Revisions to rationality:the translation of ‘new knowledges’ into policy under the Coalition Government

This article gives an account of the use of knowledges from emerging scientific fields in education and youth policy making under the Coalition government (2010–15) in the UK. We identify a common process of ‘translation’ and offer three illustrations of policy-making in the UK that utilise diverse knowledges produced in academic fields (neuroscience, network theory and well-being). This production of ‘new knowledges’ in policy contexts allows for the identification of sites of policy intervention. This process of translation underlies a series of diverse revisions of the rational subject of policy. Collectively, these revisions amount to a change in policy-making and the emergence of a different subject of neoliberal policy. This subject is not an excluded alterity to an included rational subject of neoliberalism, but a ‘plastic subject’ characterised by its multiplicity. The plastic subject does not contradict the rational subject as central to neoliberal policy-making, but diversifies it

Learner identities, assessment and equality in early years education

Abstract: \ud This thesis is concerned with issues of policy and equality in early years classrooms in England. It explores the impact of an assessment system introduced in 2003, the Foundation Stage Profile, on Reception classes of four- and five-year-old pupils.\ud A theoretical framework influenced by poststructural conceptions of discourse and identity, feminist and postcolonial studies and Critical Race Theory is employed to examine how circulating discourses reinforced by the Foundation Stage Profile prescribe a particular notion of 'learning' and the 'learner' which works to exclude some groups of children from positions of educational success. Ethnographic studies of two Reception classrooms in inner London are used to explore how the Foundation Stage Profile and the practices associated with it contribute to the perpetuation of inequalities in attainment in terms of several axes of identity, including gender, race, class, religion, language and urban/rural location. An intersectional analysis is used to explore how individual children are constituted through discourse as particular kinds of learners (their learner identities). It is argued that these young children in inner city schools are constituted as a whole as a "difficult intake", incommensurable with high attainment, at the very beginning of their school careers. Discourses relating to class, parenting and race are used to contrast these children with an idealised 'White middle-class' norm. However, some children in very specific intersectional positions are intelligible as good learners through complex webs of discourses relating to their identities.\ud The practices of assessment are discussed in detail, with a focus on how the Foundation Stage Profile legitimises a conception of 'teacher knowledge' as objective and factual, and how assessment results are influenced by the school management and local authority's expectations. I conclude that current assessment policy, classroom practices and discourses relating to educational 'underachievement' in Reception work to produce and maintain inequalities in early years education. \u

Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment

A rapid evidence assessment (REA) about experiential learning in education was undertaken to synthesise research concerning children aged 4-14. The REA investigated the effects that approaches to experiential learning had on children’s motivation, engagement, agency, wellbeing, and academic achievement. Database searches were carried out of the Education Resources Information Center (ERIC), the British Education Index, the Teacher Reference Center, the Education Database and APA PsycInfo to review peer-reviewed research studies published between 2013 and 2023. Studies were screened for their relevance, and the Mixed Methods Appraisal Tool (MMAT) was used to assess the methodological quality of relevant studies. 88 studies were included in the final analysis. Synthesis of the findings of the 88 research studies showed positive effects for experiential learning approaches related to children’s motivation, engagement, agency, wellbeing, and academic achievement. Key effects included strong evidence for the beneficial effect of experiential learning on children’s science and maths achievement, and the positive effect that experiential learning had on the engagement and motivation of children who are at-risk, have special educational needs, have behavioural or emotional difficulties, or who are otherwise struggling in formal education. The implications of the REA include the importance of embedding experiential learning within the curriculum, and of connecting it to the wider community

