Development & Research programmes
A number of Development & Research programmes are run by people in the Development & Research network. They provide illustrations of the approach.
This Development & Research programme, organised by The Centre for Equity in Education at Manchester University involves policy makers, practitioners, and researchers in collaborative development and research projects. The approach differs from more traditional evaluation projects, being based on a (repeating) cycle where:
- research findings are used to build on and develop alternatives to current practices.
- alternatives are implemented in the field.
- these alternatives are monitored, evaluated and adapted.
The Centre works with local authorities and schools on development and research projects which are formative, part of an ongoing process of development and capable of locating developments within wider thinking
A programme based at Brunel University, involving schools in a number of inner city Local Authorities in which students attend university classes once a month. Qualitative and quantitative methods are used to evaluate the programme by monitoring changes in self-perception, skills, self-motivation, SATs results and aspirations.
This practice-based D&R project involved collaboration between Coventry City Council and CfBT Education Trust to improve anti-bullying strategies. The City anti-bullying coordinator worked with a researcher to support teachers, learning mentors, EWOs, youth workers and other staff in primary, secondary and special schools in developing, and simultaneously studying, a range of practical strategies. The final report addresses both the anti-bullying strategies and the D&R approach. Case studies, newsletters and an evaluation are also available on the CfBT website at Anti bullying D&R project.
Other D&R programmes are preparing websites and may be contacted by email. They include
- Educational Psychology: D&R programmes led by Educational Psychologists
The key purpose of this initiative is to advance evidence-informed practice in educational psychology through coordinating the research capacity of trainee Educational Psychologists, focussing on areas identified as priorities by PEPs nationally. A growing consortium of universities and local authorities is developing a coordinated programme including a protocol for describing interventions, a standard questionnaire for pre- and post-tests and well validated measures to anchor each evaluation. For further information email Prof. Norah Frederickson at email@example.com
A number of Centres and programmes share similar ideas about research that both directly engages with practice and develops theory. Some examples are given here:
This research and development project involved universities and schools in advancing both understanding and practice of learning how to learn in classrooms, schools and networks. It developed and extended work on formative assessment and investigated what teachers and schools can do to help pupils to learn how to learn.
This new Centre develops effective education programmes for schools
and conducts high quality research on programmes and practices. It writes accessible systematic reviews of existing education research and encourages policymakers to support evidence-based programmes.
Building on the concept of monitoring and self-evaluation, which is at the heart of the main CEM Centre monitoring projects (ALIS, Yellis, MidYIS and PIPS), this website provides resources to support teachers working with other researchers particularly for conducting and interpreting experimental research