James, Mary

Pollard, Andrew

English

The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this activity was the development of ten ‘evidence-informed’ principles, which engaged with diverse forms of evidence, whilst acknowledging that ‘users’ would need to judge how best to implement such principles in their particular contexts. Synopses of these principles were published in posters and booklets, from 2006, but the evidence and reasoning underpinning them has not been fully explained. This contribution attempts to fill this gap. It provides a justification for the production of the TLRP principles and describes the iterative process by which they were developed. It clusters the ten principles in four broad areas that reflect the multilayered nature of innovation in pedagogy: (1) educational values and purposes; (2) curriculum, pedagogy and assessment; (3) personal and social processes and relationships; and (4) teachers and policies. It elaborates the argument and evidence for each principle, drawing not only on findings from projects but, crucially, the thematic initiatives that began the synthetic work. There is also an attempt, though by no means comprehensive, to relate TLRP insights to research and scholarship beyond the Programme’s school-focused work in order to ground them in a wider literature: to work in other sectors of education; and to the broader literature that has accumulated internationally and over time. Finally, the five years since the principles were first published provides some evidence of impact. Although direct impact on learner outcomes cannot be measured, it is possible to provide an account of take-up by mediating agencies and others. The piece has been prepared as a contribution to international dialogue on effective teaching and learning and to provide a focus for scholarly comment, sharing of expertise and knowledge accumulation.The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this activity was the development of ten ‘evidence-informed’ principles, which engaged with diverse forms of evidence, whilst acknowledging that ‘users’ would need to judge how best to implement such principles in their particular contexts. Synopses of these principles were published in posters and booklets, from 2006, but the evidence and reasoning underpinning them has not been fully explained. This contribution attempts to fill this gap. It provides a justification for the production of the TLRP principles and describes the iterative process by which they were developed. It clusters the ten principles in four broad areas that reflect the multilayered nature of innovation in pedagogy: (1) educational values and purposes; (2) curriculum, pedagogy and assessment; (3) personal and social processes and relationships; and (4) teachers and policies. It elaborates the argument and evidence for each principle, drawing not only on findings from projects but, crucially, the thematic initiatives that began the synthetic work. There is also an attempt, though by no means comprehensive, to relate TLRP insights to research and scholarship beyond the Programme’s school-focused work in order to ground them in a wider literature: to work in other sectors of education; and to the broader literature that has accumulated internationally and over time. Finally, the five years since the principles were first published provides some evidence of impact. Although direct impact on learner outcomes cannot be measured, it is possible to provide an account of take-up by mediating agencies and others. The piece has been prepared as a contribution to international dialogue on effective teaching and learning and to provide a focus for scholarly comment, sharing of expertise and knowledge accumulation

M, James

Pollard, A.J

Explore Bristol Research

TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact

James, M

Pollard, A

UCL Discovery

Institute of Education EPrints

A comparative analysis of primary teacher professionalism in England and Finland.

A model of classroom coping strategies.

A Response.

Activity theory and individual and social transformation.

An Introduction to Curriculum Research and Development.

and the Assessment Reform Group.

Assessing Group Work. International Encyclopedia of Education, Third Edition vol.3.

Assessment and classroom learning.

Assessment for Learning: Putting it into Practice.

Assessment of significant learning outcomes.

Assessment Reform Group (ARG)

Balancing rigour and responsiveness in a shifting context: meeting the challenges of educational research.

Bringing Knowledge Back In: from social constructivism to social realism in the sociology of education.

Building thinking skills in thinking classrooms.

Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review.

Concerns in validity theory.

Convention on the Rights of the Child.

Cultural Historical Activity Theory and Learning: a relational turn.

Cultural Psychology: A Once and Future Discipline.

Culture and Pedagogy: international comparisons in primary education.

Do naïve theories ever go away?

Early Childhood Matters.

Education as Dialogue. Moral and pedagogical choices for a runaway world (Hong Kong, HKIED in conjunction with Dialogos UK).

Education, Schooling and Learning for Life.

