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School of Education Annual Review 2011

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  • 1. The value of education:an overview of our work
  • 2. The value of education When we planned this review focusing on the value of education, we could not have 1. Teach First: improving anticipated the extent to which the value and cost of education would be a focus of 1 2 classroom practice and pupil intense national debate. Student fees, the educational maintenance allowance and achievement ‘free’ schools have all sparked sustained national discussion about how we 2. Build the future: the University understand and calculate value. is a partner in constructing real This publication offers a positive view of how the School of Education is contributing schools to ideas and practice through our research and teaching – that is, how we are adding 3. Back to work: University and value. We hope it provides insight into our part in the ongoing debate. city join in exciting application of Professor Jacky Lumby legislation Head, School of Education 4. Empowering women: Daniel Muijs increasing female involvement Professor of Education in leadership roles 5. Under orders: engaging the Army in post-compulsory education initiatives What is value? And what is the value of education? Value is a multifaceted concept, which means different things to different people and may take on different meanings in different contexts for the same person. 3 In this review Value to the University. Most commonly, value is defined in social or economic terms. Societal value relates The School of Education is to those things that are held to be important, good and desirable by a society’s leading the way 4 members. Some of these are shared across society, and even across societies, so can be considered to be universal. Others are deeply contested, even within societies, Value to the community. not least because societal values may come into conflict with one another. Engaging with our city and region 10 The value that societies attach to education is clear from the fact that primary and often secondary and higher education are seen as common goods to which all contribute through Value to the nation. Turning taxation, while the value for the individual is clear from the willingness of large numbers policy into effective practice 14 of people to pay substantial sums for private education, especially higher education. 4 5 Value to the world. Working with international partners As educators and educational researchers, our concern lies in how education itself can contribute value to individuals and society. To the individual, more education bestows to effect global change 22 positional goods, leading to better job prospects and higher earnings across the lifespan, Education and employment. possibly greater personal development. To society, education is possibly even more Forming public policy 26 important. In a knowledge society, a well-educated population is key to economic prosperity. In a democratic society, educated citizens are better able to fully participate A major player in leadership in political life. Education is also closely related to equity and fairness, and the ways in and educational which education systems operate can serve to exacerbate or minimise social mobility effectiveness 28 and enhance or hinder the life chances of members of disadvantaged communities. Delivering on science, We hope that articles in this publication will give you a flavour of our work and technology, engineering and how we contribute to the value of education. Please contact us if you are interested maths. An a-MaZE-ing team 30 in any aspect of our work, or if you feel that we can add value to your work. Challenging barriers to inclusion 32 Teaching and learning in the School of Education 34 Research in the School of Education 35 Front cover. All walks of life: everyone is affected by education2 3
  • 3. Value to the University. The Schoolof Education is leading the way School of Education initiatives have impacted policy and practice across the University. From researching the best ways to provide workplace learning and improving the teaching of science and maths, to championing an innovative approach to peer development and heading a successful bid for the development of two London schools, Education at Southampton is leading the way. Gaining skills or just paying the bills? Young men in low-level retail employment Research shows that people perceive employment in the service economy to be incompatible with ‘manliness’. But men can and do work in customer-focused, frontline retail positions. The decline of jobs in traditionally experiences paint a grim picture of access to This research generates serious questions male sectors, such as mining, steel and these opportunities. They see sector-level about how workplace learning provision manufacturing, means that more men accreditation (NVQ level 2)as stigmatising can provide genuine opportunities for (especially young men) are finding work in and indicating inadequacy to prospective advancement and development for a section sectors previously dominated by women, such employers. Like formal in-house training, of society whose learning experiences as customer service and care work. This has NVQ qualifications are considered to be and needs are often overshadowed by a created a more even gender balance in these lacking in quality, inauthentic, irrelevant polarised focus between NEETs (those not in types of jobs, and this remains the case even and a waste of money for employers and the employment education or training) and those after filtering transient student employees out government, although, for the respondents, undertaking apprenticeships or in HE. of the equation. ‘at least it gets us off the shop floor for a bit!’ Learning is effective when it is experiential With a return to formal education unlikely, and situated. Expertise, however limited, is the pursuit of lifelong learning and continuing cumulatively developed through doing the development for these young men relies job. greatly on workplace learning. But their4 5
  • 4. Constructive engagement in education The School of Education has played a major role in helpingconstructors Bovis Lend Lease win a contract worth £70m to rebuildone school and carry out the major redevelopment of another in theLondon Borough of Wandsworth.A team from the School has given expert on the design of the learning environments The University of Southampton joined forcesadvice on the design of the new buildings and and it is now working with the schools with Bovis Lend Lease to form a consortiumis helping to develop an exciting programme and Wandsworth Council to help develop last year and successfully bid to become anof teaching and learning for staff and pupils. a range of support, including leadership approved supplier for the government body, training and school improvement services. Partnerships for Schools. It led a network ofKeith Smith, Enterprise Officer at the School The construction phase of the project will ten other universities to achieve a broad baseof Education explains: “I believe this is the take around two-and-a-half years, but the of expert knowledge and education research.first time a university has advised on the aim is that the School of Education will The consortium has since secured contractsredevelopment of schools in this way. We will provide support and continued professional to work on 16 schools in the Wandsworth area,use our knowledge to achieve an inspiring and development for staff well beyond this period. although this has now been reduced to twocreative environment for the teachers and while a government review is carried out intochildren.” Head teacher of Burntwood, Helen Dorfman, capital investment in schools. is impressed with the University’s approach:The rebuilding of Burntwood School and “From the start, Keith Smith and his team took For further information contact Keith Smith:the major redevelopment of Southfields a collaborative approach, based on thorough m.k.smith@southampton.ac.ukCommunity College will start early in 2011. consultation with staff and creative sessionsDuring the bidding stage the team advised with students of all ages, to ensure what was developed was wanted and unique.”An artist’s impression of the new-lookSouthfields Community College6 7
