IOE insights: Recent Episodes
IOE, UCL's Faculty of Education and Society
Sounds from our academics, alumni, students and other brave thinkers, brought to you by IOE, UCL's Faculty of Education and Society. We're the world's leading centre for education and social science research, courses and teaching, and a faculty of University College London (UCL).
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More from IOE: https://ucl.ac.uk/ioe
In this episode, Cesc Masdeu discusses how mentoring and professional development can transform school cultures and contribute to institutional change.
Barcelona teacher Cesc, an associate at UCL, explains how schools in Catalonia are learning from the mentoring experiences of the ECF programme.
He discusses his hopes for increased investment in education – particularly in terms of professional development programmes and support for novice and experienced teachers. Cesc hopes their programme can install this culture of continuous development and support throughout the teaching career.
Full show notes: https://www.ucl.ac.uk/ioe/news/2024/sep/lessons-catalonia-ecf-staffroom-s04e02
Step out of your bubble: Raf Alleyne, Assistant Principal at London Screen Academy, tells us about the importance of reflecting on Equality, Diversity and Inclusion.
In this podcast, Raf talks about why playing a role in students’ lives is exciting – and most importantly, why EDI is not a ‘nice to have’ but an ‘essential to have’. He discusses why it's important to create spaces to talk, listen, and break down misunderstandings.
He also kindly shares with us The London Screen Academy’s’ Equity Dictionary, a great starting point for anyone wishing to develop their thinking about EDI in their school.
Full show notes: https://www.ucl.ac.uk/ioe/news/2024/sep/thinking-about-life-through-all-their-eyes-ecf-staffroom-s04e01
In this podcast, Jason Ilagan hears from Dr Benjamin Abrams about a theory on how and why movements such as the 1789 French Revolution, the Arab Spring as well as Occupy Wall Street and Black Lives Matter take place, his policy work looking at ‘coping strategies’ against populism and preventing violence in mass protest, and what might happen during and after the elections in the United States this November.
Production note: This episode was recorded on Monday 8 July 2024, before the assassination attempt on Donald Trump (Saturday 13 July 2024) and Joe Biden’s withdrawal from the US presidential election race (Sunday 21 July 2024).
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/jul/protest-whats-point-rftrw-s23e03
In this episode, hosts Dr Keri Wong and Dr Alina Pelikh dive into the particular and sometimes daunting process of job interviews within academia.
Let's face it, while we all aim to secure job interviews, the process itself can be a nerve-wracking experience. Keri and Alina share their personal experiences and insights, having been on both sides of the interview table.
What are the key differences between interviewing for academic positions and industry roles? In a world where remote interviews are becoming more common, how can you convey your enthusiasm and strengths effectively? Keri and Alina break down what you can expect in each scenario and offer practical tips for both formats to help their fellow early career academics shine.
We also asked our listeners to send in their most awkward interview questions. Join us for an enlightening discussion - your dream job might be just an interview away!
Finally, stay connected with the Academia et al. podcast series for future episodes filled with insights and tips for navigating the academic landscape. Subscribe, leave us a review, and share with your colleagues!
Full show notes: https://www.ucl.ac.uk/ioe/news/2024/jul/how-do-i-get-next-job-start-these-steps-academia-et-al-s03e03
What changes would benefit the UK early years education system? And what’s it like dealing with government and parliament to make funding and policy changes possible?
Dr Claire Crawford’s research focuses on childcare and education and is particularly interested in understanding inequalities and how policy can help reduce these gaps. She also has a strong track record of high-impact research, including giving evidence to select committees on education, social mobility, and diversity and inclusion issues.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/jul/improving-childcare-and-early-years-education-rftrw-s23e02
Is being a PhD researcher just a continuation of being a university student? No! This episode's guest, Dr. Jenny Chanfreau, shares advice on how to treat your PhD like a full-time job.
Drawing from her experience of embarking on a PhD after working at the National Centre for Social Research (NatCen), the UK's largest independent social research institute, Dr Chanfreau offers valuable insights.
Join hosts Alina and Keri as they and Jenny compare their journeys into PhD life, think about how to make the most of their new academic communities, and air some thoughts about the unique 'twilight' status of PhD researchers within universities - more professional than students but not quite fully-fledged staff - while discussing what universities can do to recognise and protect the contributions PhD researchers make to their department's operation.
And as you approach the end of your PhD, the big question arises: now what? The episode explores the challenges of job applications, potential visa stress for international scholars, and the skills needed to stay in academia. It also covers the importance of showcasing your research, exploring post-doctoral opportunities, and dealing with feedback or rejection - it can be emotional! The discussion includes how to process feedback constructively and the surprising usefulness of memes in navigating this journey.
Full show notes: https://www.ucl.ac.uk/ioe/news/2024/jul/phd-z-what-can-i-do-maximise-my-phd-journey-academia-et-al-s03e02
The winners of elections in the UK and abroad need to ensure the right conditions are in place to allow cutting-edge ideas developed by experts in our universities to meet today’s policy challenges, and vice versa.
Dr Laura Outhwaite talks to our guests, Professors Marc Stears and Huw Morris about their approaches to undertaking research that informs policy, their experiences working across the academic/political divide, and what they’d do if they had a direct line to the next UK government.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/jul/how-can-researchers-help-politicians-and-policymakers-do-their-jobs-better-rftrw-s23e01
Academia et al is back with three new episodes exploring life as an early career academic! Today we're thinking about how to use media engagement as a vehicle for making an impact.
Dr Alina Pelikh speaks to in-house media relations expert Chris Lane, who works in UCL's central press office team. We discuss the ins and outs of communicating research and expertise to the wider world via the media.
Where do the media headlines about research come from? As an early career researcher, how do I write for the media and bring my expertise to life in the minds of the public?
Full show notes: https://www.ucl.ac.uk/ioe/news/2024/jun/why-engaging-media-phd-will-help-your-career-academia-et-al-s03e01
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-academia-et-al-s03e01
Did you know that in 2024, more voters than ever in history will take part in elections across the world?
In this season of Research for the Real World, it’s all about how research evidence informs policy. How could we not cover it when we know that policies implemented by the winning parties will prove consequential for years to come, shaping the future of democracy around the world?
Guests:
- Professor Marc Stears and Professor Huw Morris on how policymakers can meet the challenges of modern Britain
- Dr Claire Crawford on what it's like providing evidence to government and the UK Parliament
- Dr Ben Abrams on how modern societies have responded to the rise of populist governments.
More episodes of Research for the Real World: bit.ly/researchfortherealworld
The IOE Podcast: bit.ly/ioepodcast
In this podcast we hear about research that seeks to understand the causes of eating disorders and develop innovative treatments and support.
Dr Amy Harrison talks in detail about a project funded by the Medical Research Council looking into how decision-making skills in childhood is associated with eating disorder symptoms in adolescence.
Full show notes and link: https://www.ucl.ac.uk/ioe/news/2024/jun/whats-link-between-decision-making-and-eating-disorders-rftrw-s22e03
In this podcast we take a closer look at international development and global health research that shapes the way we respond during times of crisis.
Dr Mukdarut Bangpan and Dr Kelly Dickson's work with governments and non-governmental organisations (NGOs) includes research on the impact of mental health and psychosocial support programmes to inform their policy and practice.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/apr/how-do-we-know-if-mental-health-support-people-affected-humanitarian-emergencies-working
You’re not dreaming! There’s so much going on in the field of sleep and research right now. We take a closer look at how things have crossed over into tech and AI, cancer and our wellbeing.
Professor Dagmara Dimitriou leads a lab that takes a multi-disciplinary approach to examine sleep’s role in affecting our cognitive, behavioural and academic abilities and has also been working with the likes of the NHS and the US Army on a wide variety of projects.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/apr/sleep-and-tales-our-mental-health-might-tell-rftrw-s22e01
This season of Research for the Real World is all about mental health, and we’ll be hearing from researchers whose work encompasses such wide-ranging areas and offer solutions to address these challenges.
- Professor Dagmara Dimitriou on the role of sleep on neurodevelopmental disorders and cancer
- Dr Mukdarut Bangpan and Dr Kelly Dickson on humanitarian emergencies and the impact it has on mental wellbeing
- Dr Amy Harrison on social-emotional functioning and cognitive skills in eating disorders
More episodes of Research for the Real World: https://bit.ly/researchfortherealworld
The IOE Podcast: https://bit.ly/ioepodcast
In this podcast, Mark Quinn and Dr Polly Glegg talk about what makes great professional learning for teachers and leaders.
Polly and Mark, the masterminds behind UCL’s High Quality Outcomes for Great Professional Learning, explain how their thinking about professional learning has been influenced by research and practice.
They also let us into some of their secrets about how they, as seasoned facilitators, make sure participants encounter these high quality outcome in their professional learning sessions.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2024/mar/if-participants-dont-value-their-learning-then-what-left-ecf-staffroom-s03e08
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
In this podcast, we discuss how eating disorder symptoms affect men. We cover what our guests have learned about how to ask for help and care for themselves. We speak about how eating disorders affect friendships and sexual relationships, and reflect on what our guests have learned through their experiences about how to cope with challenges in life.
Content warning: this podcast contains information about eating disorders, experiences of mental health difficulties and sex and sexual experiences. There is some language that may offend.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2024/feb/two-men-and-their-experiences-eating-disorders
In this podcast, George Wolstenholme talks about messing up, forgiveness, and being on the way to becoming the teacher he wishes to be.
"Everyone's experience with neurodiversity is going to be different."
George Wolstenholme – or Mr. W to his pupils – tells us how his practitioner inquiries have granted him his independence, liberating him to try things out and learn from his failures as well as his successes.
He explains why neurodivergent teachers should be given their moment, and how he is learning to handle his environment and himself within it.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2024/jan/be-ambitious-and-fail-dont-fail-be-ambitious-s03e07
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast hears about the impact of the UK's School Meals Service on schools and their communities since its inception in 1906, and how it can adapt to the challenges of food insecurity and the impact of the economic crisis on children's learning.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2024/jan/history-free-school-meals-how-its-past-dishes-out-lessons-future-servings-rftrw-s21e03
Research for the Real World is an IOE Podcast series featuring conversations about education and social science research and its impact on policy, practice and our everyday lives.
Nancy Karmali-Belmonte and Farzana Akther respond to our ECTs' questions, and remind us that looking after wellbeing and being a good teacher are two sides of the same coin.
"It is up to the induction tutors, I think, to set the school culture so that those more challenging feedback conversations are couched in a framework of support and everyone moving forward and growing."
Mark and Elaine hear Nancy and Farzana discuss the importance of Induction Tutors, and the important role of ensuring ECTs find their advocates in the staffroom and are able to build their supportive communities.
They discuss building a culture that is open and filled with a willingness to share advice and listen – which includes listening to ECTs and knowing what they need.
Full show notes, transcript and links: www.ucl.ac.uk/ioe/news/2024/jan/fostering-strong-professional-relationships-find-your-staffroom-friends
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Mark and Elaine speak to Louise Dwyer, Assistant Headteacher at the Ellen Wilkinson School for Girls, and discuss how the ECF builds upon a growing movement of evidence-informed practice, enabling a more accessible exchange of ideas.
"There will still be that joy to be found in teaching."
Louise says that if we want to keep teachers in the profession, we need them to see the joy that is to be found in the classroom. And the ECF, she says, gives new teachers a shared language that helps them to ‘grow together'.
In this episode, she also talks about her love of delivering training and challenging early career teachers through continuing professional development (CPD), and through modelling the realities of the classroom.
