation, change and by the Organisation for Economic Co-
experimentation, seen as vital to developing operation and Development (OECD) states:
quality in teacher education. Around 13,200 “Governments need to create the necessary
teachers benefited from the programme incentives to engage teachers in the
across a five-year period. Overall, the exploration of the benefits of ICT in education”
availability of ICT, and support in its use, saw (OECD, 2010: 16).52
teachers grow in familiarity with ICT equipment
and in confidence when applying ICT to Studies that engage teachers in an analysis
their practice. of ICT in practice highlight the need to
address assumptions about the use of ICT in
As well as supporting the training of teachers, learning (for example those that assume the
educational research also proves valuable in benefits of ICT).
ensuring that the methods used to develop
teachers are effective. For example, a study by A study by the Knowledge Lab, a collaboration
the University of Aberdeen analysed the use between the IOE and Birkbeck University,
of action-research as a means of developing investigated claims on the supposed benefits
teacher knowledge50. By questioning the of teachers’ use of ICT, for example enhanced
nature, role and use of action-research in learning outcomes, learner engagement and
teacher education and in the promotion of improved learning environments. The study
evidence-based practice, the study highlights analyses the factors influencing potential
the role played by educational research benefits, including teachers’ perceptions of
in reassessing approaches to training UK the benefits of using ICT, and the institutional
teachers and trainers. Also, exploration into factors that impact on potential benefits.
teacher agency by the Teacher Agency and The study argues that more attention needs
Curriculum Change project51 seeks to identify to be paid to the use of ICT in schools. An
and understand those factors that promote area highlighted by the study is the need for
48
McClure, B. (Current and unpublished). Joint Practice Development: How do you create the conditions for continual, self-
motivated improvement in Adult & Community Learning? 49 Hadfield, M., Jopling, M., Royle, K. & Southern, L. (2008). Evaluation of
the Training and Development Agency for Schools’ funding for ICT in ITT projects. TDA 50 Colucci-Gray, L., Sharmistha, D., Gray,
D., Robson, D. & Spratt, J (2013) Evidence-based practice and teacher action-research: a reflection on the nature and
direction of ‘change’. British Educational Research Journal, Vol. 39, Issue 1, February 2013, pp. 126-147. 51 See for example
(retrieved on 23 May 2013) http://www.stir.ac.uk/education/research/research-and-knowledge-exchange-projects/
curriculum-and-development/teacher-agency-and-curriculum-change/. 52 OECD (2010) Educational Research and Innovation:
Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. Paris: OECD.

greater understanding in policy and practice teachers for failing to make the best use of
of the social contexts that surround schools, technology. (The study suggests that this
teachers and technology use. This contrasts is a common approach). Similarly, other
to interventions designed to target ‘weak’ studies have questioned the supposed link
Case study 6: Interactive Teaching and ICT