  • 5. STEM-ing the tide: Valuing mathematics Encouraging diversity: A valuable alternative to valuable resources for a and physics why students opt out of peer observation STEM education The School of Education has engaged with the strategy to increase numbers of mathematics STEM subjects The value of annual peer observation in teaching has often been called into question. The UK needs a flexible workforce with skills The striking lack of diversity amongst and physics teachers by establishing subject Taking a different approach, Jenny Byrne, in science, technology, engineering and students opting to take certain science, knowledge enhancement (SKE) courses, Doreen Challen and Hazel Brown piloted a mathematics (STEM) to meet the needs of technology, engineering and mathematics which run prior to the PGCE for secondary peer development process in the School of the new, high-level industries and to be able to (STEM) courses is cause for concern for schools. Education in which staff could develop any produce technologically complex products. those in education and for those in the STEM aspect of their pedagogical practice. The Since it began, the physics SKE course has industries. The reasons are varied and may The government’s STEM agenda emanates intention was to improve the benefits of peer seen the number of physics teachers being be attributed to factors such as the media, from a shortfall in postgraduate skills evaluation and consequently the quality of trained rise from seven in 2007 to 22 today. schooling or parental influence. in science, technology, engineering and ‘teaching’ in any of its forms. By engaging While recruiting physics and engineering maths, and is intended to raise the number Marcus Grace is leading a team that is looking staff in a system of co-coaching and learning graduates remains difficult, the School is of undergraduates in these subjects. But at how these factors impact on each under- conversations with trusted colleagues over training an increasing number of teachers teachers in schools are faced with competing represented group in higher education and an extended period of time, it was hoped that who need to address a physics specialism in priorities and unless this agenda is translated how the actions of institutions might mitigate peer development would enhance long-term their science teaching. into something that can work in the these influences. professional development and result in classroom it will remain far removed. The mathematics SKE course has been taken improved provision for students. The project will investigate how students up by graduates from disciplines as diverse Ian Galloway and colleagues have developed studying a range of STEM courses at different Evaluation of the project indicates that peer as history and equine studies, all educated resources that provide stimulating activities education stages perceive these courses and development has accomplished its aims, to at least A level standard in mathematics. linking aspects of STEM and encouraging their future opportunities. Students studying providing an opportunity to plan and create This has enabled the secondary mathematics the use of technology. The team categorised STEM subjects will be compared with those a project of value to both the individual and course to recruit close to its target of 50 the key features of a STEM education, who are studying undergraduate science colleagues. It also appears to have improved trainees per year, half having progressed from representing the specific skills the modern courses where the disparity is not as great, the level of dialogue about learning and the SKE. student needs in a rapidly changing such as medicine and pharmacy. GCSE and teaching. The merits of this system have employment market. They then produced A particularly valuable aspect of these courses A level students will form part of this sample been recognised more widely and the resources for teachers that fitted these is the opportunity for students to have an group to discover what they want from their University has adopted the principles of peer categories. Teachers will be able to use these extended period of training, gaining not only future science careers. development in its Learning and Teaching in a wide range of lessons, reflecting the subject knowledge to A level standard but Enhancement policy. All participants will complete a short nature of STEM literacy. also pedagogical knowledge and experience. questionnaire about their background and “It’s the only time that I’ve actually had The extra time given to debate classroom For further information contact Ian their feelings and views about science and will critical feedback allowing me to think this strategies has enthused students and Galloway: i.galloway@southampton.ac.uk be asked to design a mind map. Groups will be is something I need to go away and work benefited their performance in the classroom. recorded to get an idea of how they have come on … the discussions afterwards were very For further information contact Caro Garrett: up with their conclusions and focus groups helpful in throwing around ideas and finding c.garrett@southampton.ac.uk convened to gain a deeper understanding. out if we had a shared understanding or not. That was good, what I was looking for, and Findings will be presented at an exhibition hopefully feeding through to my teaching at the end of the school year, involving more effectively.” the students who took part, their families, professional societies and members of the For further information contact Jenny University. Byrne: j.byrne@southampton.ac.uk For further information contact Marcus Grace: m.m.grace@southampton.ac.ukSTEM subjects brings considerable benefits to us all. They open up aworld of exciting career opportunities for the students and ensure theUK continues to produce successful scientists and engineers to work inthis fast growing industry. This in turn benefits the UK economyDavid WillettsScience Minister8 9
  • 6. Value to the community.Engaging with our city and region A close relationship with the community is vital – and mutually beneficial. Using the local council’s innovative interpretation of a government scheme, we are looking at how disadvantaged people can be integrated back into the workplace and community. An evaluation involving teachers, parents and young people themselves is showing the value of in-school mental health support, while our MaSE research centre provides expertise and a helpful forum for local A level teachers. Crossing the public–private line: integrating unemployed people back into the workplace Professor Alison Fuller from the School of Education and colleagues from London’s Institute of Education looked at how Southampton City Council used Section 106 powers to respond to the state’s welfare to work priorities and help people back into work. Section 106 agreements are usually limited to employers to improve their training and companies building schools or social housing recruitment strategies to encourage in return for private planning permission. candidates from disadvantaged groups. The Southampton City Council’s initiative was study has shown that boosting the local groundbreaking in its use of these regulations economy and improving social welfare are not to guarantee pre-employment assistance at odds or mutually exclusive.” for people out of work. When a high-profile The study was undertaken as part of the retailer applied to develop a new store, the ESRC-funded Centre for Learning and Life council granted permission on condition that Chances in Knowledge Economies and the company guaranteed interviews to job Societies programme (LLAKES), which seekers who had completed a special pre- investigates the role of lifelong learning in employment training (PET) course. promoting economic competitiveness and “This case signals the potential use of Section social inclusion. 106 by local authorities,” says Professor Fuller. For further information contact Alison Fuller: “We’re now pursuing this with other cities. a.fuller@southampton.ac.uk There is much more to discover about how these regulations can be used to encourage10 11