Full show notes, transcript and links: www.ucl.ac.uk/ioe/news/2023/dec/giving-ects-springs-run-marathon-louise-dwyers-enthusiasm-ucls-ecf-programme
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
In the context of a cost-of-living crisis and increased child poverty, this podcast hears about the growing use of food banks, how they operate and the impact this has on children whose families use them.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2023/dec/what-impact-do-food-banks-schools-have-childrens-learning-rftrw-s21e02
This podcast hears how mental health and life chances of young people and their parents are being dramatically affected by post-pandemic cost of living pressures.
Not only is there an elevated risk of psychological distress, the research also found food bank use and long-term poverty is associated with lower GCSE attainment. This sparks additional concerns about the long-term impact of the current cost-of-living crisis.
Full show notes and links: coming soon
More IOE podcasts: https://bit.ly/ioepodcast
In January 2023, the Food Foundation estimated that 24% of UK households with children were living in food insecurity. This staggering figure brings to light issues affecting their life chances.
We’ll hear about how IOE research is raising awareness and informing policies and efforts in the midst of a new school and academic year now underway, another challenging winter and a general election in 2024.
This season's guests:
- Dr Jake Anders - the links between food poverty and hunger with academic attainment
- Professor Alice Bradbury - educational responses to the cost of living crisis and in particular how schools are doubling up as food banks for their local communities
- Professor Gary McCulloch - the history of school meal provision and nutritional standards.
More episodes of Research for the Real World: https://bit.ly/researchfortherealworld
The IOE Podcast: https://bit.ly/ioepodcast
Audio snippets featured:
- Children’s health chief calls for free school meals for all to end ‘disturbing’ food poverty - The Independent
- Rishi Sunak rejects Marcus Rashford’s call for free school meals extension - The Indepdendent
- Sadiq Khan says making free school meals programme permanent is his ‘aspiration’ - London Evening Standard
- 'Inside the Factory', Series 7: Rice Pudding - BBC Two
Alison Wiggins, a PGCE and anti-racist lecturer, emphasises the need for teachers to develop their racial literacy – 'naming it changes the power of it.'
She talks about building positive relationships and the connection she forges with mentees and students. One of her highlights, she explains, is they joy of being able to pass on her experiences of teaching, and the opportunity to see mentees' progress as they grow.
In this episode, she also shares her thoughts on a culturally responsive pedagogy as well as the need for racial literacy: 'we can't tackle something if we can't name it'.
Alison says that we've been socialised to avoid racism as an issue in schools, which creates a greater call to action to do something about the issue, and develop a shared language and understanding of the central aspects of race and racism.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/nov/speak-and-speak-out-even-if-your-voice-shakes-anti-racism-too-important-leave-chance
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Hilary talks about her journey as an educator and doles out some advice for early career teachers (ECTs): find the joy, discover your own teacher persona, and be unapologetically yourselves.
"We want our new teachers to train and stay and thrive in our classrooms."
Mark and Elaine speak to Hilary, the Programme Director of the Early Career Framework (ECF), and she talks about her role at the UCL Centre for Educational Leadership.
She talks more deeply about the ECF programme and emphasises the importance of the relationship between mentors and their ECTs.
She sets policymakers, school leaders and her UCL colleagues some challenges too – and shares her hopes that the ECF programme will improve teacher recruitment and retention.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/oct/be-unapologetically-yourself-ecf-director-hilary-adli-shares-her-recipe-success-s03e03
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Tapping into the experience of induction tutors, facilitators and an ECF lead to learn about ensuring high-quality mentoring and cultures of professional learning.
Elaine and Mark attend an Induction Tutor conference, which emphasises working with and learning from peers. They speak to Saiqua Zaneb, Tessa Blair and Lara Boyer, who are part of the East London Teaching School hub.
They discuss what is important for Early Career Teachers (ECTs) to experience on a day to day basis, particularly the opportunity to connect with colleagues at their school and build relationships.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/sep/taking-staffroom-road-gatecrashing-induction-tutor-conference-east-london-s03e02
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast hears about research evidence focused on the role of apps in early education.
A key part of Dr Laura Outhwaite’s work includes examining claims of many products on Google and Apple’s app stores to be “educational” and having an impact on young children’s learning.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2023/sep/how-find-maths-learning-app-you-can-count-your-kids-rftrw-s20e03
Jan shares her wisdom from decades in teaching and teacher education. She reminds us why teaching can be a great – and still greater – profession to join.
She talks about her commitment to the importance of teaching, and the ways in which the profession can transform people and fill them with confidence.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/sep/what-teaching-does-people-people-what-can-ecf-providers-learn-ite-s03e01
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast explores how artificial intelligence (AI) has grown over time and whether it can be used as a tool to support education, rather than as a replacement for human thinking.
Professor Manolis Mavrikis talks about the role of technology in schools and the obstacles that can prevent further integration, like infrastructure, teacher workload and professional development.
He discusses the potential of AI in particular, and the role of schools and educators in helping students understand how to use AI as a tool to aid learning. This includes awareness of its pitfalls – like concerns around privacy and biases – but also how to self-regulate and think critically about it.
Full show notes: https://www.ucl.ac.uk/ioe/evolution-artificial-intelligence-rftrw-s20e02
Professor Alison Clark-Wilson has a wealth of experience breaking down barriers between research communities and industry through her work with educational technology entrepreneurs, experts, and end users all over the world.
We hear about some of the projects she’s led and collaborated on, how nurturing humility in EdTech might be possible in a world of “tech bros” and big egos, and why “fake it till you make it” is not acceptable in education.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2023/aug/how-do-we-make-edtech-work-everyone-rftrw-s20e01
This roundtable is the second event in the TCRU@50 programme of activities celebrating the 50th anniversary of the Thomas Coram Research Unit.
The speakers offer perspectives on the benefits of engaged fatherhood for men, for children, for families and for gender equality.
Speakers
- Professor Esther Dermott (University of Bristol)
- Professor Paul Hodkinson (University of Surrey)
- Professor Margaret O’Brien (UCL, Thomas Coram Research Unit)
- Chair: Professor Alison Koslowski (UCL, Thomas Coram Research Unit)
More info: https://www.ucl.ac.uk/ioe/events/2023/jun/tcru50-roundtable-families-fatherhood-and-future
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/transcript-tcru50-roundtable-families-fatherhood-and-future
In this season of Research for the Real World, we're highlighting IOE research that provides insights on finding ways for technology to play a meaningful role within education. We know that parents, teachers and students have concerns about the way in which society reacts with technology, but how can we improve our relationship with it? Maximise the use of high-quality content? Is there a way we can take advantage of personalized learning? There's also all that chat about AI… well, we’re going to provide some examples on how this technology improves lives.
We'll hear from:
- Professor Manolis Mavrikis on artificial intelligence's role in education
- Professor Alison Clark-Wilson on the intersections between industry and research in EdTech
- Dr Laura Outhwaite on all things educational maths apps, and how we can look for high-quality learning content.
More episodes of Research for the Real World: https://bit.ly/researchfortherealworld
The IOE Podcast: https://bit.ly/ioepodcast
In this episode, we talk about what it's like to return for a career in academia, the fluidity of career trajectories, and the importance of supporting neurodiversity in universities.
Drs Keri Wong and Alina Pelikh are joined by Brian Irvine for a discussion on his personal career path and work experience over the years, which include his roles as a childminder, a teacher of Religious Education, and balloon modelling.
We hear about Brian's decision to return to academia, his love of education, and why students need to see how passionate their teachers are about the subjects they teach.
Brian also talks about the importance of inclusive education - prioritising student wellbeing to facilitate learning, in addition to empowering neurodiverse people so they can flourish in the university setting.
Full show notes: https://www.ucl.ac.uk/ioe/news/2023/jul/academia-after-all-academia-et-al-s02e03
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-academia-et-al-s02e03
In this episode, we talk about what it's like to work for the Office for National Statistics and the differences between life in academia and life outside of it.
Dr Alina Pelikh is joined by James Robards to talk about applying for jobs once you make a decision to change careers and the different factors that may influence that decision, including workload, logistics and responsibilities.
James talks about the differences between working in a research setting and in the civil service, and discusses how his interest in UK demography led him to working with and later for the ONS.
He also shares the importance of finding a mentor to guide you along your early career path.
Full show notes: https://www.ucl.ac.uk/ioe/news/2023/jun/careers-civil-service-academia-et-al-s02e02
Transcript: https://www.ucl.ac.uk/ioe/transcript-academia-et-al-s02e02
In this episode, we talk about pursuing a career outside of academia and discuss the many transferable skills we have as researchers that can be applied to other contexts.
Dr Keri Wong is joined by Audrey Kittredge for a discussion on discovering what pursuing a career outside academia looks like, and how to successfully enter a new industry despite how daunting it feels to leave the research setting.
We hear about Audrey's background in postdoctoral research and her decision to change course into a new industry. She weighs in on the question, 'Is the grass really greener on the other side?' and talks about the benefits of the work cultures both inside and outside academia.
Audrey also talks about networking with individuals outside of academia through informal coffee chats, and discusses the many transferable skills she developed as a researcher that she now uses in her job at Duolingo.
Full show notes: https://www.ucl.ac.uk/ioe/news/2023/jun/grass-greener-other-side-academia-academia-et-al-s02e01
Transcript: www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-academia-et-al-s02e01
In this podcast we hear about whether or not young people who aspire to teach actually become teachers.
Most research into teacher recruitment surveys existing teachers to retrospectively find out why they went into teaching. Emily MacLeod’s research seeks to track young people from childhood and into adulthood.
What has Emily learned from her research so far? What recommendations are there for policymakers?
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2023/may/why-do-people-aspire-become-teachers-rftrw-s19e03
Liam Anderson has packed a huge amount into his 8 years and, when you hear how he fills his days, you will understand how. Fortunately, he is also a mentor on the UCL ECF programme. Here, he tells us how he makes each mentor meeting specific to his ECT’s curriculum and how – together – they boost their subject and pedagogical knowledge.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/may/making-mentoring-meaningful-not-just-ticking-box-ecf-staffroom-s02e07
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
In this podcast we hear about whether more pay and fewer working hours should be prioritised to address teacher shortages, and what can be done to support the retention of new teachers.
In outlining the challenges current teachers face, and how might that have changed over time, Professor Caroline Daly also shares her thoughts about the idea of flexible working, and what research into the benefits of the Early Career Framework has revealed.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2023/may/whats-going-help-recruit-and-retain-teachers-rftrw-s19e02
Elaine and Mark add their mere 42 years of classroom experience to the 58 (and counting) of Annie Powell and Helen Lugger, meeting in the staffroom to answer questions put by ECTs on Twitter. When will it start to get better? How do you recover from a tough lesson observation? These, and other questions, answered by teachers who have seen it all before.
Full show notes, transcript and links to follow.
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
We know that teacher shortages are an issue in most developed countries. How has the pandemic and pay played a role, and what can be done to address this?
Research for the Real World welcomes back Dr Asma Benhenda to talk about the issue of teacher shortages and how England compares to other countries.
Emily MacLeod also finds out what policy and non-policy measures could do to improve teacher recruitment and retention.
Full show notes and links coming soon.
It’s widely reported that there are ongoing and severe teacher shortages around the world.
But what do we mean by teacher shortages? In terms of causes, teacher shortages are driven partly by low teacher recruitment, meaning that not enough new teachers join the profession each year, and low teacher retention, meaning that a high proportion of existing teachers leave the profession to work in other sectors.