The Interactive and Teaching ICT project was learning. Instead, the level of interactive
developed to explore possible links between learning was more important in raising
teaching approaches that favour dialogue and achievement than the use of ICT;
exchange (interactive approaches) and the a higher proportion of interactive teaching
use of ICT to support such learning. As part of is beneficial for learning and ICT can
the project, it also looked at how engagement be used to stimulate and support this
between teachers and researchers in reflective type of learning;
dialogue can contribute to changing teachers’ ICT can help learners to engage with
thinking and practice. lesson content and influence the course of
Funded by the Economic and Social lessons, but not always in the way intended
Research Council (ESRC), the project built by the teacher;
on existing theory and research investigating teachers should be aware of the need to
similar issues. It worked with 41 teachers in intervene during ICT tasks so that pupils
21 schools (primary and secondary) across a achieve learning objectives in addition to
two-year period (2005-2007) in mathematics, task outcomes;
science and languages. Information on interactive teaching approaches, rather than
teachers’ perceptions of interactive teaching the use of ICT itself, resulted in improved
was gathered at the start of the project, as student attainment.
well as baseline information on children’s The project concluded that the potential
subject knowledge, their perceptions on of ICT to support group work is not widely
how they participated in lessons, how they recognised; and that research on the role of
learned from this, and how ICT helped. The ICT in supporting forms of talk in group work
project was divided into two phases, with should be built on with more resources and
some teachers using ICT in phase one while professional development.
others did not, and with all teachers using ICT
in phase two when it was felt appropriate to Impact and knowledge exchange
learning activities. Practice
The project viewed learning as a social Increased student attainment when ICT
activity (that is one that takes into account was used to support and motivate more
the contexts of learning, and how teachers interactive approaches to learning.
and learners interact with each other to ‘build’ Teachers reported changes in their practice,
knowledge through dialogue and exchange). for example decreasing the amount of direct
This is supported by the opportunity for teaching; broadening the range of activities
participants (including learners) to reflect for students; and increasing student
on ‘what they do’ during teaching and independence by supporting students to
learning activities. become active learners.
Findings from the project showed that Teachers valued discussions with expert
the presence of ICT, such as computers and observers (the researchers) as it helped
White Boards, do not necessarily raise student to focus their minds on the significant
attainment. It found that: events that influenced learning. This has
there was no significant difference in learner implications for future CPD, for example a
attainment between classes using ICT and preference for mentors (including teachers
those not using ICT (in phase one). Data already using ICT to support interactive
showed that although ICT captures student approaches to learning) to work with
attention, teachers were unable to convert teachers in schools or clusters schools
its use into significant improvements in rather than external training.
Case study 7: Rapid Reaction and Response (R³): The in-classroom use of mobile
technologies to support diagnostic and formative assessment and feedback
The Rapid Reaction and Response (R³) project achieve learning objectives. It also helps to
was a Higher Education Academy (HEA) compare learners’ progress across different
Pathfinder research project investigating the settings and to provide a tool for accountability.
use of in-classroom mobile technologies to In corroboration with previous studies,
support real-time feedback and diagnostic/ findings from the research showed that use of
formative assessment during learning mobile technologies in classrooms improved
sessions. The mobile technologies used student motivation and engagement with
during the project included electronic voting learning; supported learners in having real-time
systems, iPods, mobile phones, Tablet PCs feedback on their understanding; and improved
and interactive tablets. The project aimed to how lecturers communicated lesson content.
learn about the strengths and weaknesses Lecturers also reported on changes in their
of integrating these mobile technologies into practice and to the learning environment, for
learning and teaching practices. example more interaction and questioning
The initial project ran for one year (May and being more aware of opportunities for
2007 to April 2008) and involved 13 lecturers formative feedback.
(two per faculty) at the University of Kingston.
The project formed part of the University’s Impact and knowledge exchange
Quality Enhancement and Blended Learning Practice
Strategies. Lecturers were supported by Eleven out of the 13 participating
two mentors with experience in the use of lecturers successfully implemented mobile
mobile technologies. Lecturers were required technologies as part of their teaching.
to integrate mobile technologies into at Participants’ teaching became more
least one model per semester, and attend interactive through integrating the
monthly workshops on assessment: to write technologies.
assessment items, to do hands-on activities Based on the positive impact of mentors
with mobile technologies, and to benefit from to the success of the programme, more
the sharing of practice. They were also actively mentors will be used in following years,
involved in data collection processes. including a number of current participating
Assessment is an essential part of learning. lecturers to up-skill other staff.
Despite this, a HEFCE survey (2006) found The University expanded the number of
that feedback on assessment was one of mobile technologies available for learning
the weakest areas for most universities in the and teaching.
UK. Formative assessment (as opposed to University departments have invested in
summative) helps educators to gather up-to- the technologies (such as PPVote) so that
date information on learners’ knowledge and faculty members have easy access.
understanding. It helps educators review their Technologies are housed in libraries at
teaching practices in light of their ability to different campuses to provide easy access.
between ICT and raised learner attainment, use of mobile technologies facilitates teachers
for example see case study 6: Interactive in adopting more dialogic methods to teaching
Teaching and ICT53. that support communication and exchange
between peers and with teachers.
The potential for ICT not only to be used in
classroom practice but also to impact on Moving beyond schools, studies on ICT
teachers’ pedagogical choices is seen in case concern themselves with pre-school children’s
study 7: Rapid Reaction and Response (R³)54. experiences in the home and with learning
Among other things, the study shows how the across the adult life-span. A recent study
53
Kennewell, S. (2008) Interactive teaching and ICT. Teaching and Learning Research Briefing, March 2008, Number 33.