  • 7. Widening participation Assessing the value Action research makingin further mathematics of TaMHS physics relevantWorking closely with the School of Chris Downey and Willeke Rietdijk are The Mathematics and Science EducationMathematics, the Mathematics and Science involving teachers, parents and young people (MaSE) research centre is evaluating aEducation (MaSE) research centre is themselves in evaluating in-school mental national project which aims to train sciencesupporting local A level teachers, widening health support. teachers in how to inspire school students tostudent participation in mathematics and engage with physics through action research. TaMHS (Targeted Mental Health in Schools)adding value to a government initiative. is a national initiative led by practitioner There is widespread concern about theThe centre, led by Keith Jones and Ruth teams from primary care trusts, local national shortage of physicists, with fewerEdwards, is an active partner in the authorities and education which aims to students opting to study physics at schoolgovernment-funded Further Mathematics develop intermediate mental health support and hence at university. Funded by theSupport programme. Activities range from in schools for young people aged five to 13 who DFE and the National Science Learningsupporting the regional network of sixth are experiencing difficulties not yet severe Centre, Marcus Grace, Willeke Rietdijk andform colleges to hosting events such as Maths enough for referral to community mental Caro Garrett are monitoring the value ofInspiration, the UKMT Team Challenge and health services. the national Action Research for PhysicsCensusAtSchool. MaSE also runs revision programme and will be producing a database Chris Downey and Willeke Rietdijk haveclasses and regular enrichment activities for A of teaching strategies that encourage been commissioned to conduct an evaluationlevel students. students to select physics post-16. of the TaMHS project in Poole, one of 55With four local sixth form colleges, MaSE was local authorities in the second wave of the Teachers’ concerns about teaching physics, asawarded funding by the National Centre for initiative. They are gathering a large set well as student attitudes and their aspirationsExcellence in the Teaching of Mathematics for of data, including regular assessments by for further study, are monitored at threea Further Mathematics Knowledge Network. teachers and parents of each young person’s points during the programme, throughThis is enabling the centre to develop a strengths and difficulties and a self-report for questionnaires and focus groups, to establishpackage of resources, including ‘video- older children. the impact of teacher training and thebites’ of professionals using mathematics in action research interventions by teachers in Intermediate analysis at the halfway stageindustry, to support the teaching of further physics classes. The programme is involving suggests that there have been significantmathematics at A level. 110 science teachers, and more than 1,700 reductions in social, behavioural and students from 65 schools are taking part in theMaSE provides a variety of opportunities for emotional difficulties reported by both evaluation. So far, the findings of the researchprofessional development. This includes an parents and teachers. Interview data from have been positive. Students’ enjoymentannual conference for mathematics teachers, a deeper analysis in three schools suggests of physics classes and their confidence inwhere staff from 14 Hampshire sixth form that the young people have formed significant the subject have increased. More careerscolleges can discuss issues and share good attachments with the in-school TaMHS information has been given during classes andpractice. With the School of Mathematics, workers and developed strategies that help they see stronger links between physics andRuth Edwards recently led a bid to the them deal with some of the difficulties they the real world.national STEM programme to fund a student encounter during the school day. Sociogramsmaths competition. data have also been collected in these ‘deep- For further information contact Willeke dive’ schools to look at the social benefits of Rietdijk: w.rietdijk@southampton.ac.ukFor further information contact Keith Jones: the project for friendships and learning.d.k.jones@southampton.ac.uk Additional data that log the nature and extent of activity of key members of TaMHS staff will help the Poole team make a detailed case for cost versus benefits of the project in order to review its sustainability when central funding ceases at the end of the 2010/2011 academic year. For further information contact Chris Downey: c.j.downey@southampton.ac.uk12 13
  • 8. Value to the nation. Turning policyinto effective practice Our activities have wide implications for national policy and practice. Apprenticeships have been the subject of political focus and public concern in recent years. Working with employers, large and small, research at the School is looking at how policy can be turned into effective practice. Our ground breaking work with the armed services is a beacon for post-compulsory education provision in the UK, while, in the virtual world, our exciting interactive learning resources are developing the digital professionals of the future. The value of Teach First to schools A major research project on the impact of Teach First teachers, led by Professor Daniel Muijs, has examined their effect on classroom practice, leadership and pupil achievement. The Teach First programme encourages top- – Teach First teachers are effective classroom quality graduates to spend two years teaching teachers in inner-city schools after graduating. The – Teach First teachers believe that they can teachers attend a summer school before being make a difference to pupils and head teacher placed and receive additional training while surveys support this working in their schools. – Teach First teachers are leaders in and The research included questionnaires, outside their classrooms face-to-face interviews and analysis of documentary and performance data. – Teach First teachers are seen as leaders in Results indicate that while no element alone their schools and as effective practitioners demonstrates conclusively that Teach First by their second year in the school teachers have a positive impact, when taken The project also found that Teach First together the evidence is compelling. Findings teachers perform better in schools where include: there is a critical mass of Teach First teachers – Positive pupil outcomes in Teach First and where they are provided with plenty of schools compared to comparator schools in-school support. Clear school policies and freedom to take initiative are also important. – A larger number of Teach First teachers in the school is related to more positive For further information contact Daniel Muijs: outcomes d.muijs@southampton.ac.uk14 15
  • 9. Supporting the armed services Post-compulsory education and training isone of the UK’s most vibrant areas of educationprovision. The School of Education has built anenviable reputation in the field, particularly in itswork with the armed services.Southampton’s School of Education has had far, and career planning enables officers toclose links with DETS(A) (Directorate of progress up the academic ladder, from PGCEEducational and Training Services Army to postgraduate diploma to master’s. Several(British Army)) since 2003. Teacher training have embarked on doctoral study.is provided for officers at their Worthy Down The success of these programmes has led tobase, with many successfully gaining PGCEs other units asking the School for support,and enhancing their army career. We have including the Royal Signals and the Royalalso developed a bespoke programme for a Logistics Corps. The police, other uniformedmaster’s degree. services and the those from the region’sAnyone wishing to enter the Educational and further education and private training sectorsTraining Services (ETS) is required to take have requested teacher training. And, in 2008,the University’s PGCE (Post-Compulsory the Royal Military Academy Sandhurst, whichEducation). Taught at the Army School of has an international reputation for militaryEducation and Southampton, practical training excellence, asked us to provideteaching experience takes place wherever teacher education for its staff.the Army operates, from Afghanistan to For further information contact AlanBruneii, from Catterick to Cyprus. Over 140 Harding: a.j.harding@southampton.ac.ukofficers have enrolled on the programme so16 17