Together, this low teacher recruitment and retention lead to larger class sizes, and a higher number of teacher vacancies.
So, how can we address these teacher shortages, and therefore improve education for young people in England and elsewhere?
In this season of Research for the Real World we'll hear from:
- Dr Asma Benhenda on the root causes of teacher shortages in different countries, and the impact of the pandemic and pay has on the workforce
- Professor Caroline Daly on how those new to teaching can be supported to develop their careers
- Emily MacLeod on her doctoral research tracking young people’s teaching aspirations.
More episodes of Research for the Real World: bit.ly/researchfortherealworld
The IOE Podcast: bit.ly/ioepodcast
Kate Hill, a first year ECT, is an Art teacher at Chosen Hill School near Cheltenham. She talks about having ‘to be like a swan’, projecting calm when nothing seems to be going right. She described the benefits of our Wellbeing Charter – especially how her mentor and facilitator have given peer support when she most needed it.
Full show notes, transcript and links to follow.
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Sofia Eleftheriadou and Lisa Baines are post-doctoral researchers at UCL’s Centre for Educational Leadership.
Sofia and Lisa came into the ECF Staffroom to share the initial findings of their longitudinal study, ‘The impact of the ECF programme on the work engagement, wellbeing and retention of teachers.’ They talked to us about how the research of the ECF is always mediated – through school leaderships, through mentors, and through the teacher standing in front of the classroom with the students that they've got to work with.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/mar/how-ects-are-affected-working-conditions-and-their-own-personal-dispositions-ecf-staffroom
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This roundtable is the first event in the TCRU@50 programme of activities celebrating the 50th anniversary of the Thomas Coram Research Unit.
Following an introduction to TCRU’s history, the speakers reflect on race, multiculture, and conviviality in the shadow of Brexit, COVID, and the Windrush scandal, three events that have each exposed and exacerbated racialised inequalities.
Speakers:
- Prof Les Back (Glasgow University)
- Prof Ann Phoenix (UCL, Thomas Coram Research Unit)
- Dr Sivamohan Valluvan (Warwick University)
More info: https://www.ucl.ac.uk/ioe/events/2023/feb/race-multiculture-and-conviviality-shadow-brexit-covid-and-windrush-scandal
Join Dr Michael Spence (UCL President & Provost) and Professor Li Wei (IOE Director & Dean) as they discuss their shared love of languages: from raising bilingual children and language learning mishaps, to preserving heritage languages and the importance of supporting language teaching in schools.
[BONUS CONTENT] You can also watch Dr Spence and Professor Li Wei speaking in Chinese about their experiences, and access the transcript: https://www.ucl.ac.uk/global/news/2023/feb/celebrating-international-mother-language-day
Find out about learning languages at UCL’s Centre for Languages & International Education: https://www.ucl.ac.uk/languages-international-education/ucl-centre-languages-international-education
Being an ECT cheerleader and a facilitator of their pedagogical progress.
Haili Hughes is a writer, expert on mentoring and facilitator on the UCL ECF programme.
Haili took us through the ‘long, winding road’ of her career, and shared with us her passion for mentoring. She says that mentors have a huge job on their hands to be conversant with the research behind the ECF, arguing that mentor development programmes such as ours are therefore really important.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/feb/distinct-skillsets-good-mentoring-ecf-staffroom-s02e03
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast aims to bring the latest academic research on the Holocaust into the classroom. ‘Survivors’ is a conversation between Dr Rebecca Clifford of Swansea University and Dr Tom Haward of the UCL Centre for Holocaust Education about her book ‘Survivors: Children’s Lives After the Holocaust.’
Aimed at educators who are teaching about the Holocaust, it’s also fascinating for anyone just curious about the past and the intriguing stories of child survivors of the Holocaust. It explores issues of memory and of working with and interpreting historical sources, particularly those based on the memories – or absence of memories – of children, which has implications for teachers and students working with primary sources in the classroom. It also thinks about the role of narrative in history, and ideas of trauma, testimony, and family. Finally, Rebecca reflects on what this history means for us today.
More: https://holocausteducation.org.uk/podcasts-2/
Siobhan Goffee is co-host of the podcast series and coaching programme for educators, ‘Joyblockers – and how to get rid of them’.
Siobhan talked to us about when teaching can feel like being in a bad relationship. Living off the adrenaline of teaching, being constantly in survival mode, and struggling to admit you are struggling. And she talked about joy, creativity, community: the things that bring us into teaching in the first place but which can be the casualties of toxic productivity. Her answer? Look to take advantage of the tiny moments in school, and listen to your body when it’s telling you it needs something.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2023/jan/top-advice-our-education-coach-remember-youve-got-body-and-listen-it-ecf-staffroom
Why the ECF programme needed to be adapted for teachers in special schools
Melanie Hogan is the deputy headteacher at Castlebar Special School in Ealing. Melanie invited us into her school to talk to us about the specific needs of ECTs in special education, how the ECF programme supports them, and what more we can still do to make the programme really work for this important group of teachers.
Show notes, links and transcript: https://www.ucl.ac.uk/ioe/news/2023/jan/sometimes-it-can-feel-we-have-pick-pieces-and-do-things-ourselves
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Our guest Professor Douglas Bourn is aware that “hope” can often be considered an idealistic and utopian term, but if it is grounded in real-life issues and challenges, then it can provide a valuable approach to learning about global issues.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/dec/pedagogy-hope-rftrw-s18e03
Emanuele Frascadore is in his first year of the ECF Programme at Rosedale College, in Hayes. He talks with us about how we can create an inclusive environment for LGBT+ students and staff.
Show notes, links and transcript: https://www.ucl.ac.uk/ioe/news/2022/nov/breaking-cycle-inequality-making-space-lgbtq-issues-ecf-staffroom-s01e07
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
It’s widely acknowledged that more climate change or sustainability education is needed. What’s probably missing is the kind of learning, aims and agendas required to be at the heart of teaching.
Dr Laura Outhwaite hears from Dr Stuart Tannock about his work linking academic research to engage communities to achieve social, economic and environmental justice.
We hear about the challenges facing climate education, what educators need to get right and how they can help students think through what radical changes are necessary and how they can make it happen.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/nov/what-kind-climate-change-education-do-we-actually-need-rftrw-s18e02
Tayaba Chaudhry, Celeste Leonard and Liv Moran are in their second year of their ECF Programme at Burnage Academy in Manchester. They are joined by Erin Brown, their induction tutor, and talk to us about how the practitioner inquiry approach has shaped professionals.
Show notes, links and transcript.
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast features work that helps highlight the role of children and the duty of adults in raising awareness of this crisis and caring for the environment, so that the burden and responsibility does not fall solely on young people.
Our presenter Dr Laura Outhwaite is joined by Dr Lizzie Rushton to discuss the importance of providing opportunities for teachers, teacher educators and young people to work together in the context of climate change and sustainability education.
Dr Rushton also describes the need to provide meaningful opportunities to engage with and contribute to policy making in relation to climate change and sustainability in general and especially education, and shares her thoughts and hopes for COP27 - the 2022 United Nations Climate Change Conference.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/nov/placing-intergenerational-learning-heart-climate-change-education-rftrw-s18e01
[PREVIEW] With students and young people increasingly aware of the impact of climate change and wanting to do something about it, in this season of Research for the Real World we're focusing on how education systems can be reimagined to embed sustainable development principles and practices to bring about positive change and climate justice.
In this season of Research for the Real World we'll hear from:
- Dr Lizzie Rushton on professional development for teachers and the student voice when it comes to climate change and sustainability education
- Dr Stuart Tannock on the call for not just more, but what kind of climate change education is needed
- Professor Doug Bourn on a "pedagogy of hope" to equip global citizens to make an active contribution to society.
More episodes of Research for the Real World: bit.ly/researchfortherealworld
The IOE Podcast: bit.ly/ioepodcast
Kate Atkin is a Deputy Headteacher at Balby Central Primary Academy in Doncaster. As a facilitator on Year 2 of the Early Roll Out Programme, she shares with us how she made practitioner inquiry come alive for Early Career Teachers (ECTs) and mentors, and the positive impact this has had.
Full show notes, links and transcript.
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Jill Whitehouse is a Deputy Headteacher in South Gosforth First School. She is a mentor and a facilitator on the ECF programme. She talked to us about her many years’ experience working with new teachers, and what it has taught her about how to make best use of our resources.
Full show notes, links and transcript.
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
For separated child migrants - or unaccompanied minors in legal terms - ‘care’ is ambiguous: they may receive care because of their ‘child’ status or be excluded from provision because of their ‘migrant’ status. We start from the premise that care is not limited to what can be provided by an adult or the state, but can come from other separated children themselves.
This episode's presenter Dr Keri Wong finds out how participatory and creative research can help researchers like Dr Rachel Rosen to unpack the complexities of contradictory and changeable immigration and welfare systems. Dr Rosen co-leads Children Caring on the Move (CCoM), a project investigating separated child migrants’ experiences of care and caring for others as they navigate these systems in England.
The discussion features relflection and experiences from two peer researchers, Mika and Gulli, who came to the UK as children and sought asylum here.
"Stories too big for a case file: Unaccompanied young people confront the hostile environment" will be shown to public audiences during 'An evening of sensory film' at the Bloomsbury Theatre on 10 October 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/oct/unpacking-complexities-immigration-and-welfare-rftrw-s17e04
Nathan Williams, Mitchell Scott and Daniel Ruy Pereira are in the second year of their ECF programme. We talked to them about how they had enjoyed working on their practitioner inquiries, how they have drawn on wider mentoring support and how the year has changed them as teachers.
Full show notes, links and transcript: TBC
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
This podcast hears about research that centres the perspectives of asylum seekers in the UK and challenges existing arrangements to support them as they navigate the system.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/sep/why-we-need-examine-ways-uk-treats-asylum-seekers-rftrw-s17e03
Stephanie Bingham is the Regional Lead for ECF for Newcastle University and the North-East Teaching School Partnership.
Stephanie works with dozens of schools and school induction leads, and she shares her insights about successful implementation of the ECF programme.
Full show notes, links and transcript: https://www.ucl.ac.uk/ioe/news/2022/aug/dilemma-based-facilitation-experienced-facilitators-share-what-goes-wrong-them-s01e02
The ECF Staffroom series speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
Through research on underperforming 'stuck' schools, the podcast explores factors that contribute to educational inequity and how education systems can support refugee and other disadvantaged children attending these schools.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/sep/how-can-we-prevent-refugee-children-getting-stuck-educational-inequity-rftrw-s17e02
There are differences between how national governments see the issue of asylum seeker reception and local governments and communities where the actual asylum seekers come in. This means that asylum seekers may be held back from integration until a decision is made, leaving inclusive opportunities such as employment and social connections at risk.
Dr Laura Outhwaite hears from Dr Caroline Oliver about a project in the Netherlands that sought to recognise that, like us, asylum seekers have lives and skills to offer and unpacks the idea that for those unable to get status it was still important for them to attain ‘futureproof skills’.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/sep/how-can-we-improve-way-we-approach-asylum-seeker-reception-rftrw-s17e01
Conflicts near and far have left lasting direct and indirect impacts on us all. With the food, fuel and the cost of living crisis, it feels like we’re in uncharted waters, with everyone trying to stay afloat.
Conflict has always been a source of mass migration and as people move, labels tend to blur so we thought it's important to understand the differences between refugees and asylum seekers as those labels will impact their experience of receiving support, care and legal representation.