Educational research and policy: epistemological considerations.

Effective learning and teaching in higher education. A Commentary by the Teaching and Learning Research Programme.

Embedding Learning How to Learn in school policy: the challenge for leadership. Research Papers

Evidence-based practice in science education: the researcher-user interface.

Exploring strategies for impact: riding the wave with the TLRP.

FE needs more partnership and collaboration in decision making.

Foresight Mental Capital and Wellbeing Project. Learning through life: Future challenges. London: The Government Office for Science,

Foreword. In Transitions and Learning Through the Lifecourse, eds,

Frames of Mind: The Theory of Multiple Intelligences.

From black boxes to glass boxes: On-screen learning in schools with concept maps.

Grasping the TLRP nettle: preliminary analysis and some enduring issues surrounding the improvement of learning outcomes.

Higher skills development at work. A Commentary by the Teaching and Learning Research Programme.

Home-school knowledge exchange.

How teachers engage with Assessment for Learning: lessons from the classroom Research Papers

How the World’s Best Performing Schools Systems Come Out on Top. London: McKinsey and Company.

Improving Learning by Consulting Pupils.

Improving Learning How to Learn: Classrooms, Schools and Networks.

Improving Learning in College: Rethinking literacies across the curriculum.

Improving Learning through the Lifecourse.

Improving schoolteachers’ workplace learning.

Improving teaching and learning in schools.

Introduction: Insights on teacher learning from the Teaching and

La Transposition Didactique: du savoir savant au savoir enseignk. Paris : La Pensee Sauvage.

Le temps des Crudes.

Learner-centred Classroom Practices and Assessment: maximizing student motivation, learning and achievement. Thousand Oaks,

Learners and Pedagogy.

Learning How to Learn: tools for schools.

Neuroscience and Education: issues and opportunities.

of Cambridge School of Education. Available for download in English, Welsh and Japanese at: http://www.assessment-reformgroup.org/publications.html Bakhtin,

On the two metaphors of learning and the dangers of choosing just one.

PISA

Principles into practice: a teacher’s guide to research evidence on teaching and learning.

Professionalism and Pedagogy: a contemporary opportunity. A TLRP Commentary.

Prosperous Community: Social Capital and Public Life.

Pupil voice: comfortable and uncomfortable learning’s for teachers.

Putting principles at the core in teacher education.

Research-based teaching. Paper given at TLRP C-Trip seminar The Impact of

Restructuring Schools, Restructuring Teachers: Responding to Changes in Primary Schools.

Reviewing Reviews: Towards a better understanding of the role of research reviews.

Self-Theories: Their Role in Motivation, Personality and Development.

Speech Genres and other Late Essays.

Still no pedagogy? Principle, pragmatism and compliance in primary education.

Taking the Initiative? TLRP and Educational Research. Educational Review Guest Lecture,

Teacher learning and the development of inclusive practices and policies: framing and context.

Teachers Matter: attracting, developing and retaining effective teachers.

The Assessment for Learning Strategy.

The benefits of learning: The impact of education on health, family life and social capital.

The Cultural Politics of Everyday Life.

The implications of learning contexts for pedagogical practice.

The Practice of Research Reviewing 1: an assessment of 28 review reports. London: ESRC UK Centre for Evidence-based Policy and Practice,

The role of tutoring in problem-solving.

The Social and Personal Benefits of Learning: A summary of key research findings.

The Social World of Pupil Career.

The Unschooled Mind.

Those who understand: knowledge growth in teaching.

Transforming research on morphology into teacher practice.

Understanding attitudes and predicting social behaviour. Englewood Cliffs,

Unlocking Learning? Towards Evidence-informed Policy and Practice

Visible Learning: a synthesis of over 800 meta-analyses relating to achievement.

What have we learned from TLRP?

Why no pedagogy in England?

http://discovery.ucl.ac.uk/1504912/1/James2011TLRP%27s275.pdf

TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact

Abstract

Similar works

Full text

Available Versions

Explore Bristol Research

UCL Discovery

Institute of Education EPrints