  • 10. The value of the virtual School choice: Improving STEM-related Improving schools Insights from mathematics Influencing mathematicsARCH121 (Architectural and Design-basedEducation and Practice through Content principle versus reality work experience A leadership, School Improvement and Effectiveness (LSIE) project is looking at how education research pedagogy Tony Kelly’s research highlights potential The vast majority of 14- to 16-year-olds The Nuffield Foundation is funding Keith Charis Voutsina’s research looks at children’sand Language Integrated Learning using attainment and progress data can contribute problems with the principle of school choice. undertake work experience, but in 2007 an Jones of the Mathematics and Science early mathematical development andImmersive Virtual Environments for 21st to school improvement and student learning Ofsted survey found that some placements Education (MaSE) research centre, with Ann understanding, in particular the interplayCentury Skills) is providing interactive The idea of school choice remains popular, did not lead to effective learning and the The Fischer Family Trust (FFT) supplies Watson from the University of Oxford and between knowledge of concepts, procedureslearning resources to develop the especially among low-income urban and CBI found that work experience lacked detailed analyses of individual pupil Dave Pratt from the Institute of Education, to and facts in arithmetical problem-solving.professionals of the future. immigrant families who believe, with some learning objectives and employers did not attainment and progress and estimates produce guidelines for teaching key ideas in justification, that it provides social and In September 2010, Charis attended aSerious learners are increasingly using 3D fully understand their role in work-related of their academic potential to more than secondary school mathematics. economic opportunity for disadvantaged ministerial round-table discussion at theanimated virtual environments where they learning. 22,000 maintained schools in England and groups and may counteract the effect This project will enable teachers and policy- Department for Education, attended by thecommunicate through social networking Wales. These data are highly respected and of wealth and privilege on educational Marcus Grace, Willeke Rietdijk and makers to gain valuable insights from Minister of State for Schools, Nick Gibb,media and gain experience acting through widely used by schools to inform their self- outcomes. However, research by Professor Caro Garrett have been funded by the research on mathematics education into how which focused on mathematics pedagogy.avatars and by adopting and devising persona. evaluation and improvement initiatives. Tony Kelly has found potential problems with HEFCE Higher Education STEM (science, young people learn the kinds of mathematicsJohn Wollard, Melanie Smith and PGCE Charis’s latest research focused on low- the implementation of school choice. technology, engineering and maths) FFT has commissioned Chris Downey, Tony encountered at secondary school level.Modern Language student Lesley Scopes attaining children’s understanding of the programme to research the value and Kelly, Daniel Muijs and Priya Khambhaita Research outputs include a book, whichare working with Humanities on ARCH121, First, it is difficult for commercial companies principles underlying simple addition and impact of STEM-related work experience. from the LSIE to study how presentation of systematically extracts findings from relevantan EU-funded project which is developing providing schooling to make profits large revealed that, although children could The research aims to identify gaps and these data affects their interpretability and research from around the world, and a websitea series of interactive digital learning enough to balance the risks involved. If they employ only basic calculation procedures, weaknesses and explore how these might be usability for a wide audience, including local capturing the main themes of the bookresources aimed at students of 3D animation withdraw from involvement, governments they were able to recognise and use complex addressed to encourage students to consider authority staff, school leaders, teachers, and linking them to mathematics teachingarchitecture and virtual world language must offer them larger subsidies, or shelve arithmetical principles in task situations studying STEM subjects at higher level. The students and parents. resources in the national STEM e-library:mediators. schemes if the public rejects such subsidies. that encouraged them to do so. This finding project will: (www.nationalstemcentre.org.uk/elibrary). Second, in return for choice, a subtle transfer Attainment and progress data now extend has significant educational and practicalThe materials provide supplementary of agency means that parents must assume – Identify the impacts of STEM-related work from early years education through to the The project is confirming that secondary implications. The teaching of low-attaininglearning material, focusing on mediation responsibility for educational failure and for experience as perceived by school students, outcomes of higher education. Among a school pupils are introduced to new children often focuses on remedial methodsskills and strategies as applied to the context engaging with the market, whether or not they teachers and placement organisations number of lines of enquiry, the project will mathematical ideas in their formal lessons to improve their basic skills. The projectof virtual worlds. Content is created using have the wherewithal to do so competently. conduct statistical analyses to explore the though clusters of concepts that involve new highlights the need to explore teachingbespoke authoring and other software tools – Explore how the HE sector can assist in potential of pupil-level attainment and ways of working and potentially confusing approaches that focus not only on low-and design templates, and learning objects Finally, evidence suggests that the best choice addressing shortcomings to encourage progress data to inform school improvement mathematical representations. They are attaining children’s difficulties with basiccan be delivered through the Moodle-hosted schemes involve faith schools. However, students to consider STEM-related subjects and learning at both ends of the compulsory also faced with significant new concepts procedures but also look at challenging andcourse support area or other VLEs which unlike the issue of social class, this remains at university phase of education. It will also investigate the such as algebraic functions, probability and extending their latent conceptual capabilities.are becoming increasing popular with the ‘elephant in the room’ – obviously present, – Provide specific guidance for university potential of data to inform the guidance given trigonometry.educators around the world. The learning but not spoken about. The reluctance of For further information contact Charis STEM departments on how to set up to young people as they make choices for theirobjects incorporate online learning materials policy-makers to debate the faith issue The project is drawing and building on Voutsina: cv@southampton.ac.uk effective work experience placements for key stage 4 programmes of study, post-16developed by eLanguages, an eLearning suggests an unwillingness to engage with research findings about early conceptual school students. education and training, and higher education.research and development team based in the demands of an increasingly vocal Muslim development in mathematics andModern Languages with a proven track record community who want the same routes to The team hopes that the information gained For further information contact Daniel Muijs: incorporating research on the teaching andof educational and commercial success. These prosperity through education as their non- will lead to more positive work placement d.muijs@southampton.ac.uk learning of mathematics at higher levels ofoffer a variety of multimedia options and Muslim fellows. experiences for students, feed their interest schooling.enhanced interoperability, enabling use in in STEM subjects and increase theirother VLEs and reusability. There is therefore Choice is inherently linked to uncertainty understanding of work in this environment, For further information contact Keith Jones:scope for use in a range of other online and and favours those who are risk-friendly – or at d.k.jones@southampton.ac.uk enabling them to make informed careerblended educational contexts with similar least risk-aware. So, if school choice schemes choices in future.teaching and learning aims. are to succeed, whether or not one agrees with the principle, those from poorer backgrounds For further information contact MarcusFor further information contact John need front-end support from government Grace: m.m.grace@southampton.ac.ukWoollard:j.woollard@southampton.ac.uk to move away from being merely the passive recipients of policy. For further information contact Tony Kelly: a.kelly@southampton.ac.uk18 19