In this preview of Season 17 of Research for the Real World we'll hear from:
- Dr Caroline Oliver on asylum seeker reception, integration and the role of local communities
- Dr Bernardita Muñoz Chereau on how we can support children from refugee backgrounds who have found themselves in underperforming schools
- Professor Mette Berg on listening to the experiences of those navigating the UK asylum seeker system
- Dr Rachel Rosen and two refugee undergraduate students on unpacking the complexities of immigration and welfare through participatory and creative research.
More episodes of Research for the Real World: bit.ly/researchfortherealworld
The IOE Podcast: bit.ly/ioepodcast
James Stubbs is a mentor in a secondary school in Durham.
James talks to us about how he collaborated with his ECT to ensure the work of the programme has never become overly burdensome. He speaks passionately about his own role as mentor, about how he himself wants to keep on developing, so he can – as he puts it – stay in the game.
Full show notes, links and transcript: https://www.ucl.ac.uk/ioe/news/2022/aug/games-always-changing-so-keep-playing-it-keeping-focus-professional-learning-s01e01
ECF Staffroom speaks to Early Career Teachers, mentors and participants at all levels of the UCL Early Career Teacher Development programme.
There’s a current crisis of confidence in exams and other methods of testing, but why? As Professor Mary Richardson tells us, there’s no such thing as a perfect test, so how can public confidence be rebuilt?
With results days coming up next month for students who sat the first in-person A level and GCSE exams since before the pandemic, and proposals by the government to put GCSE exams online from 2025, we discuss what changes might be possible to make sure the nation’s assessments continually evolve to reflect high standards of learning.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jul/putting-educational-assessment-test-rftrw-s16e04
In this podcast we hear about research that seeks to improve interest and engagement in learning about science for primary school students through personal experience and identity.
Dr Meghna Nag Chowdhuri is part of the team behind the Primary Science Capital Project - applied action research working in partnership with teachers to develop a science capital-informed pedagogical approach for use in primary schools.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jul/what-does-social-justice-inspired-science-education-look-rftrw-s16e03
In this podcast we hear about how UCL aims to support students, their parents and teachers in understanding the climate crisis through the curriculum and where history education fits in learning about these issues.
Dr Alison Kitson’s background and expertise in history education places her in an important position - Emily MacLeod finds out how this has led to her interest in the environment and her current role as Programme Director of the UCL Centre for Climate Change and Sustainability Education. The centre has hit the ground running to explore how schools are dealing with climate change and sustainability.
Inspired by the model of the UCL Centre for Holocaust Education, Dr Kitson demonstrates how they are working with teachers to find meaningful and constructive ways through professional development. Dr Kitson also explains why history, together with geography, is such an important subject to teach through an environmental lens.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jul/how-looking-back-can-help-us-move-forward-fighting-climate-change-rftrw-s16e02
In this podcast we learn about the concept of ‘translational research’ and hear examples of projects where it has supported the successful move from research to practice.
Our presenter Emily MacLeod is joined by Dr Sinéad Harmey to discuss what translational research looks like in action.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jun/bridging-gap-between-research-and-practice-rftrw-s16e01
This roundtable discusses major themes at the intersection of culture, education and society. It variously covers the changing status of language, art and other cultural subjects in education, the rise of digital making, the impact of technology on learning and society, and inequality in cultural representation.
Segments:
(0:00:00) - Introduction
(0:02:29) - Language learning and language use (Professor Andrea Révész)
(0:12:33) - Communication and health (Professor Jeff Bezemer)
(0:27:48) - Learning and technology (Professor Kaska Porayska-Pomsta)
(0:48:36) - Technology and music (Professor Evangelos Himonides)
(1:05:58)- Digital media (Professor John Potter)
(1:23:22) - Teacher education and classroom research (Professor Caroline Daly)
(1:47:53) - Outro
Full show notes and links: https://www.ucl.ac.uk/ioe/ioe120/ioe120-shaping-education-and-society-through-culture
Season 16 of Research for the Real World is focusing on how IOE research is addressing very important current issues related to teacher education, teachers and teaching itself.
In this preview you'll hear from:
- Dr Sinéad Harmey on the research to practice gap
- Dr Alison Kitson on responding to the climate crisis through education
- Dr Meghna Nag Chowdhuri on how science education benefits from a social justice approach
- Professor Mary Richardson on improving and evolving educational assessment.
Hear more episodes of Research for the Real World: https://bit.ly/researchfortherealworld
In this podcast we’ve got doctors in the house! Specifically, a medical general practitioner with a Doctorate in Education (EdD) and an IOE academic who’s also got an EdD - we’ll hear how they’ve been able to turn the research experience into real-world practice.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/may/heres-situation-doctoral-education-rftrw-s15e04
Many people find themselves in difficult situations where they have to flee and seek sanctuary in new and unfamiliar places. When settling in, one challenge refugees face is seeking higher education - we hear about research and words working to bring down barriers.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/may/how-poetry-plays-part-reconnecting-refugees-education-rftrw-s15e03
We hear from an IOE researcher about her passion for prioritising participatory and co-produced research, and how she made things possible throughout the pandemic.
With 20 years of experience working with autistic people and their families in education and healthcare settings, Dr Georgia Pavlopoulou looks to co-produce research with community members to ensure that its impact reaches beyond academia.
Our presenter Emily McLeod also asks Dr Pavlopoulou about her work developing digital material with input from mental health clinicians and autistic young people to improve sleep routines, and an artistic project to explore autistic adults' relationships and wellbeing.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/may/unlocking-potential-communities-through-participatory-research-rftrw-s15302
Did you know that the IOE is older than the UK PhD? As higher education moves with the times, we hear about work at UCL that aims to improve access for ethnic minorities, demystify the postgraduate study experience and support students long after their viva.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/may/phd-21st-century-rftrw-s15e01
In 2022 the IOE is celebrating 120 years of excellence in teaching and research in education, culture, psychology, technology and social sciences. But that's not the only milestone.
It's also cause for celebration for doctoral education, with the EdD marking its 25th year - so we thought it a perfect opportunity to hear about the contribution IOE postgraduate researchers past and present make to society through their research.
- Dr Richard Freeman on the role of the PhD in the 21st century
- Dr Georgia Pavlopoulou on participatory research through co-production and community engagement
- Aine McAllister on the experiences of refugees and access to higher education
- Professor Ann Griffin and Dr Adam Unwin on the impact of a Doctorate in Education.
All episodes of Research for the Real World: https://bit.ly/researchfortherealworld
IOE Podcast: https://bit.ly/ioepodcast
Season 14 wraps up its look at IOE’s partnerships around London with a westward focus on research that aims to improve early intervention programmes for children and young people.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/apr/getting-zone-and-collaborating-beyond-academia-rftrw-s14e04
We continue our focus on research evidence and solutions to tackle complex challenges in London - this time taking into account longitudinal studies and contrasting areas with high levels of child poverty.
Professor George Ploubidis joins the podcast to discuss the work he and his team do at the Centre for Longitudinal Studies and how they relate to his research interests in the socioeconomic and demographic factors that contribute to people’s health across generations.
We also hear about the Act Early research consortium that focuses on children living in London’s Tower Hamlets and Yorkshire’s Bradford, both of which face high levels of poverty. The contributions of the consortium aim to improve lives and opportunities.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/apr/research-shows-why-we-need-act-early-improve-health-and-opportunities-rftrw-s14e03
We meet an IOE researcher who is committed to involving autistic people and broader autism communities in how research is designed and shared. Today's conversation delves into how changes in practice can make big differences in settings from the classroom to the witness stand.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/mar/getting-autistic-people-seat-table-rftrw-s14e02
We meet an IOE researcher focused on the development of language in young people, particularly for those disproportionately affected by the pandemic and living in deprived areas.
Dr Claire Forrest is a Developmental Psychologist with an interest in language development, developmental disorders, emotion regulation and social functioning.
Our presenter Emily MacLeod finds out about Dr Forrest’s projects involving nursery settings in England’s northeast and London, working in conjunction with staff, parents, carers and children themselves.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/mar/helping-disadvantaged-nursery-children-develop-their-language-skills-rftrw-s14e01
[Preview] We're exploring the myriad ways IOE has established research-led relationships across London, and diving into rigorous research evidence and innovative solutions to tackle complex challenges in our capital.
Emily MacLeod, Dr Laura Outhwaite and our newest presenter, Dr Lauren Hammond hear from:
- Dr Claire Forrest about resources to support parents of nursery children in Tower Hamlets
- Dr Laura Crane on how practices such as flexible seating in classrooms are helping autistic children encourage inclusivity in mainstream schools
- Professor George Ploubidis on how longitudinal studies have informed so much policy and practice in London
- Dr Jake Anders and Dr Asma Benhenda on the importance of collaborations with partners beyond academia
More episodes of Research for the Real World: https://bit.ly/researchfortherealworld
The IOE Podcast: https://bit.ly/ioepodcast
Complex and sensory needs and habilitation – the growth of life skills and related capabilities among those with different forms of disability, including visual impairment – is a longstanding strand of research and teaching within the Department of Psychology and Human Development.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/mar/supporting-professional-practice-habilitation
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-supporting-professional-practice-habilitation
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
What affects the development of language, literacy and numeracy? What kinds of educational practice that best support the growth of these key skills?
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/embedding-research-language-literacy-and-numeracy-practice
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-embedding-research-language-literacy-and-numeracy-practice
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
Educational technology such as apps and online resources to support learning is booming, from preschool to higher education and beyond, but how can we ensure it is well designed and effective?
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/psychological-research-informing-ed-tech
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-psychological-research-informing-ed-tech
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
Discussing research on the causes of different forms of eating disorder and the development of interventions aimed at reducing the severity and incidence of these.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/researching-causes-eating-disorders-case-decision-making-skills
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-researching-causes-eating-disorders-case-decision-making-skills
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
We learn about recent work on the ways in which the Covid-19 pandemic has impacted mental health across the generations, but also specifically children with special educational needs and research students in universities, and the factors that may have exacerbated and helped reduce this impact.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/covid-19-pandemic-and-its-impact-mental-health
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-covid-19-pandemic-and-its-impact-mental-health
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
The Department of Psychology and Human Development's research on autism exemplifies a strong ethos of collaboration and co-production with research stakeholders. Colleagues discuss why this approach is so important to them and their work.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/collaboration-and-co-production-psychological-research
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-collaboration-and-co-production-psychological-research
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
Academics discuss their mission to develop and disseminate best practice in inclusive education, using knowledge exchange to support better outcomes for children and young people with Special Educational Needs and Disability (SEND) in a range of areas.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/supporting-inclusive-education-through-knowledge-exchange
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-supporting-inclusive-education-through-knowledge-exchange
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
What are some of the key psychological and neural processes underpinning learning in different areas of the school curriculum and how can teachers apply that information to their practice?
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/educational-neuroscience-and-its-application-teaching-practice
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-educational-neuroscience-and-its-application-teaching-practice
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
A conversation with Professor Peter Blatchford mapping the growth of the Department of Psychology and Human Development in the 1980s, using his many landmark studies.
Part of the Psyched about Education series. New episodes released daily between 21 February 2022 - 1 March 2022.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/brief-history-ioes-department-psychology-and-human-development
Transcript: https://www.ucl.ac.uk/ioe/ioe120/ioe120-psyched-about-education/transcript-brief-history-ioes-department-psychology-and-human-development
Find out about IOE120: https://www.ucl.ac.uk/ioe/ioe120
This year, IOE celebrates its 120th anniversary, and Emeritus Professor John White has been around for almost half of its lifetime. He tells Emily MacLeod about what life at the IOE was like when he started and how much things have changed from a professional and personal perspective.