looks to fill the gap in knowledge on pre- It is well established in society that access to
school children’s experiences with digital desired and quality education throughout an
technologies in the home, including domestic individual’s life benefits not only the individual
technologies and digital toys and games55. but society more broadly. This understanding
It explores how digital technologies can can be attributed to many factors, such as an
help facilitate early communication and individual’s personal experience (benefits they
creative experiences. The study calls for or family members have enjoyed), a common
even greater recognition by pre-school sense view of the world, evidence from
and Early Years specialists of the growing research and messages in media. Benefits
expertise that children bring when they enter from education may include improved life
formal schooling. This expertise is only set to chances, such as work opportunities, higher
increase with the digitalisation of our everyday salaries, comfortable lifestyles; and personal
lives. Practice and policy needs to respond happiness, fulfilment and safer communities.
to this in imaginative ways to capitalise on Although the relationship between education,
children’s experience and knowledge. personal benefits, social inclusion, community
cohesion, citizenship and so on is complex, it
In adult education, studies include an is very real58.
investigation by the Open University (OU) to
explore attitudes to digital technology and Successive governments have been
approaches to studying for students taking concerned with widening access to education
OU courses56. One finding noted by the for all members of society and in particular for
research, and of relevance to practitioners those from under-represented groups such as
and policy makers, is the need to move away women, people from Black and Minority Ethnic
from stereotypes regarding younger and older backgrounds and persons with disabilities.
learners in the use of digital technologies. Issues of access are closely related to
The study found positive attitudes to digital those of participation and retention. Policies
technology across all age ranges and a developed to address all of these areas need
commitment by all learners to integrate digital to be targeted and cost-effective, hence
technologies into their HE experiences. demanding a strong evidence base to inform
interventions.
Strengthening equal access
to education for all Research in these areas to produce
Commenting on equal access to education, knowledge and to inform policy and practice
Gemma Tumelty, National President of the is far-reaching. For example, studies on
National Union for Students (2006-2008) widening participation in HE have sought
stated that equality in society is absolutely and to understand the drivers that enable or
fundamentally linked to equality in access to act as barriers to access for learners from
education57. different backgrounds. Building on a body of
existing research, case study 8: Widening
Participation in HE59 adds to the evidence
54
Linsey, T., Panayiotidis, A., Ooms, A. & Webb, M., (2008). The in-classroom use of mobile technologies to support diagnostic and
formative assessment and feedback. Paper presented at the Seventh European Conference on e-Learning, Agia Napa, Cyprus. 55
McPake, J., Plowman, L. & Stephen, C. (2012) Pre-school children creating and communicating with digital technologies in the home.
British Journal of Educational Technology, Vol. 44, Issue 3, May 2013, pp. 421-431. 56 Jelfs, A. & Richardson, J. T.E. (2012) The
use of digital technologies across the adult life-span in distance education. British Journal of Educational Technology, Vol. 44,
Issue 2, March 2012, pp. 338-351. 57 Tumelty, G (April 2007) ‘Equal access to education means an equal society’. The Guardian
(Mortarboard Blog). Retrieved on 23 May 2013: http://www.guardian.co.uk/education/mortarboard/2007/apr/18/gemmatumelty.
58
The Institute of Education, London, houses a research team, the Centre for Research on the Wider Benefits of Learning (WBL),
to investigate the personal and social outcomes of learning across the life course. The Department is funded by Government.
See (retrieved on 23 May 2013) http://www.ioe.ac.uk/research/168.html. 59 Chowdry, H., Crawford, C., Dearden, L., Goodman, A.
& Vignoles, A. (2013) Widening Participation in Higher Education: analysis using linked administrative data. Journal of the Royal
Statistical Society: Series A (Statistics in Society), Vol. 176, Issue 2, February 2013, pp. 431-457.
Case study 8: Widening Participation in Higher Education: Analysis using
linked administrative data
This study is a quantitative study to better address socio-economic imbalances as they
understand the determinants of participation target the wrong factors at the wrong stage
in Higher education (HE) among individuals in students’ educational careers. Government
from low socio-economic backgrounds. policy should focus on earlier interventions to
Despite Government policies aimed support individual achievement at age 11 or
at widening participation for those in before during the primary age range.
lower socio-economic groups and other
unrepresented backgrounds, socio- Impact and knowledge exchange
economic inequalities in degree participation Findings
and achievement appear to have worsened Pupils from lower socio-economic status
during the 1980s and early 1990s. (SES) backgrounds are much less likely to
The study brings evidence to bear on participate in HE then pupils from higher
this issue. In so doing, the research adds SES backgrounds.
to the research base developed by UK The difference in participation does not
and international researchers investigating occur at the point of entry to HE.
similar issues. The inequality in participation largely
The study seeks to inform policy so that occurs because lower SES pupils do not
correct interventions can be implemented to achieve as well at secondary level as their
address the socio-economic imbalance in more advantaged counterparts.
university attendance. Implications
The study uses a unique data set for Findings confirm research that shows
analysis: education data from various socio-economic advantages occur early in
administrative sources is linked to create individuals’ lives.
a census of the population of secondary Recommendations
school pupils in England – approximately half Policy interventions focused on
a million pupils in each of the two cohorts encouraging 18-year-olds to apply to
studied. This is different to previous data university, such as the offer of bursaries,
that only used individual-level administrative are unlikely to make an impact on
data from HE records alone. An advantage of redressing socio-economic inequalities.
linking is that individuals’ prior achievement at Policy to improve achievement at age 11
age 11, 14 and 16, as well as achievement or even in primary school for individuals
at 18, can be analysed and considered. from lower SES backgrounds is likely to
Findings from the research suggest make greater impact.
that certain policy interventions do little to
through quantitative analysis. The study of participation in post-compulsory STEM