  • 11. Evaluating CC4G: Apprenticeship in England: Equal access to adult girls can do IT benefits and barriers learning Offering inspiring activities in a girls-only Following new government funding In 2010, the Equality and Human Rights computer club, the Computer Clubs for initiatives, apprenticeships have become Commission (EHRC) commissioned Alison Girls (CC4G) initiative aimed to change the the focus of renewed public discussion and Fuller, Peter Jones and Gayna Davey from perception of IT as a career for women. A team political discourse. Ian Laurie’s research the School of Education to report on the from the School of Education evaluated its explores the relationships that exist UK’s progress in securing equal access and success. between organisations involved in England’s outcomes for minority groups in relation apprenticeship system and their effects at the to adult learning, apprenticeships and the Funded by the South East England local level. He is also seeking to understand internet. Development Agency and targeting 10-to-13 the involvement of those responsible for year-old girls, CC4GF provided schools with The EHRC was set up to challenge turning policy into practice. professionally produced resources designed discrimination, promote equality and to appeal to young females that were available Focusing on two sectors – retail, and respect for human rights, and to encourage in voluntary, girls-only computer clubs. creative and cultural – the research aims good relations between people of different to understand how different organisations backgrounds. Evidence from Alison, Peter A team led by Professor Alison Fuller view and use apprenticeships and the and Gayna was included in its first triennial evaluated CC4G over a four-year period. Club relationships they have with each other. review, How Fair is Britain? members’ and non-members’ attitudes to Nationally, the research looks at how a and participation in IT were tracked through For further information contact Peter Jones: government agency such as the National a range of qualitative and quantitative data p.d.Jones@southampton.ac.uk Apprenticeship Service or employer bodies collection methods; in some cases girls were such as sector skills councils work to promote tracked until the age of 18. In the second apprenticeships, how apprenticeship policies two years of the evaluation, data were also manifest themselves and what the benefits collected from boys. and barriers of apprenticeship are for the The evaluation suggested that girls’ – and sectors, employers and training providers. At boys’ – educational and career choices were the local level, key organisations, employers influenced by a wide range of factors, and and training providers are being asked how that participation in a voluntary, after-school they view and understand apprenticeships. club was highly unlikely to have a significant Ian is conducting interviews with a wide influence on individuals’ choices about IT range of organisations – large and small, participation. While the vast majority of national and local – to get a full picture of the CC4G members enjoyed the experience of apprenticeship landscape. belonging to the club, they shared the views of The research, which will conclude in their non-member female and male peers that September 2012, is being funded by a ‘females can do IT; most just don’t want to three-year studentship from the Centre for pursue it post-16 or as a career’. Learning and Life Chances in Knowledge For further information contact Alison Fuller: Economies and Societies (LLAKES). a.fuller@southampton.ac.uk For further information contact Ian Laurie: il104@southampton.ac.uk20 21
  • 12. Value to the world. Working withinternational partners to effectglobal change Education research is increasingly relevant in a competitive global economy. At Southampton, we work with a range of international partners, adding value to a national perspective and forging links worldwide. One of our major initiatives is mapping the representation of women in educational leadership throughout the Commonwealth. The data collected will, we hope, empower women working in deeply disadvantaged communities and give them a voice. Other projects are looking at Empowering women the value of hybrid qualifications in an uncertain labour market, improving communication between the EU and central Asia and as educational leaders a longstanding partnership between Southampton and Xiamen Professor Jacky Lumby is leading a project University in China. that will map the representation of women in educational leadership. Southampton’s School of Education is leading The most striking value of the project is an international project, sponsored by the to build capacity internationally, in the Commonwealth Council for Educational experience offered to researchers in the Administration and Management (CCEAM), country under scrutiny and in the data and to map the role women play in leading schools policy implications that will be made available in Commonwealth countries. This role is to the national and provincial education seen as important for a number of reasons: as administration. Less obvious but just as a right in itself, as a model of female success important may be the empowerment offered for children and young people, and, arguably, to women, often leading schools in deeply contributing a distinctive management and disadvantaged communities, who have leadership style. previously had no voice. The research enables them to offer their experience in order to Without comparable data, it is difficult recruit and train more effective leaders. to assess the extent of over- or under- representation of women in school leadership For further information contact Jacky Lumby: in different nation states or whether there are j.g.lumby@southampton.ac.uk changes over time. Also, without a baseline, it www.cceam.org is not possible to determine progress. There is no one study that gives a global snapshot of the number of women in school leadership, nor of their experience when gaining their post or acting as headteacher. To address this gap in our knowledge, the first project has taken place in South Africa and plans are being made to roll the project out in Cyprus and Greece.22 23
  • 13. New university building, Rijeka, CroatiaXiamen University: Learning from each other Supporting children Hybrid qualifications – Improving internationala valuable partner Historically highly centralised and over- regulated, higher education in eastern with autism increasing the value of dialogueA partnership between Southampton andXiamen Universities, which carefully prepares Europe and central Asia is now moving The Communication and Social Participation: Collaborative Technologies for Interaction vocational education Peter Jones is participating in an ambitious project to improve cooperation between theChinese students for postgraduate study in towards greater institutional autonomy and local systems. The trend in the UK is exactly and Learning (COSPATIAL) project aims to and training EU and central Asia on higher and vocationalthe UK, has been an enriching experience for develop interactive technologies for schools Working with partners from Germany, education the opposite, as the government createsall involved. to support children with autism. Austria, Denmark and Switzerland, Professor increasing pressure for accountability and The World Universities Network researchThere are now 20 students studying quality control. What can the two approaches Poor social understanding and skills are Alison Fuller, Dr Gayna Davey and Alison group on Global Regionalisms, Governancethe School’s master’s and pre-master’s learn from each other? defining diagnostic features of autism. Williamson are conducting a two-year study and Higher Education is developingprogrammes at Southampton and Xiamen A National Autistic Society survey in 2006 exploring the value of vocational education understanding of new supranational visions, While there is growing interest from UK- and and training in the context of lifelongUniversities. At