With his research focus on the philosophy of education, Professor White discusses student wellbeing, policy, practice, PGCEs and Plato.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/philosophys-influence-school-curriculum-rftrw-s13e04
Dr Laura Outhwaite chats to Professor David Gough to learn about research synthesis to look beyond individual study findings in order to respond to the bigger picture, and a new frontier: why research is - or isn't - used in practice and decision-making.
And in what's become an infodemic as well as a pandemic, Professor James Thomas has been working on a living map of systematic reviews to help researchers and policy makers keep up to date with huge volumes of shifting Covid-19 evidence.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/harnessing-evidence-tackle-health-issues-rftrw-s13e03
Research into developmental disorders such as Williams and Down's Syndromes sounds niche, but aids understanding of how learning happens in general, thus improving education for all. We hear about work to uncover neuromyths, and how to make maths learning less daunting.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/feb/uncovering-neuromyths-and-wide-applicability-neurodevelopmental-research-rftrw-s13e02
Malnutrition, poor diet and inadequate health services contribute to child stunting being one of the most complex global challenges we face today, affecting over 100 million children worldwide. IOE research aims to take a holistic approach to improve the development of children across the world.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jan/what-stunting-and-why-should-we-take-action-rftrw-s13e01
Our flagship research podcast is back for another year starting conversations about education and social science research and its impact on policy, practice and our everyday lives.
In this preview of the upcoming season, meet two of our new presenters, Emily MacLeod and Dr Laura Outhwaite and their guests:
- Prof Lynn Ang and Dr Jessica Massonie on taking action against stunting
- Dr Jo Van Herwegen on uncovering neuromyths and mental health
- Prof James Thomas and Prof David Gough on evidence to tackle health issues including Covid-19
- Prof Emeritus John White on how the philosophy of education influences school curriculum
More episodes of Research for the Real World: https://bit.ly/researchfortherealworld
The IOE Podcast: https://bit.ly/ioepodcast
For London-born Auschwitz survivor Leon Greenman it was after the Holocaust that he said his nightmare really began. Every day was an agonising struggle for survival.
Leon passed away in 2008 at the grand age of 97. Ruth-Anne Lenga, was privileged to be with him at that moment. Ruth-Anne’s long friendship with Leon gave her – and in turn the Centre – a rare insight into how he lived with the trauma of the past and what drove him to become a force for good despite the suffering he had endured.
Leon’s mission was to bear witness so that atrocities, such as the Holocaust, would never happen again. He spoke to thousands and thousands of people, especially young people, over his lifetime, and his testimony and humour shaped many of their lives. He also spoke to many teachers-in-training at IOE, UCL's Faculty of Education and Society, and the experience left a lasting impression that has stayed with them through their careers.
To mark Holocaust Memorial Day 2022, we have created this podcast reflecting on Leon’s life and work, and the daily trauma of his survival. Presented by Ruth-Anne Lenga Associate Professor (Teaching) & Programme Director, UCL Centre for Holocaust Education.
More information: https://www.ucl.ac.uk/ioe/news/2022/jan/marking-holocaust-memorial-day
In this episode we discuss imposter syndrome, overcoming challenges as early career academics, finding success and dealing with low points in your academic career. It's a rollercoaster!
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/jan/academia-actually-what-does-real-success-look-academia-et-al-s01e03
In this episode we talk about the messiness of academic career trajectories. IOE Director and Dean Professor Li Wei shares his own path into academia, and his vision for staff at IOE. Dr Emma Jones joins the episode to talk about how the Early Career Network was set up and how it has developed over time at IOE.
Finally our guests discuss career precarity and progression, the recent wider conversations around pensions and set them in wider issues of intergenerational justice. Is it ever too early to think about retirement, and what support is out there that can help right now?
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/jan/it-too-early-think-about-retirement-academia-et-al-s01e02
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-academia-et-al-s01e02
Welcome to the very first episode of Academia et al. We share some inside perspectives on ethnic diversity, representation, and belonging in academia, as well as hearing about Dr Gideon Sappor's journey into and love of teaching.
Full show notes: https://www.ucl.ac.uk/ioe/news/2022/jan/diversity-and-inclusivity-academia-what-does-it-really-mean-academia-et-al-s01e01
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-academia-et-al-s01e01
Lorna Collins speaks to Professor Charlotte Faircloth (UCL Social Research Institute) and Michelle Kindleysides (Beamish Museum) about generations, culture, and identity.
This episode is reshared with permission from the Creative Lives: Tackling inequalities UCL podcast series. The series aims to investigate how creative health approaches and social prescribing can be used to connect and communicate throughout life and generations.
Full series information: https://www.ucl.ac.uk/grand-challenges/impacts-and-outputs/podcasts/creative-lives-tackling-inequalities
Transcript: https://www.ucl.ac.uk/grand-challenges/impacts-and-outputs/podcasts/creative-lives-tackling-inequalities/creative-lives-episode-5
Lili Golmohammadi and Kerstin Leder Mackley (UCL Knowledge Lab) speak to former teacher Caroline Coster about relearning and reconfiguring touch after quadruple amputations.
We explore Caroline’s modified touch experiences, including issues of touch sensitivity and the use of digital and analogue tools for navigating everyday life.
This episode was first aired on the UCL IN-TOUCH podcast on 20 July 2021.
Full show notes: https://in-touch-digital.com/2021/07/20/relearning-and-reconfiguring-touch-in-life-changing-circumstances/
We’ve reached the end of another challenging year that seems to have flown by and dragged on at the same time. IOE researchers have continued to work hard in their fields of expertise and we’re delighted to share snippets that have struck a chord with us.
For those of you who are seasoned Research for the Real World listeners, you may want to listen back to these again. And for those who are new listeners, a warm welcome - you may find these episodes useful as an appetiser to the rest of our offering.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/dec/highlights-five-things-we-learned-2021-rftrw-s12e04
This is Academia et al., a brand new podcast series from the IOE Early Career Network at UCL.
With hosts Dr Keri Wong and Dr Alina Pelikh, we're having some honest conversations about the challenges of being an early career academic in the modern world, with colleagues who've been there, and those who are just now figuring it all out.
Find out more about the coming series: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al
Transcript: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/academia-et-al/transcript-trailer
Up to this point little is known about the consequences of growing up without siblings. We hear about research that seeks to analyse the effects on childhood and adulthood outcomes.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/dec/whats-life-only-child-rftrw-s12e03
Widening inequalities in learning, growing gender gaps in paid and domestic work - we hear about covid’s impact in these areas and how research findings are informing responses in policy and practice.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/dec/whats-happened-parenting-and-pay-during-pandemic-rftrw-s12e02
It’s been an incredibly busy couple of years or so for Professor Alice Bradbury and her colleagues. We hear about the findings and recommendations from their work looking at how lockdown has affected school communities.
The pandemic has thrown into sharp focus just how involved schools are in the lives of children and their families beyond the classroom. Professor Bradbury details the lengths schools have gone in providing support and maintaining lines of communication during lockdowns and school closures.
Our new presenter Dr Laura Outhwaite also asks Professor Bradbury about the takeaways the research presents for education stakeholders, policymakers and the general public, especially in relation to school funding and statutory testing.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/nov/how-do-schools-recover-post-pandemic-rftrw-s12e01
[Preview] We're going to hear from UCL experts on how children, parents, women and schools have dealt with the pandemic so far and what it's going to take to truly "build back better".
Joining us in the IOE Podcast studio:
- Professor Alice Bradbury on how schools can recover post-pandemic
- Professor Almudena Sevilla on what's happening to parenting and pay during the pandemic
- Dr Alice Goisis and Dr Jenny Chanfreau on what life is like for an only child.
Hear more episodes of Research for the Real World: https://bit.ly/researchfortherealworld
Between challenges like climate despair and alternative climate facts, how can education give young people a fuller understanding of the scale and significance of critical climate change?
With a PhD in glaciology and a background in geography education, Professor Nicola Walshe can attest to why Geography as a subject is well-placed to engage in the interdisciplinary nature of environmental and sustainability education.
Hosting this episode, Dr Rob Webster asks Nicola about common challenges and misconceptions around climate change and sustainability, as well as what kinds of teaching approaches research has evidenced to be effective in closing gaps between awareness and behaviour. Professor Walshe also discusses the Eco-Capabilities project which explores the intersect of the natural environment, wellbeing, and the arts, and particularly how primary school children’s wellbeing can be supported by nature-based interventions.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/nov/what-do-we-need-empower-and-educate-young-people-about-environment-rftrw-s11e04
With beginnings in the study of Classics, becoming a teacher, Master’s research in Northern Tanzania at a Massai school, Dr Charlotte Nussey brings a unique set of experiences to each of the research projects she is heavily involved in. Climate change has always played a key part in her research focus on education and intersecting inequalities.
Dr Keri Wong hears about how the UN’s Sustainable Development Goals relate to the environment and education, Dr Nussey’s interdisciplinary and participatory work, not only across UCL but also across borders, and more about the Climate-U project, particularly about the perspectives of project partners based in countries in danger of facing the worst outcomes of the climate crisis.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/nov/how-does-climate-change-impact-education-and-social-justice-rftrw-s11e03
Climate change is bringing about ever-increasing, intense and catastrophic weather events and other ecological disasters. A key challenge is for communities to be able to act quickly and decisively when they happen.
Dr Kaori Kitagawa joins us from Japan to discuss her research area of community learning for disaster preparedness. At present, the involvement of the field of education has been limited in developing policy and practice of Disaster Risk Reduction (DRR), and the need to build this into ‘everyday preparedness’.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/nov/how-do-we-educate-and-prepare-people-disasters-rftrw-s11e02
Climate change affects all of us, but some more than others. What can universities do, particularly in countries seen as highly vulnerable to extreme weather events and threats?
As the principal investigator for the Transforming Universities for a Changing Climate research project (Climate-U for short), Professor Tristan McCowan is working with teams in Brazil, Fiji, Kenya and Mozambique to strengthen higher education’s contribution to addressing the causes and impacts of climate change in lower-income contexts.
Dr Keri Wong finds out more from Professor McCowan about Climate-U’s objectives and how teaching, community engagement and public awareness can be made possible, what it’s like working with researchers from different disciplines and countries, his thoughts on climate change denial, and imagining what an alternative and innovative university might look like.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/oct/transforming-universities-changing-climate-rftrw-s11e01
[Preview] We know it's real. What are we going to do about it?
This season of Research for the Real World hears from experts and the challenge of enabling education into action.
- Dr Kaori Kitagawa on preparing communities for ecological disasters,
- Professor Nicola Walshe on practice for environment and sustainability education, climate change awareness and empowering young people,
- Dr Charlotte Nussey on the intersection of international development, Sustainable Development Goals and the environment,
- Professor Tristan McCowan on transforming universities for a changing climate.
Hear more episodes of Research for the Real World: https://bit.ly/researchfortherealworld
This episode features a story of change. Xiaoyu, an Applied Linguistics Master's student from the IOE, shares how she took the initiative to create her own unique university experience since she came to London in March 2020, in the middle of the UK's first lockdown.
In addition to some common hurdles faced by international students, including socialising and adapting to living and working in a different culture, remote learning threatened to undermine the unique experience of attending different universities – with everything happening on Zoom. Yet Xiaoyu decided to step out and to grasp opportunities for socialising by participating in the Coffee Connect programme and volunteering at the IOE Confucius Institute for Schools.