proposes a refocus of Government policy in education. The study raises questions on
widening access to university, from financial the limited impact of three decades of
incentives such as bursaries at the point of Government initiatives aimed at increasing
entry to university, to interventions at an earlier the participation of women, as well as those
stage in schooling (as early as primary) to targeting the recruitment of women into
raise attainment. STEM employment60. The research highlights
the complexities in understanding why girls/
Exploring gender issues in the context of women may (or may not) continue in STEM
access, participation and retention is the subjects through to employment, and the need
subject of many studies. One example is a for greater nuance in policy-making. Similarly,
recent study examining gendered patterns a study by the IOE investigating men’s access
60
Smith, E. (2011) Women into science and engineering? Gendered participation in Higher Education and STEM subjects. British
Educational Research Journal, Vol. 37, Issue 6, December 2011, pp. 993-1014.

to life-long learning also calls for greater counterparts, resulting in poor transitions
nuance in Government policy, away from a from compulsory schooling to further
narrow, simplistic focus on ‘raising aspirations’ education, training and employment64.
to one that considers the hidden operations of Studies also address specific disabilities,
power, privilege and inequality in influencing such as studies to investigate the impact
men’s aspirations61. of mainstream and special schooling on
children with Autism Spectrum Disorder65;
In relation to these issues, there is also a and of learners with a Statement of SEN, for
growing body of research of relevance to example, the Making a Statement (MaST)
ethnicity (and/or ‘race’). These consider issues project (funded by Nuffield Foundation),
from varied angles such as historical, cultural, developed to provide a detailed picture
the constraints of systems, ideological and of day-to-day educational experiences of
individual. Examples of two investigations are: children with a Statement of SEN in light
a study on the ethnic dimension of under- of the Government’s proposed profound
achievement in English Schools62; and on changes to the system of SEN66.
the attrition and retention rates of minority
ethnic trainees on teacher training courses63
(dropout rates tend to be higher than those
of their White counterparts). The latter
proposes a number of strategies for practice Conclusion
in ITE institutions to improve retention,
including flexibility in course structure, tackling This paper demonstrates the contribution
discrimination, and structured mentoring of educational research across educational
during placements. The need for such provision. However, the case studies
studies takes on growing significance as we summarised here are a drop in the ocean
live in societies and communities that are and are placed against a backdrop of
increasingly diverse, demanding skilled and significant achievement in educational
balanced enquiry. research, including successful initiatives
like the TLRP. Research has been vital in
Finally, research on disability and/or recent years in helping us understand how
special educational needs (SEN) is also children learn and how we can continue to
of significance when considering issues of close the attainment gap. The revolution in
widening access, retention and participation. Early Years policy and practice could not
Areas covered by research are varied and have occurred or been as effective without
address issues from inclusive education (for a deep understanding of cause and impact
example, mainstream versus special school generated by the research base.
provision) to transitions to employment
and training post-16. For instance, a These examples also provide examples
study in 2009 by the Equality and Human of the role of educational research in
Rights Commission (EHRC), found that supporting the development of a knowledge
young people with disabilities faced more economy and in providing a knowledge base
difficulties accessing information advice for facing future economic, social and global
and guidance (IAG), than their non-disabled challenges. In light of this, Government
61
Burke, P.J. (2006) Men accessing education: gendered aspirations. British Educational Research Journal, Vol.32, Issue 5,
October 2006. pp 719-733. 62 Kingdon, G. & Cassen, R. (2013) Ethnicity and low achievement in English Schools. British
Educational Research Journal, Vol. 36, Issue 3, June 2010, pp. 403-431. 63 Basit, T.N., Roberts, R., McNamara, O., Carrington,
B., Maguire, M., Woodrow, D. (2006) Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from
initial teacher training courses. British Educational Research Journal, Vol 32. Issue 3, June 2006, pp. 387-410. 64 Jackson, G. &
Hudson, A. (2009) Engaging all young people in meaningful learning after 16: a survey. Manchester: EHRC. 65 Reed, P., Osborne,
L., & Waddington, E. (2012) A comparative study of the impact of mainstream and special school placement on the behaviour of
children with Autism Spectrum Disorder. British Educational Research Journal, Vol. 38, Issue 5, October 2012, pp. 749-763. 66