Xiamen, English is taught reported that parents of children with autism policies and programmes in higher education US-based researchers in higher education in learning.through themes developed by Southampton’s consider social skills training to be the area of and experimental forms of regional and other parts of the world, knowledge transferSchool of Education using English textbooks greatest need in educational provision and the Funded by the EU’s Leonardo programme, interregional governance. Peter Jones is an and practice enhancement remain limited.and e-learning resources. The programmes, ‘single biggest gap in support’. It is therefore the project is examining the systems, active participant in the group along with Natasha Rumyantseva’s research seeks totaught by Xiamen lecturers who are essential that education research focuses on qualifications and institutions that link colleagues from the University of Bristol, understand how universities in easternspecialists in English language teaching, give social skills training, enabling children to vocational education and training (VET) with Pennsylvania State University and the Europe function and how practice mightChinese students experience of education maximise their skills and potential. the labour market. Universities of Cape Town, Sydney and be improved using western knowledge andas a field of study and set assessment tasks Wisconsin, Madison. theories. By the same token, she is looking at COSPATIAL is a three-year, €1.65m Teams have discussed their initial findings atthat will be encountered on master’s degree how the eastern European experience and multidisciplinary project funded by the conferences in Konstanz and Southampton Peter’s contribution builds on researchprogrammes in the UK. passion for education might inform higher EC, which involves the Universities of and each of the participating countries has published in the EU–Central AsiaThe programme reflects the structure of education reform in the UK. Southampton and Nottingham in the UK, submitted a report. They are now exploring Education Initiative. Launched as part ofundergraduate programmes such as the BA the FBK research institute in Italy and how key stakeholders perceive the practical the EU–Central Asia Strategy, the initiative The research is linked to teaching.Education and Training. the Universities of Haifa and Bar-Ilan in reality of hybrid qualifications, with each prioritised higher and vocational education Dr Rumyantseva works with students from Israel. The project focuses on two main country carrying out qualitative research and emphasised links with the BolognaSouthampton lecturers make regular visits a variety of backgrounds who aspire to or types of technologies – collaborative with policy-makers, practitioners, learners Process, the EU agenda for higher educationto Xiamen, contributing to teaching, and already hold administrative positions in virtual environments and shared active and employers to identify best practice. The reform.working with staff to support students during schools and universities. As a part of their surfaces – which have been developed to project aims to influence policy and practicethe application process and their transition to master’s training, students are exposed to In 2010, Peter presented his work in Madrid support children’s collaboration and social in all partner countries and to contribute toSouthampton. The pre-master’s programme various leadership theories and cutting-edge at the launch of Monitoring the EU’s Central conversation abilities. Findings on their vital and wide-ranging debates on the valueprovides tailor-made language preparation research and learn to conduct their own Asia Strategy, which offers the first assessment effectiveness will be reported in 2012. of qualifications in a context of economicfor postgraduate study. research projects. Combining an academic of an ambitious strategy to upgrade the approach with lively discussions of actual The methods for developing these uncertainty. EU’s cooperation with the five states of theThis partnership helps students and tutors case studies, students are able to reflect on technologies are as important as the For further information contact Alison Fuller: central Asia region (Kazakhstan, Kyrgyzstan,get to know each other at an early stage in leadership practice and extend their practical outcomes. Participatory methods, including a.fuller@southampton.ac.uk Tajikistan, Turkmenistan and Uzbekistan).their preparation to study overseas. Xiamen knowledge into previously unexplored areas. children with and without autism and Undertaken by independent analysts fromstudents have made a valuable contribution teachers in design decisions, have played a the EU and central Asia as part of the EUCAMto Southampton programmes and enriched For further information contact key role in shaping the content, usability and project, it looks at the role of the USA, Russia,the learning experiences of both students and Natasha Rumyantseva: appropriateness of the technologies in ways China and others in central Asia, as well thestaff. n.rumyantseva@southampton.ac.uk that support meaningful engagement with present state of politics and economics in theFor further information contact Martin Dyke: tasks in the classroom. Teachers and students region.m.dyke@southampton.ac.uk have given very positive feedback about Peter’s work was sponsored by the EU Central prototypes during pilot testing. Asia Monitoring (EUCAM) project, jointly led For further information contact Sarah by the Foundation for International Relations Parsons: s.j.parsons@southampton.ac.uk and Dialogue (FRIDE) and the Centre for European Policy Studies (CEPS). www.cospatial.fbk.eu/ For further information contact Peter Jones: p.d.jones@southampton.ac.uk24 25
  • 14. From left to right: xDr Steven Roberts Ian Laurie Dr Zhen Li Alan Harding Dr Malcolm Ogles Dr Gayna Davey Professor Alison Fuller Dr Brenda Johnston Dr Martin Dyke Dr Peter JonesLecturer in Lifelong and Postgradute research Lecturer Director of Post Compulsory Director of Foundation Researcher Head of Lifelong and Work- Senior Research Fellow Senior Lecturer Lecturer in Post-CompulsoryWork-related Learning student Education and Training ITE Degrees related Learning Research Centre Education and TrainingEducation and Q: Can you describe some recent activities? A: Many centre staff are members of the Bristol. Nationally, we collaborate with the Q: What do you see as the main strengths of A: We produced three reports for University’s strategic research group, the British Educational Research Association your team? the Equalities and Human Rights Work Futures Research Centre, which is and non-departmental governmental A: Our strong and developing team includesemployment. Forming Commission’s high-profile triennial review, involved in multidisciplinary research bodies such as the UK Commission for leading researchers in the field of lifelong and two new books reporting findings projects and collaborative bidding, Employment and Skills. learning, higher education, work-related from ESRC-funded research projects are including a recent tender for a Leverhulme and workplace learning. We have a Q: What international links do you have?public policy in press. Our report on the use of planning programme grant on intergenerational research and practice interest in pedagogy justice. A: We have strong links in China with Xiamen, law to lever employer engagement in pre- and the possibilities provided by digital Shanghai Jiaotong and East China Normal employment training has been highlighted Q: Do you collaborate with groups outside technologies for widening access and Universities and we are developing a range by the ESRC, while Improving Working as the University? enhancing learner experience. Working of collaborative research activities. Learning, co-authored by Alison Fuller, in an atmosphere of mutual support toThe Lifelong Learning and Work-Related Learning has received a prize from the Society for A: We work with many organisations outside A: We are working on the University Reform, build collective capacity, our members the University, including Hampshire and(LaWRL) research centre investigates changing patterns Educational Studies. Isle of Wight Lifelong Learning Network Globalisation and Education project use research outcomes to inform their with colleagues from the Universities of teaching of Post Compulsory Educationof participation in further, higher, work-related