This episode was first published in May 2021. It is republished with the permission of the Superdiverse UCL podcast, a student-led series funded by UCL Grand Challenges. Find more episodes from the series on:
SoundCloud: https://soundcloud.com/superdiverse-ucl
Spotify: https://open.spotify.com/show/2OUbkvxKLNtRRx8eS3Amrb
and WeChat, and follow the series on Twitter @SuperdiverseU
Professor Allison Littlejohn (Professor and Director of the UCL Knowledge Lab, IOE) joins this podcast discussing knowledge, skills and jobs in a future London.
How has the pandemic affected education, and what lessons can we take from it in the future? How can we continue to attract and retain talent in an era of virtual working, and how will increasing digitisation augment learning and social justice?
This episode is republished with the permission of the UCL Future Cities podcast series.
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/ucl-future-cities/s1-ep5-transcript
Full show notes: https://www.ucl.ac.uk/ucl-minds/podcasts/ucl-future-cities
As the Covid-19 pandemic has progressed, mounting evidence has highlighted its marked impact on children and young people’s mental health. We discuss how families and schools can support young people’s social and emotional wellbeing, to smooth the transition and help them with the continued changes and uncertainties in their daily lives.
This #IOECoffeeBreaks event was held on 22 June 2021.
More event information: https://www.ucl.ac.uk/ioe/events/2021/jun/virtual-event-supporting-young-peoples-mental-health-post-covid
Last year schools and families navigated lockdown restrictions and social distancing and learned some things about how to best support children moving up from primary to secondary school, get to grips with new routines, curricula, and ways of teaching and learning.
IOECoffeeBreaks host Dr Sandra Leaton-Gray, joined by Professor Eleanore Hargreaves and Dr Jane Perryman, shares insights from research and personal experience, and what strategies we should keep for the next cohort of children who are about to make the primary to secondary transition.
Full show information: https://www.ucl.ac.uk/ioe/events/2021/jun/virtual-event-transition-primary-secondary-school-under-covid-19
Vivienne Parry talks to Professor Francois Balloux (Chair in Computational Systems Biology and Chair of the UCL Genetics Institute) and Dr Keri Wong (Assistant Professor in Psychology in the IOE's Department of Psychology and Human Development) about the lockdown extension, a potential third wave here in the UK and what this means for us mentally and physically.
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-52
Full show notes: https://www.ucl.ac.uk/ucl-minds/coronavirus
Mental health is complex, and improving it is an increasingly multidisciplinary goal. In this podcast we talk to an award-winning researcher about thinking and working outside your disciplinary boundary. Dr Praveetha Patalay puts forward the case for why the mental health field needs to utilise multidisciplinary perspectives to have a hope of finding impactful solutions.
We also hear how Praveetha keeps on top of her collaborations, and what some common challenges and practicalities of multidisciplinary research can be.
Full show notes: https://www.ucl.ac.uk/ioe/news/2021/jul/art-collaborative-research-rftrw-s10e04
As the mental health of young people continues to be a very pressing issue, we hear about support teams being placed in schools to address pupils’ needs. Can the same be rolled out more widely across the education sector?
Vivian introduces a feasibility study involving colleagues from the IOE, other UCL faculties and the Anna Freud Centre mental health charity looking into the implementation of Mental Health Support Teams in Further Education institutions.
We also hear about how the IOE’s professional training doctorate in Educational Psychology is unique in its approach to developing research skills and professional practice, through partnerships with the Health and Care Professions Council and British Psychological Society, and placements in local authority areas. To what extent can interdisciplinary collaborations make similar initiatives possible?
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/jun/how-educators-and-mental-health-practitioners-can-work-together-rftrw-s10e03
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: bit.ly/rtrw-survey.
With schools focused on ‘catch up’, could the arts be further marginalised, and at a time when young people may have greater need for the benefits that arts subjects provide?
We've gathered Ed Dorrell (Public First), primary art specialist Emily Gopaul, 2018 Global Teacher Prize Winner Andria Zafirakou, Isobel Traunter and Professor Dominic Wyse (UCL Institute of Education) to talk about arts education advocacy and share their views.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/may/virtual-event-what-if-we-placed-greater-value-arts-education-our-schools-system
In association with tes
The ability for young people to access Science, Technology, Engineering and Mathematics learning opportunities can be quite limiting. Here’s how IOE researchers are collaborating with others to break down barriers and ramp up representation.
The YESTEM (Youth Equity + STEM) project brings together researchers and practitioners in the UK and US to develop an integrated approach centred on “Justice Oriented Informal STEM” to empower underrepresented young people as key partners in STEM’s present and future.
Dr Spela Godec joins the podcast to discuss how YESTEM manages its multi-disciplinary approach across sectors and timezones, working closely with practitioners and young people, creatives including filmmakers and designers, and sharing examples of collaborative work she has found inspiring.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/jun/interdisciplinary-approaches-seeking-equity-stem-rftrw-s10e02
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Girls’ education is a key focus for the G7 this year. This event explores an innovative framework for measuring gender equality in education, as well as the politics of steering between the complex relationships described by social research on gender and girls’ education and the clarity on data needed for public policy.
The Accountability for Gender Equality in Education (AGEE) framework provides a clear approach for researchers, policy makers and practitioners and enables us to assess the specific disruptive effects of COVID and climate change on girls’ education and gender equality in education.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/may/virtual-event-politics-measuring-gender-equality-education-perspectives-g7
Our ability to communicate through the sense of touch has never been more important, as groundbreaking work takes place to make touch a reality digitally. We also hear about how UCL researchers are reaching beyond their own fields of expertise to make this and other innovations possible.
Professor Carey Jewitt leads the IN-TOUCH project exploring how the digital is reshaping touch as human communication. And as the pandemic fundamentally alters the way we interact with each other, Professor Jewitt’s work highlights the importance of communicating via multimodal (and non-verbal) means.
With a focus on health and wellbeing, leisure, work, learning and personal relationships, IN-TOUCH finds itself engaging with the likes of engineers, computer scientists, designers and engineers to gain innovative insights into the use, design and governance of digitally mediated touch.
This interdisciplinary approach also shines a light on how researchers at UCL are tapping into networks like the Collaborative Social Sciences Domain to develop work that benefits the wider society.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/jun/getting-feel-interdisciplinary-and-collaborative-research-rftrw-s10e01
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Is the GCSE system intrinsically flawed, or simply a victim of the high-stakes accountability system in which it sits? If it really has no benefits to offer, what could its demise offer to young people’s education?
Full event information: https://www.ucl.ac.uk/ioe/events/2021/apr/virtual-event-what-if-we-got-rid-gcses
IOEDebates In association with tes
We're delighted to be between your ears for the 10th season of the IOE's podcast about education and social science research and its impact on policy, practice and our everyday lives.
This season focuses on how IOE researchers are finding opportunities to extend the impact of their work through collaboration with colleagues at UCL and beyond. Listen to a sneak preview of Dr Sam Sims' and Dr Keri Wong's interviews with:
- Professor Carey Jewitt on advancing interdisciplinary knowledge on digital touch
- Vivian Hill on working with mental health practitioners in schools
- Dr Spela Godec on STEM equity projects across different departments and timezones
- Dr Praveetha Patalay on the art of collaborative research.
Hear more Research for the Real World episodes here: https://bit.ly/researchfortherealworld
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
How people are regaining their voice after their voice boxes are removed, through the beatboxing project Shout at Cancer; how a group of LGBTQ + refugees in Brazil are using film to tell their stories; and how health students and advocates are sharing the impact of their work through poetry.
This episode is reposted from the #MadeAtUCL podcast Season 2, Episode 2. It is presented by Cassidy Martin and edited by Cerys Bradley.
Full show notes: https://www.ucl.ac.uk/made-at-ucl/podcasts/s2-ep2-voice
Transcript: https://www.ucl.ac.uk/made-at-ucl/podcasts/s2-ep2-voice#transcript
Dr Will Brehm considers his teaching and podcasting to be important parts of his academic life, and issued himself a challenge. “Why couldn’t I infuse my teaching practice with podcast pedagogies? Why couldn’t I utilise the medium of sound and audio to enrich the study of education and international development?”
In an effort to democratise and empower others to get involved in knowledge production and dissemination, he asked undergraduate students to produce their own 15-minute podcasts on any topic in international development and education. The results – outstanding. The content – thought-provoking. Furthermore, what is also amazing is that most had little to no prior experience in audio production.
Here’s an extract from three student podcasts to celebrate their work and push the meaning of impact in new directions.
Full show notes, transcript, links and more student podcasts: https://www.ucl.ac.uk/ioe/news/2021/may/international-development-and-education-student-view
Play can mean everything, and sometimes nothing at all – and that’s ok. Professor John Potter credits his early career as an East London primary school teacher as a key influence in his research interest in digital media and play. It’s in no way a surprise for RFTRW host Dr Keri Wong to hear that play connects to children’s lives in a way that the statutory curriculum doesn’t.
We think about how TikTok and social media are providing templates from which children construct all sorts of games, what this means, and whether parents should be wary of technology's role in modern play. We also expect to see ways the Covid-19 pandemic has influenced children’s games, which John is investigating via the Play Observatory project.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/may/ways-we-play-digital-communication-and-creativity-rftrw-s09e04
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
UCLMinds #IOEPodcast
Coming from a part of the world where speaking multiple languages is part of life, multilingualism has always been an area of study that’s close to home for Dr Ruanni Tupas. Ruanni joins Dr Keri Wong to discuss how getting to know the lived realities of students and teachers shapes his research and help reconcile academic theorisation with the messiness of the classroom.
We hear about how, in multilingual communities, value is ascribed to some languages over others and how one’s ability to utilise ‘higher valued’ languages – and even accents - reinforces inequalities. For instance, could the push to learn and use English throughout south east Asia ever benefit everyone? And how does Pilipino pop (or P-Pop) music provide a vehicle to transform language from a barrier to an incentive to understand each other better?
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/may/overcoming-inequalities-multilingualism-through-education-and-experience-rftrw-s09e03
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: http://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
UCLMinds #IOEPodcast #SB19
The gap in levels of attainment between pupils from disadvantaged and more advantaged backgrounds is a longstanding feature of England’s schools system. It’s been a focus for successive governments, from New Labour’s efforts to ‘narrow’ the gap, and subsequent Coalition and Conservative governments’ objective to ‘close’ it.
According to DfE data, some (modest) progress had been made, but even before the arrival of Covid-19 that had stalled. Various provisions have been put in place to aid ‘catch up’, but it's increasingly clear that far more will be needed than is currently budgeted for.
About the speakers: https://www.ucl.ac.uk/ioe/news-and-events/ioe-public-debates/speakers
Full event information: https://www.ucl.ac.uk/ioe/events/2021/apr/virtual-event-what-if-we-really-want-close-attainment-gap-post-covid
In association with tes
Dr Zsófia Demjén and Dr Talia Isaacs join Dr Sam Sims to talk about their research examining key issues and concerns in healthcare communication. You may have noticed particularly during the Covid-19 pandemic the use of military-style words - the frontline, battlegrounds, arsenal - Dr Demjén and Dr Isaacs’ work on the way language is used by cancer patients and the community at large speaks loudly here.
We hear about the use of war metaphor in the context of cancer and how patients share their experiences. Is it actually empowering? As the race to find innovative forms of treatment and cures continue, we also consider the relevance of language in documents when it comes to patients providing consent in research. What are the implications?