Learning from Learning Disruption: A Resource for Schools

When the COVID-19 pandemic started in March 2020 schools across the globe were forced to close. Since then, on a stop-start basis, schools have reopened. Many schools, however, are still experiencing the ongoing effects of COVID-19 on pupil and teacher absence as well as the social, emotional, physical and academic impact on the entire school community. While the world has experienced global pandemics like Spanish flu before, the COVID-19 pandemic has been unprecedented. In May 2020 United Kingdom Research Innovation(UKRI) and the Economic and Social Research Council (ESRC) awarded a team of researchers at IOE, UCL’s Faculty of Education and Society with funding to explore the challenges the COVID-19 crisis set primary school teachers. One part of this research was to conduct a review of research on previous learning disruptions to see if we could learn anything from these events that might match with the COVID-19 pandemic. This booklet summarises: What we did and why we did it What we found and educators’ reflections on how it aligned with the COVID-19 learning disruption What we recommended based on our findings and educators’ recommendations for schools and policy makers We have shared these findings with educators to combine their reflections on our findings with their experiences

Research evidence to support primary school inspection post-COVID

This policy briefing is intended to inform discussion on how Ofsted inspections might best resume at an appropriate time, given the extensive disruption COVID has brought and continues to bring to English primary schools. The briefing draws on findings from a series of research projects based at the IOE, UCL’s Faculty of Education and Society and conducted between May 2020 and September 2021, using surveys, systematic literature reviews and case study methods. The research projects have highlighted just how much schools’ experiences have varied. They also show just how resourceful and resilient schools and their communities have been in navigating a way through the many difficult dilemmas the pandemic has raised, even when there have been no obvious roadmaps to follow. The research evidence we present and the recommendations that follow are intended to inform conversations in the field about the best ways forward in education. They build on the knowledge and experience that primary schools have acquired from dealing with the pandemic first hand

Spatial Thinking in Practice: A Snapshot of teacher’s Spatial Activity Use in the Early Years’ Classroom

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety

Supporting survivors of sexual violence:protocol for a mixed methods, co-research study of the role, funding and commissioning of specialist services provided by the voluntary sector in England

Abstract Introduction The voluntary sector provides a range of specialist services to survivors of sexual violence, many of which have evolved from grass roots organisations responding to unmet local needs. However, the evidence base is poor in terms of what services are provided to which groups of survivors, how voluntary sector specialist (VSS) services are organised and delivered and how they are commissioned. This will be the first national study on the role of the voluntary sector in supporting survivors in England. Methods and analysis This study uses an explanatory sequential naturalistic mixed-methods design with two stages. For stage 1, two national surveys of providers’ and commissioners’ views on designing and delivering VSS services will facilitate detailed mapping of service provision and commissioning in order to create a taxonomy of VSS services. Variations in the national picture will then be explored in stage 2 through four in-depth, qualitative case studies using the critical incident technique to explain the observed variations and understand the key contextual factors which influence service provision. Drawing on theory about the distinctive service contribution of the voluntary sector, survivors will be involved as co-researchers and will play a central role in data collection and interpretation. Ethics and dissemination Ethical approval has been granted by the University of Birmingham research ethics committee for stage 1 of the project. In line with the sequential and co-produced study design, further applications for ethical review will be made in due course. Dissemination activities will include case study and end-of-project workshops; good practice guides; a policy briefing; project report; bitesize findings; webinars; academic articles and conference presentations. The project will generate evidence about what survivors want from and value about services and new understanding about how VSS services should be commissioned and provided to support survivors to thrive in the long term

The landscape model: a model for exploring trade-offs between agricultural production and the environment

We describe a model framework that simulates spatial and temporal interactions in agricultural landscapes and that can be used to explore trade-offs between production and environment so helping to determine solutions to the problems of sustainable food production. Here we focus on models of agricultural production, water movement and nutrient flow in a landscape. We validate these models against data from two long-term experiments, (the first a continuous wheat experiment and the other a permanent grass-land experiment) and an experiment where water and nutrient flow are measured from isolated catchments. The model simulated wheat yield (RMSE 20.3–28.6%), grain N (RMSE 21.3–42.5%) and P (RMSE 20.2–29% excluding the nil N plots), and total soil organic carbon particularly well (RMSE 3.1 − 13.8 %), the simulations of water flow were also reasonable (RMSE 180.36 and 226.02%). We illustrate the use of our model framework to explore trade-offs between production and nutrient losses