1. More than the sum of its parts? Coordinating the ESRC Innovation and Change in Education Programme Martin Hughes (slides produced by Andrew Pollard)

2. Origins of the programme Conceived 1988, funded 1990 to 1996 Teaching and learning processes and outcomes in the context of 1988 Education Reform Act Commissioning: 250 outline applications, 25 shortlisted, 10 projects funded Coordinator …. as ‘an afterthought’?

3. Role of the coordinator Three main overlapping areas Networking Creating coherence Dissemination Shifting ESRC priorities (1993 Realising Our Potential) Changing external circumstances ‘Bewildering variety of tasks’

4. Working with projects Good relationships - no substitute for face to face meetings ‘One of the most difficult problems … is that of negotiating … a mutually acceptable understanding of what it means to be part of a programme.’ Programme priorities vs. project priorities

5. Working with ESRC Six different programme officers Steering Committee Research Programmes Board Other directors & coordinators

6. Creating coherence ‘With the agreement of the Steering Committee, the five overarching questions were put to one side, and a more flexible and mutually acceptable statement of the aims and objectives of the Programme was generated’. Discussions, seminars, consultation and presentations internally and externally

7. Five main themes Progression in learning Coherence in the curriculum The nature of effective teaching and learning Understanding innovation and change Differentiation and equal opportunities

8. Dissemination Three part strategy Identification of target audiences Development of dissemination products Delivery of products to targets ‘We did all we could …. But it is hard to gauge impact..’

9. Experiences with the media Positive coverage, and work with Maureen O’Connor Distortion/parody by Daily Telegraph ‘Re-interpretation’ of project findings on grammar for 14 year olds by politicians

10. Conclusions ‘A flexible, responsive model is a better description of the way most programmes operate in practice.’ Clarity about programme-project expectations and an appropriate ‘management style’ is vital. User engagement should ‘take place in a context where the intentions and assumptions of both users and researchers can be explored’. ‘Added value’ is possible, through the focus, visibility, synergy, and open and collaborative processes which a programme provides.

12. Teaching and Learning Research Programme TLRP background ‘reform’ throughout the UK education system concern for economic competitiveness and social inclusion aspirations for evidence-informed policy new researcher/practitioner/user alliances

13. Teaching and Learning Research Programme Key features Large (almost £30m, 50+ investments, 400+ researchers, sophisticated projects, often with large teams) All sectors of education (pre-school to retirement) UK-wide (England, Wales, Scotland, N. Ireland) 2000 to 2008/9 Directors’ Team of six (Andrew Pollard, Mary James, Steve Baron, Alan Brown, Miriam David, John Siraj-Blatchford – 3.5 fte) Capacity building (with associations & other initiatives)

14. Teaching and Learning Research Programme AIMS: Learning Outcomes Lifecourse Enrichment Expertise Improvement

15. Teaching and Learning Research Programme Many independent, but interlocking and cumulative, research activities

16. Teaching and Learning Research Programme ORGANISATION: Projects, funded in seven phases Sectors, of educational provision and research Themes, analysing across the programme

17. 200020012002200320042005200620072008/9 Phase I Phase II Scottish extensions Phase III THEMES User engagement Capacity building Neuroscience Learning outcomes Lifecourse International ICT and learning Impact Contexts & communities Learning transitions Changing teacher roles Education research quality User collaboration Welsh extensions Northern Irish extensions Associated projects Curriculum Pedagogy Assessment Diversity and learning Political contexts Programme development

18. Teaching and Learning Research Programme PROGRAMME DEVELOPMENT: 1. Early user engagement 2. Knowledge generation by project teams 3. Knowledge synthesis by thematic groups 4. Knowledge transformation with users & task groups 5. Outputs for impact

19. Teaching and Learning Research Programme Programme outputs: Newsletters* [*to all those registered on the TLRP database at: www.tlrp.org]

20. Teaching and Learning Research Programme Programme outputs: Websites (www.tlrp.org) News, projects and themes Research capacity International links

21. Teaching and Learning Research Programme Programme outputs: Databases BEI PERINE Regard CERUK D-Space

22. Teaching and Learning Research Programme Project outputs: Research briefings from each project* [*to those with special interests registered on the TLRP database at: www.tlrp.org]

23. Teaching and Learning Research Programme Project outputs: Seminar/workshops for policy-makers and key users Policy Task Groups Press-releases, articles in professional journals, user collaboration, etc Seminar/workshops: Science Education: Royal Society Modern Apprenticeships: DfES Pupil Consultation: QCA and NCSL Inclusive Education: London and Manchester Policy Task Groups: Personalised Learning 14-19 Education

24. Teaching and Learning Research Programme Project outputs: ‘Video-Assets’ Embedded video footage Key Findings Supporting analysis Hyperlinks for follow-ups

25. Teaching and Learning Research Programme Project outputs: Gateway, overview books Improving Learning series Practitioner books and materials Academic publications RoutledgeFalmer publishing partnership

26. Teaching and Learning Research Programme Project outputs: TLRP Commentaries Personalised learning 14-19 education e-strategy and electronic knowledge management in education

27. Teaching and Learning Research Programme Add value through: analysing key issues and themes across the whole Programme; contributing to innovation in communicating new substantive knowledge

28. At the end of each session you attend, there should be an opportunity for you to record the key concepts which seem important to you. Please record your thoughts on this sheet and leave it when you depart. The whole set will be analysed with great care to enable an appropriate conceptual vocabulary to be constructed for electronic tagging purpose. Thank you. KEYWORDS FROM PRESENTATIONS AND ROUNDTABLES Hanbury SuiteNAME: ……………………… Chair: Mary James__________________ Presenters: Keywords:

29. KEYWORDS FROM PRESENTATIONS AND ROUNDTABLES Bardd SuiteNAME: … Miriam David…… Chair: Bob Burgess Presenters: Frank Coffield, Martin Hughes (papers only) Keywords: Frank Coffield: Learning society, employment, work, vocationalism, training and education, learning trajectories, participation and democracy, social capital, economic inequalities. Programme, projects, themes, collaboration, informal learning, publications. Martin Hughes: Innovation, change, curriculum, progression, effective teaching & learning, differentiation and equal opportunities. Programme, added value, projects, coordination and management, themes, negotiation, users, engagement, dissemination, media relationships.

30. Teaching and Learning Research Programme

31. www.tlrp.org