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/apr/war-metaphor-fight-against-cancer-language-healthcare-rftrw-s09e02
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Professor Chloë Marshall drops into the Research for the Real World virtual studio to talk to Dr Sam Sims about her work focusing on language development in deaf children and in particular, sign language development.
We hear about the challenges in diagnosing developmental delays among deaf children, the creation of a toolkit to aid awareness for teachers and education professionals, the relationship between language acquisition and executive function, and the pandemic’s effect on deaf people in a time of mask-wearing.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/apr/understanding-how-deaf-children-and-adults-learn-sign-language-rftrw-s09e01
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
In public health, we often refer to 'hard to reach' groups, but are we doing enough to listen to them? Hear from the co-founders of Five X More, and UCL academic Dr Carol Rivas, to explore the role of discrimination and structural disadvantage in the health inequalities experienced by different marginalised groups in the UK, and the incredible work they are doing to change this.
Black women in the UK have a fourfold* higher risk of dying in pregnancy in comparison to white women. Five X More co-founders Tinuke and Clo, discuss the action they are taking to address this disparity. Carol shares her work on so-called hidden disabilities, their intersection with race, ethnicity and migrant status, and on developing tools that empower the voices of marginalised groups.
This podcast series from UCL Health of the Public is about public health, but more importantly, it’s about the systems that need disrupting to make public health better.
Episode transcript: https://www.ucl.ac.uk/health-of-public/episode-3-transcript-people-and-power
Full show notes: https://www.ucl.ac.uk/health-of-public/public-health-disrupted
This season we'll be hearing from IOE experts covering incredibly interesting and important areas of research that involve communication and linguistics.
Dr Keri Wong and Dr Sam Sims will be chatting with:
- Dr Ruanni Tupas about discovering different audiences with different languages,
- Professor John Potter about digital communication and creativity,
- Professor Chloë Marshall about language, linguistics and deafness,
- Dr Zsofia Demjen and Dr Talia Isaacs about language and communication in cancer treatment and other healthcare settings.
Catch up on previous episodes: https://bit.ly/researchfortherealworld
If you'd like to ask our presenters or guests a question for future episodes or suggestions on what we should cover, you can record a voice message: https://speakpipe.com/ioe or write a post on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rftrw-survey.
Environmental degradation is the global challenge of our times. As demonstrated vividly by the climate strikes among school pupils, many young people feel passionate about ‘saving the planet’, but this cause is also a source of anxiety and even helplessness. Is the National Curriculum and the knowledge and skills it seeks to develop fit-for-purpose?
Our IOE academics are joined by Laura Kravac (Action for Conservation) and Miranda Lowe (Natural History Museum) to discuss these issues, in association with tes.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/mar/virtual-event-what-if-we-wanted-better-equip-young-people-address-climate-change
Jamie Frost created and runs the hugely influential and ground-breaking website for maths tuition Dr Frost Maths, which provides an online learning platform, teaching resources, videos and a bank of exam questions to practise on, all for free. When the coronavirus pandemic shut down schools, Dr Frost Maths became a lifeline for students around the world.
This talk between Dr Jamie Frost and the IOE’s Interim Director Professor Sue Rogers promises to be an inspiring event for all in the teaching profession, and for those considering a career in teaching.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/mar/virtual-event-conversation-dr-jamie-frost-winner-2020-covid-hero-award
Answering your questions about how children learn to read and how to nurture their interest in reading in and out of school, in IOE Coffee Breaks.
There is growing evidence to show the wide-ranging benefits of reading for young children’s learning and wellbeing. In particular, research suggests that the more time children (and adults) spend reading, especially fiction, the greater the advantage. But not all children find learning to read easy and not all of them choose to read in their spare time.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/mar/virtual-event-how-help-young-children-their-reading
A data-driven discussion with Professor Alex Bryson about the ways women and ethnic minorities experience discrimination in the labour market and what can be done to mitigate this.
Dr Sam Sims hears about Professor Bryson’s work, including investigations into discrimination in the workplace across characteristics such as gender, race and sexuality, as well as wage and employment dynamics across professions.
Professor Bryson also explains how discrimination plays out in professional sport, despite the widespread use of analytics measuring athlete performance and productivity.
Full show notes, transcript and links: https://www.ucl.ac.uk/ioe/news/2021/mar/discrimination-and-gender-pay-gap-rftrw-s08e04
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
As children across the UK start heading back to the classroom, Vivienne Parry speaks to Dr Amelia Roberts (UCL Institute of Education), and Professor Monica Lakhanpaul (UCL Population Health Science), whose work focuses on children and education. With a focus on vulnerable children, our guests tell us more about the projects they're involved with to help mitigate the impact of the pandemic.
First released on International Women's Day, this episode also hears about their passions and why and how they embarked upon their journeys in academia. Exploring their experiences as women academics during the pandemic, we hear about how they’re juggling work and home life - and learn what we can do to support women in academia who may be struggling.
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-41
About the Coronavirus: The Whole Story series: https://www.ucl.ac.uk/ucl-minds/coronavirus
Dr Keri Wong hears from Dr Antonina Tereshchenko about the study she led investigating issues facing Black, Asian and Minority Ethnic (BAME) teachers’ employment.
We find out whether there are differences in the pattern of employment between types of schools, the factors that affect retention, and recommendations for stakeholders such as school leaders, trade unions and policymakers.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/mar/representation-and-retention-black-asian-and-minority-ethnic-teachers-rftrw-s08e03
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
IOE Coffee Breaks reviews the contemporary debate on the school curriculum. The past decade has seen a strong push towards a ‘knowledge-led’ curriculum for schools in England, as reflected in reforms to the National Curriculum. Nevertheless, polarised discourse that pits ‘Gradgrind’ against child-centred learning continues, with each variously presented as the route to ‘twenty-first century skills’ such as creativity and problem-solving.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/feb/virtual-event-knowledge-led-curriculum-turbulent-times
Join the conversation on Twitter at #IOECoffeeBreaks
How’s work going for you? Do you feel like you’re working harder than ever before and have little to show for it? We delve into the quality of a number of professions today.
Dr Sam Sims is joined by Professor Francis Green to talk about his interest and academic journey covering labour economics, education economics and political economy.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/mar/employment-prospects-job-quality-and-intensification-work-rftrw-s08e02
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Hear from Professor Carey Jewitt and doctoral researcher Lili Golmohammadi (UCL Institute of Education) on digital touch technologies and touchy vocab, student Alessia Qiu (Natural Sciences BSc) who joined UCL Volunteering to help a vulnerable group during the pandemic, and Dr Helge Wurdemann’s (UCL Engineering Sciences) robotic limbs that make the feeling of touch possible.
This episode is reposted from the #MadeAtUCL podcast Season 2, Episode 1. It is presented by Cassidy Martin and edited by Cerys Bradley.
Full show notes: https://www.ucl.ac.uk/made-at-ucl/podcasts/s2-ep1-touch
Transcript: https://www.ucl.ac.uk/made-at-ucl/podcasts/s2-ep1-touch#transcript
This season’s exploration of the world of work begins with a discussion about the transitions and trajectories available to teenagers.
Dr Lynne Rogers is the Co-Director of the Centre for Post-14 Education and Work and has long-standing interests in teacher and lecturer training and learning in further and higher education and other professional settings.
She joins Dr Keri Wong to share her own journey as a teacher and academic, as well as her views on curriculum offerings and assessments for young people of varying levels of attainment, and what lies ahead for them, particularly as we find a way out of the pandemic.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/feb/pathways-employment-higher-and-further-education-young-people-rftrw-s08e01
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Wherever you find culture, you find Caroline Marcus. She creates innovative programmes in museums and heritage settings, from the Royal Opera House to UCL.
While Caroline teaches MA students on the IOE’s Museums and Galleries in Education programme, she is also an advisor, producer, and programmer for many cultural organisations across the UK. The National Gallery London, The Jewish Museum and the Imperial War Museum are only a few of the places where Caroline worked and taught.
In her goal to support museums and galleries to welcome children and families, she consults organisations like Kids in Museums. She is also Chair of Trustees for GEM (Group for Education in Museums) that champions excellence in museum and heritage learning.
Our thanks to the For Art’s Sake team for allowing us to repost this episode from their podcast: forartsake.co.uk/caroline_marcus
More: forartsake.co.uk
We officially welcome our presenters Dr Keri Wong and Dr Sam Sims to the Research for the Real World podcast! Hear a little bit about them as well as our guests for Season 8, who will be sharing insights about these aspects of the world of work:
- Dr Lynne Rogers - the transition to higher and further education
- Professor Francis Green - employment prospects, job quality, the intensification of work
- Dr Antonina Tereshchenko - representation and retention of BAME (Black, Asian and Minority Ethnic) teachers
- Professor Alex Bryson - discrimination and the gender pay gap
Catch up on previous episodes: https://bit.ly/researchfortherealworld
If you'd like to ask our presenters or guests a question for future episodes or suggestions on what we should cover, you can record a voice message: speakpipe.com/ioe or write a post on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rftrw-survey.
Artwork: That's Heidi, Sam's dog and podcast mascot. 🐶
Girls’ access to education was already precarious in many parts of the world prior to COVID-19: around 130 million girls of school age were not in class. Many factors contributed to this picture, from cultural attitudes that don’t prioritise the education of girls, to the threat of gender-based violence in schools. The Sustainable Development Goal (SDG) target to eliminate gender disparities in education by 2030 encapsulates the international aim to turn this picture around.
We gathered IOE and invited experts to discuss how the pandemic has impacted efforts to improve girls' access to education, and establish what action is needed now.
Full event information: https://www.ucl.ac.uk/ioe/events/2021/feb/virtual-event-what-if-we-wanted-overcome-covid-19s-impact-girls-access-education
Discussing home-schooling and play, home-working, parenting - and how to juggle them all. With the latest announcement that schools won’t be reopening until at least the 8th March, Coronavirus: The Whole Story speaks to three UCL experts to explore how home-schooling is affecting children and parents, and some practical tips and tricks for listeners.
UCL experts:
- Dr Sandra Leaton Gray, Institute of Education
- Prof Lorraine Sherr, Faculty of Pop Health Sciences
- Prof John Potter, Institute of Education
More info: www.ucl.ac.uk/ucl-minds/coronavirus
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-37
*This episode includes audio of a video shown during this event, some of which is not in English. You can access captions and subtitles with this video here: https://www.youtube.com/watch?v=mfGTiB11qNA
Ranjitsinh Disale has been bridging barriers for girls' education in rural India by innovating with QR coded textbooks. School attendance can be as low as 2% for girls in some parts of rural India, and those who are in school are prevented from learning as the curriculum is not in their primary language. Ranjitsinh translated class textbooks into his pupils’ mother tongue and embedded them with the unique QR codes to give students access to audio poems, video lectures, stories, and assignments.
Ranjitsinh joined Professor Sue Rogers to chat about his innovations, and to answer questions from our education community.
The 2020 Global Teacher Prize lecture was recorded by the UCL Institute of Education on 27 January 2021. More information: https://www.ucl.ac.uk/ioe/events/2021/jan/virtual-event-afternoon-ranjitsinh-disale-2020-global-teacher-prize-winner
WeAreIOE #UCLMinds
Image: Courtesy of the Varkey Foundation
Dr Jennie Golding joins the podcast to discuss how her experiences in mathematics education informs views on the ways the curriculum may change over time.
Dr Rob Webster hears from Dr Golding about the book series she has co-edited, “What Should Schools Teach? Disciplines, subjects and the pursuit of truth”, part of the “Knowledge and the Curriculum” series published by UCL Press.