and adult Q: Do you collaborate with other centres in and Southampton University Hospitals Aarhus, Auckland and Bristol, and with and Training (PCET) courses and doctoral the University? Trust. We have good connections witheducation, looking at the learning opportunities available the Global Regionalisms, Governance students. A: We host the Higher Education Research the city council and Southampton Skills and Higher Education research group. As Development Zone. We are partners in the A: We are keen to collaborate with peopleto individuals from different backgrounds and at different Group and have contacts across the ESRC Centre for Learning and Life Chances part of the EU’s Leonardo programme, and organisations from inside and outside University, especially in Health Sciences we are conducting research on hybridstages of life. Its research focus is clearly linked to forming and Medicine. Our evaluation of the in Knowledge Economies and Societies qualifications with colleagues from academia. University’s employer engagement (LLAKES), hosted by the Institute ofpublic policy in the areas of education, training, skills, initiative involved close collaboration with Education, London. Other partners include Germany, Austria and Denmark. For further information contact Professor Alison Fuller at a.fuller@soton.ac.ukqualifications and employment. the Learning and Teaching Enhancement the National Institute for Economic and Unit. Social Research and the University of26 27
  • 15. From left to right: xProfessor Tony Kelly Professor Jacky Lumby Willeke Rietdijk Dr Richard Harris Dr Priya Khambhaita Chris Downey Dr Gary Kinchin Dr Felix Maringe Professor Daniel MuijsProfessor of Education Professor of Education Researcher Lecturer in Education Researcher Lecturer in Education Lecturer in Education Senior Lecturer in Education Head of Leadership, School Improvement and Effectiveness Research CentreA major player Q: Can you describe some recent activities? an interdisciplinary centre with strong Q: What international links do you have? A: Our broader team is characterised by its A: We have been awarded a major grant from links to the School of Management. We A: Two members of LSIE sit on the board varied expertise, with LSIE members the Fisher Family Trust (FFT) to evaluate work with academics across the University of the International Congress on School using research approaches ranging fromin leadership and the use of data by schools and to look at and are engaged in collaborative research Effectiveness and School Improvement, the qualitative action research to large-scale progress at different education stages. and bidding with colleagues from Social leading international professional body in quantitative studies using multilevel Sciences and Psychology. the field. We are engaged in joint research modelling frameworks. A: We have a strong publications profile ineducational effectiveness Q: Do you collaborate with groups outside projects with academics across Europe, for A: We are keen to collaborate with people international journals and our research the University? example with the universities of Athens, and organisations from inside and outside reports have influenced the government’s Cyprus, Groningen and Antwerp on an EU academia. recent White Paper, where our work on A: We work with many different groups and project, and have recently collaborated with Teach First is specifically mentioned as a organisations. We have worked closely For further information contact Professor several European government agencies,Marrying a rigorous methodological approach with source of evidence. with Southampton Education Trust and led by Lower Saxony, a German ‘Land’. We Daniel Muijs at d.muijs@southampton.ac.uk with local authorities in Southampton,practical and policy relevance, the Leadership, School A: Our appointment of two leading professors Poole and Dorset on school improvement have very good links with colleagues in in the field of educational effectiveness, the USA and are increasingly working withImprovement and Effectiveness (LSIE) research centre David Reynolds and Daniel Muijs, has activities. Nationally, we have relationships colleagues across Asia and the Arab world. with professional organisations such as thelooks at factors that make educational organisations further strengthened our team and had an British Educational Research Association, Q: What do you see as the main strengths impact in the field. with charitable trusts such as FFT, and of your team?better at achieving positive outcomes in pupil learning, Q: Do you collaborate with other centres with bodies such as the National College for A: We have a very strong team, with leadingmotivation, mental and physical health, and examines in the University? the Leadership of Schools and Children’s researchers in the field of educational A: The Centre for Higher Education Services. effectiveness and leadership, such as Tonyhow to effect change. Management and Policy at Southampton Kelly, Jacky Lumby, David Reynolds and (CHEMPaS), our special interest group, is Daniel Muijs, heading up our research activities. We are increasingly seen as a major player in the field.28 29
  • 16. From left to right: xProfessor Lianghuo Fan Ros Hyde Dr Jenny Byrne Ruth Edwards Dr Marcus Grace Keith Jones Dr Janice Griffiths Dr Charis Voutsina Dr Julie-Ann Edwards Dr Eirini Geraniou Ian GallowayHead of Mathematics and Science Senior Teaching Fellow Lecturer Senior Teaching Fellow Senior Lecturer Senior Lecturer Director of Science Learning Lecturer Lecturer Lecturer Deputy Director of ScienceEducation Research Centre Centre SE Learning Centre SEDelivering on science, Q: Can you describe some recent activities? value our links with colleagues in Modern A: We aim to contribute to equity for all associate organisation of the UK Further A: We have received funding from the Nuffield Languages, Psychology and the Winchester Mathematics Support Programme. learners and inform new visions for learner Foundation to review the teaching of School of Art, and are expanding our achievement and for the professional Q: What international links do you have?technology, engineering mathematics at secondary school level, links with the University’s Centre for development of mathematics and science Contemporary China. A: We have been partners in projects involving educators. We especially seek to inform and from the government’s Training and universities in Bulgaria, Cyprus, Greece, the STEM agenda at a national and Development Agency to enhance the use of Q: Do you collaborate with groups outside the Ireland, Portugal and Sweden. Beyondand maths. ICT for teaching and learning mathematics. international level. University? Europe, we have strengthening links with The Wellcome Trust is supporting Lifelab, A: We collaborate with a wide range of A: We work with many groups and universities in China, Japan, Malaysia an innovative joint venture between people and organisations, from inside and organisations. We have close working and Singapore, in Australia and NewAn a-MaZE-ing team Education and Medicine providing outside the University. If you think we can relations with Southampton City Council Zealand, and in Canada, Brazil and the hospital-based activities for teenagers to collaborate with you, and we are not doing and Hampshire County Council. Nationally, USA. Staff have participated in a number of learn more about the science relating to so already, please get in touch. we are partners with the National STEM international research reviews, including their health. Centre and the HE STEM Programme, prestigious reviews conducted by ICMI. For further information contact ProfessorFocusing on how people, communities and cultures A: Our recent appointments of Lianghuo and we are active in the British Society Q: What do you see as the main strengths of Lianghuo Fan at l.fan@southampton.ac.uk Fan, a leading international professor in for Research into Learning Mathematicsacquire and use knowledge in mathematics and science, mathematics, and talented new lecturer and the Association for Science Education. your team? Eirini Geraniou have further enhanced our Internationally, we participate in the A: We are a strong team, with leadingthe Mathematics and Science Education (MaSE) research international reputation. European Society for Research in researchers and skilled practitioners.centre works nationally and internationally with learners, Q: Do you collaborate with other centres in Mathematics Education, the European If there are going to be solutions to Science Education Research Association global issues, such as drought, povertyteachers and schools to develop ways of advancing the the University? and the International Commission on and climate change, it is knowledge of A: We have strong links with colleagues across mathematics and science that is going todelivery of the STEM (science, technology, engineering Natural and Engineering Sciences, in Mathematical Instruction (ICMI). make the difference. Through our work weand mathematics) subjects. Mathematics, Medicine, Health Sciences, A: The centre is a founding stakeholder in hope to contribute to a better future for and Electronics and Computer Science. We the UK National Centre for Excellence everyone. in the Teaching of Mathematics and an30 31