Webster, R. & Blatchford, P. (2013) The Making a Statement Project. London: Institute of Education.
moves to safeguard and support the to develop a shared understanding
capacity of educational research need to of the quality, value and impact of
be prioritised. educational research;
a commitment by Government to
Clear commitment is needed to ensure ensure a strong and continued role by
both an understanding of and a wider university HE departments in teacher
confidence in educational research: its education; and
aims, achievements and contribution. In this improved understanding of the
climate, BERA is concerned that the impact contribution of educational research to
of recent Government policies in HE is ‘blue-skies’ research (of education) as
creating a threat to this research. Examples well as for education in practice.
include the erosion of the presence of HE
in teacher education with the likelihood BERA will continue to play a leading role
of increasing amounts of funding being in this work. While being a membership
routed through schools, and the increasing body drawn primarily from the educational
‘privatisation’ of the university sector, research community, we have increasingly
resulting in cuts in university education worked to connect researchers, policy
department budgets and reforms in students makers and practitioners. Through innovative
fees and support (BERA-UCET 2012)67. publications, a wider range of seminars,
A reduction in the sector’s capacity to and events and projects such as our joint
carry out research is likely to have long- Inquiry with the RSA into Teacher Education,
term repercussions in terms of progress we want to ensure that the highest quality
in education and in the loss of skills and research can inform policy and practice.
expertise in the social sciences.
The best quality educational research may
Going forward, the educational research not provide the immediate breakthrough
community, represented by BERA, would of some STEM areas but it is about the
like to see: careful accumulation of knowledge and
sustained funding for educational understanding that is of no less public
research to enable capacity building benefit. However, that research needs to be
and the ability to maintain the UK’s high funded, sustained and embedded.
international standing in both research
and educational practice; Returning to the question ‘does educational
a clear vision for educational research research matter?’ it would be a challenge
initiatives such as that seen in the TLRP, for any individual or for society, based on
the EPPI, and the establishment of the evidence presented here, to say no.
Research Centres such as the Wider The void that would be left by its absence
Benefits for Learning, embedded in is unthinkable. The case studies and
well-funded, sustainable frameworks themes developed here show that creating
and contexts; an education system able to compete on
recognition, supported by strong an international scale requires insight,
Government backing (including financial), challenge, critique, strong educational
of the contribution of educational knowledge and robust evidence. This can
research to the development of the be achieved. Educational research is already
UK’s knowledge economy as well as to achieving this and with the support of
addressing other future challenges; Government will continue to do so long in to
increased exchange between all the future.
stakeholders/audiences of educational
research, including Government,
67
BERA-UCET Working Group on Education Research (2012) Prospects for Education Research in Education Departments in
Higher Education Institutions in the UK. BERA & UCET.

Acknowledgements
BERA would like to thank those members who supplied
1
details of the case studies used in this document. We would
also like to thank Sharon Walker for her role in putting Xx
together the document and to Sarah Newman for editing.
British Educational Research Association,
1
9-11 Endsleigh Street, London WC1H 0EH
0207 612 6987 [email protected] www.bera.ac.uk
ISBN: 978-0-946671-34-2

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What are the main arguments made for the importance of educational research?

What are the main arguments made for the importance of educational research?

What are some examples provided of the successes of educational research?

What are some examples provided of the successes of educational research?

August 2013

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Educational research: a vital contribution

Educational Educational Educational Reduced

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Also relevant to classroom settings are Informing national educational

Returning to the question ‘does educational research matter?’ it

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Capacity, Quality and Impact. Retrieved on 7 June 2013.

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Case study 6: Interactive Teaching and ICT

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through quantitative analysis. The study of participation in post-compulsory STEM

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