  • 17. From left to right: xDr Sarah Parsons Dr Kalwant Bhopal Dr Sara Garib-Penna Dr Keira Sewell Dr John WoollardReader in Education Head of Social Justice and Inclusive Researcher Lecturer Lecturer Education Research CentreChallenging Q: Can you describe some recent activities? and Sociology, and we have undertaken to break new ground in our discipline. across the University that bridge the A: We have worked with the Serendipity fascinating work with Electronics and We make a valuable contribution to a conventional boundaries between Centre, a school for girls excluded Computer Science, exploring the e-learning range of forums, advising professional disciplines.barriers to inclusion from mainstream education owing to experience of disabled learners. bodies, policy-makers and the academic A: Our research is developing knowledge behavioural and social difficulties, on the community. Q: Do you collaborate with groups outside the and methods that are transforming successful design of a holistic education University? A: We have strong links with European practice and policy, challenging barriers model. universities, including the University of to inclusion, extending opportunities for A: We hold regular seminars involving the fullThe Social Justice and Inclusive Education (SJIE) research A: Our project on methodological innovation, range of practitioners – educators, health Turin, and American universities such as social justice and contributing to equality which forms part of a National Centre for professionals, advocacy groups and rights the University of Wisconsin, Madison, and of opportunities for all learners. We use ourcentre investigates the educational and life experiences Research Methods programme, focuses on campaigners – with the aim of advancing, the University of Berkeley, CA. work to make a real difference to the lives ofof socially excluded individuals and groups. Rather than three case studies in areas of qualitative through interdisciplinary debate, improved Q: What do you see as the main strengths of those who remain marginalised and under- research that have been identified as access for people with learning difficulties. represented.examining dimensions of difference as disparate, the innovative: netnography, creative methods your team? A: We also collaborate through our A: We use our individual experience as For further information contact Dr Kalwantcentre is exploring the connections and intersections and child-led research. The research professional networks such as the British teachers, researchers and academics to Bhopal at k.bhopal@southampton.ac.uk includes in-depth interviews with keybetween them. developers of the methods, identifies take- Educational Research Association, combine understanding of the complexity the British Sociological Association, of social justice issues. up across disciplines and analyses how they the European Educational Research are adapted and used. A: The research landscape has shifted Association and the American Educational significantly in recent years, and the need Q: Do you collaborate with other centres in Research Association. to address today’s big societal issues is a the University? Q: What international links do you have? strategic focus for government, research A: We have strong links across the University. councils, business and industry. To A: We work in partnership, at national and Our work on equity and social justice tackle these issues, we are developing international level, with government, naturally links with Social Sciences multidisciplinary approaches to research industry, schools and other universities,32 33
  • 18. Teaching and learning in the Research in the School of EducationSchool of Education The School of Education provides a broad range of teaching Research at the School of Education is structured in four researchprogrammes for full time students and a significant number of part-time centres, providing all research-active members of the school, whetherstudents based in partnership organisations across the region. internationally renowned professors or first-year PhD students, with a The School has a commitment to excellence rich and robust environment for creative discussion. and innovation in its teaching. The portfolio of education programmes provides Centre members explore current national – The Centre for Mathematics and professional development for educators, and international thinking in their fields, Science Education focuses on how people, trainers and education managers across working as teams to develop, challenge, communities and cultures acquire and use the range of education sectors: early years, present and extend their expertise and knowledge in mathematics and science. primary, secondary, post-compulsory, further engagement. Centres support members Research in this centre aims to develop education and higher education, as well as (including PhD students nearing completion) theories and methods that contribute to for educators and trainers who work in other in the publication process and undertake equity for all learners, inform new visions public and private sectors. We offer a BSc commissioned/funded research for a wide for student achievement, and explore the Educational Studies, postgraduate certificates variety of organisations. professional development of mathematics in education (PGCE) for primary, secondary and science educators. and post compulsory teachers, a range of – The Centre for Leadership, School master’s programmes leading to the awards Improvement and Effectiveness – Research in the Centre for Social of MSc or MA(Ed), and research degrees, researches ways to deliver better outcomes Justice and Inclusive Education explores including PhD, EdD and MPhil (Research for students. The group has extensive issues of equity, entitlement, access and Methods). We also engage with informal national and international experience participation, with a particular focus on in assessing the impact of interventions, race, ethnicity, gender, sexuality, and continuing professional development, for programmes and policy changes on disability, and developing knowledge, example, through the Science Learning Centre. The School contributes to the educational outcomes in schools, and in theories and methods that contribute to development of education in the University further and higher education. equality of opportunities and outcomes for more widely through the work-based all learners. – Research in the Centre for Professional postgraduate certificate in academic practice Practice and Pedagogy relates to subject for academic staff within the University. teaching with a focus on innovation and Strategic partnerships, for example with evidence-informed practice. Research regional Colleges, the British Army and is founded on classroom practice and overseas universities, and with local, national curriculum design, and contributes widely and international organisations, are a to learning and pedagogic theory linked to keystone of our educational programmes. the needs of the disadvantaged in society. – Research in the Centre for Lifelong and Work-related Learning is located in the changing relationship between education, the economy and society. Members are particularly interested in shifting patterns of participation in, and transitions between, further, higher and adult education, and in the opportunities individuals at different life stages, and from different socio-economic, educational and employment backgrounds, have for personal, educational, vocational and professional development.34
  • 19. www.southampton.ac.uk/education educate@southampton.ac.uk +44(0)23 8059 3475