Using mathematics as a reference point, Dr Golding points to how thinking around knowledge points to its complementarity of different areas of the curriculum.
The pair also discuss to what extent the features of a school curriculum are independent of time and context and the challenges it presents for teaching and learning in the future.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/feb/future-knowledge-and-curriculum-rftrw-s07e03
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
Do we gain something in particular from reading fiction as well as non-fiction? And what about the role of digital technology, including audiobooks, in our reading habits?
Children have always been encouraged to read widely in order to progress their learning and development. The benefits are many and varied, yet not all children – or adults – regularly find time to read for the sake of it. From the teaching of early literacy to access to public libraries, what lies behind this ‘reading deficit’ and what should be done to get more children reaching for a book?
This episode is from a live event recorded on 19 January 2021, 5:45 pm–6:45 pm GMT. Full details: https://www.ucl.ac.uk/ioe/events/2021/jan/virtual-event-what-if-we-wanted-all-children-read-pleasure
This episode explores the debate around school curriculums and the value and nature of the knowledge that is gained by learners. Dr Keri Wong is joined by Dr Alex Standish to discuss the relationship between disciplinary knowledge and school subjects in the curriculum, which is also a key focus in a book he has co-edited, “What Should Schools Teach? Disciplines, subjects and the pursuit of truth”, part of the “Knowledge and the Curriculum” series published by UCL Press.
As a lecturer in Geography Education, we also hear Dr Standish's views about the subject’s epistemology and given current global events, why gaining a deeper appreciation of it really matters right now.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/jan/school-subjects-and-pursuit-truth-rftrw-s07e02
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
We explore the central role that subject knowledge plays in education and hear why we need new thinking about how we understand knowledge and knowledge-building.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2021/jan/why-do-we-need-focus-knowledge-and-curriculum
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
The immediate impact of COVID-19 on the education system was profound; it heavily disrupted classroom teaching, across all phases, and upended school leaving examinations, with significant knock-on effects for further and higher education. In what ways have the past months opened up education policy and practice to new possibilities, and how have those debates evolved in different countries? In part
Recorded on 15 December 2020, 5:45 pm–6:45 pm GMT.
From start: John O'Regan introduces our guests.
5:50: Glen Jones on Canada.
10:49: Catherine Kell on South Africa.
17:12: Ana Luiza Jesus da Costa on Brazil.
23:39: Erica Turner on the USA.
31:38: Questions and discussion.
Full show notes: https://www.ucl.ac.uk/ioe/events/2020/dec/how-pandemic-reshaping-education-debate-part-2-americas-and-south-africa
The immediate impact of COVID-19 on the education system was profound; it heavily disrupted classroom teaching, across all phases, and upended school leaving examinations, with significant knock-on effects for further and higher education. In what ways have the past months opened up education policy and practice to new possibilities, and how have those debates evolved in different countries? In part 1, the panel considers the case of South Asia, South East Asia, and Australasia.
Recorded on 14 December 2020, 9:15 am–10:15 am GMT.
From start: John O'Regan introduces our guests.
6:07: Kevin Kester on South Korea.
12:19: Dennis Kwek on Singapore.
20:05: Yasushi Maruyama on Japan.
26:19: Xiaodong Zeng on China.
39:04: Natasha Ziebell on Australia.
48:06: Questions and discussion.
Full show notes: https://www.ucl.ac.uk/ioe/events/2020/dec/how-pandemic-reshaping-education-debate-part-1-east-asia-south-east-asia-australasia
And we're so lucky and grateful to have you back for another year to share stories that shape our everyday lives.
This season we're sitting up and paying close attention to the curriculum and examining the relationships between knowledge disciplines in schools and beyond. Dr Arthur Chapman, Dr Alex Standish and Dr Jennie Golding will be joining us to talk about what this means for subjects like history, geography and mathematics.
The trio have also contributed to a series of books, "Knowledge and the Curriculum", published by UCL Press.
If you'd like to ask our presenters or guests a question for future episodes, you can record a voice message: https://speakpipe.com/ioe or on social media: #IOEPodcast.
Take our 2-minute survey and help us make the best podcast possible: https://bit.ly/rtrw-survey.
To kick off the new year, UCL Minds takes a look back at 2020 and the lessons we've learned throughout the pandemic. In this episode, we revisit some of the exemplary work happening at UCL - work that has been as interdisciplinary as it has been instrumental to combating the virus, as cutting edge as it has been community-minded, and as world-leading as it has been lifesaving.
This episode features interview exerts from experts of all manner of disciplines, from medicine, engineering, psychology, education, political science, sociology and many more.
More info: www.ucl.ac.uk/ucl-minds/coronavirus
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-33
If you’ve got a question about the pandemic you’d like UCL researchers to answer, please get in touch by emailing UCL’s Communications and Marketing team on minds@ucl.ac.uk – we’d love to hear from you.
IOE's Dr Tamjid Mujtaba joins this Coronavirus: The Whole Story episode (listen from 13:22) to discuss her work exploring how ethnic minority women in higher education are coping during the pandemic.
But first up, Dr Daisy Fancourt (Institute of Epidemiology & Health) explains the findings of her study exploring the differing impacts of Covid on the UK population over the past 33 weeks - from exacerbated social inequalities to the psychological implications of lockdown, including loneliness, isolation, domestic abuse, and fertility and family planning issues - as well as behaviours that can help improve mental health.
More info: www.ucl.ac.uk/ucl-minds/coronavirus
Transcript: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-28
If you’ve got a question about the pandemic you’d like UCL researchers to answer, please get in touch by emailing UCL’s Communications and Marketing team on minds@ucl.ac.uk – we’d love to hear from you.
The Research for the Real World production team reveal their favourite episodes of the whole series. The team share why each research story resonates with them, and discuss why they think everybody should know about these research stories.
Full show notes and links to the episodes featured: https://www.ucl.ac.uk/ioe/news/2020/dec/producers-cut-research-real-world-s06e04
Take our 2-minute survey to let us know what you think of the IOE Podcast: https://bit.ly/rftrw-survey
Play is typically defined as ‘activity for enjoyment and recreation’, but in many respects, it serves a very serious and purposeful role in our lives. It’s vital to our early development and supports wellbeing throughout the lifespan. In education, though, play has seemed to carry less respect, squeezed out by curriculum reforms and shrinking break times.
We’ve brought together experts from a range of fields to throw around some ideas about the place of play in children’s learning.
Full show notes: https://www.ucl.ac.uk/ioe/events/2020/dec/virtual-event-what-if-we-took-play-more-seriously-schools-system
The narrative of education as an investment in a better future is as compelling at a national level as it is at the individual one, and Professor Moses Oketch aims to find the key to making this work in practice.
Dr Humera Iqbal discovers how Professor Moses Oketch’s career has been building a compelling connection between human capital theory and education policy.
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/dec/putting-human-capital-theory-practice-and-raising-education-outcomes-rftrw-s06e03
What has the experience of the past few months taught us about leading through a crisis – about the skills required and the impact on individual leaders? And how can the research literature help us navigate this difficult terrain?
Throughout the lockdown, school leaders were on the frontline: suddenly interpreting large volumes of evolving national guidance, supporting staff in adapting to new ways of working, reassuring pupils and families through uncharted, stressful, and sometimes distressing times. As schools re-opened, those same leaders have been helping their school communities to adapt once again.
Full event info: https://www.ucl.ac.uk/ioe/events/2020/nov/virtual-event-school-leadership-during-covid-19-pandemic
Less is more? The back and forth over class sizes has been an enduring debate amongst many in the teaching profession. Professor Emeritus Peter Blatchford calls for a fresh look at the issue.
An IOE veteran of three decades, Professor Blatchford shares with Dr Humera Iqbal his early experiences cutting his teeth in longitudinal research at the Thomas Coram Research Unit, teacher training, and his key focus, unpacking the findings of the world’s biggest study into the effects of class size as well as two decades’ of research and review.
This forms the basis of Professor Blatchford and Dr Anthony Russell’s book ‘Rethinking Class Size: The complex story of impact on teaching and learning’, which examines how class size affects many areas of the pupil and teaching experience and outcomes.
Dr Iqbal also finds out how and why the gap in views of class size effects exist, the implications the research has for policy and practice, and to what extent this needs to be examined in light of the COVID-19 pandemic.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/nov/one-size-fits-all-closer-look-classroom-numbers-rftrw-s06e02
Please take our 2-minute podcast survey and let us know what you'd like to hear on future episodes: https://bit.ly/rftrw-survey
How has the pandemic affected local schools and communities?
UCL does an enormous amount of work locally to make its research accessible and to reduce inequalities in the education system. Professor Louise Archer joins this Coronavirus: The Whole Story episode alongside host Vivienne Parry and experts from the Faculty of Engineering Science to explore why now, more than ever, supporting schools and communities is vital.
Guests:
- Prof Louise Archer, Karl Mannheim Chair of Sociology of Education
- Dr Elpida Makrygianni, Engineering Education Developer and Coordinator
- Tiwa Jayeola, recent graduate of MSc in Civil Geomatic and Environmental Engineering and tutor in UCL's engineering tutoring programmes
More info: www.ucl.ac.uk/ucl-minds/coronavirus
Transcript: www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-27
If you’ve got a question about the pandemic you’d like UCL researchers to answer, please get in touch by emailing UCL’s Communications and Marketing team on minds@ucl.ac.uk – we’d love to hear from you.
You would expect straightforward answers to what seems to be such a straightforward question. Dr Keri Wong finds out from Dr Rebecca O’Connell as to why this may not be the case.
For almost two decades, Dr Rebecca O’Connell has dedicated her career investigating the impact of food practices and policies in the UK and internationally. From 2014 to 2019 she led the ‘Families and Food in Hard Times’ study comparing how and what young people and families eat in Portugal, the UK and Norway as they navigate difficult economic times. Dr O’Connell shares key findings and lessons learned from the study, particularly how families on low-incomes are trying to get by and what policymakers should be doing to address these problems.
In the context of the COVID-19 pandemic, the issue of food insecurity has also been headline news in the UK, and shed light on the ability of families to feed their children during this time. Dr O’Connell unpacks how this is currently playing out, especially since the government’s views on free school meals and welfare payments have come under heavy scrutiny from charities and football star Marcus Rashford.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/nov/whos-responsible-making-sure-our-children-dont-go-hungry-rftrw-s06e01
Please take our 2-minute podcast survey and let us know what you'd like to hear on future episodes: https://bit.ly/rftrw-survey
New digital processes are changing how garments are designed and developed. From wearable electronics to motion capture, to crafting a pattern on a virtual mannequin, what does rapid digitisation in fashion education and industry mean for touch? Has the role of touch and tactile material engagement in the garment design development process been fully understood yet? How does one go about studying touch practices in the contemporary fashion studio?
Full show notes and links: https://in-touch-digital.com/2020/10/20/fashioning-digital-touch/
More podcasts from the IN-TOUCH project: in-touch-digital.com/category/in-touch-podcast/
We're almost there. 2020 has been incredibly challenging, to say the least. But we're glad you're still here with us.
This season we'd like to give a very warm welcome to our newest member of the team, Dr Keri Wong! We've got her kicking things off with a chat with Dr Rebecca O'Connell about food poverty and free school meals in the UK, which has been front and back page news, largely thanks to the advocacy work of footballer Marcus Rashford.
Dr Humera Iqbal will be speaking to Professor Peter Blatchford about his research on class sizes as well as Professor Moses Okech on his work in improving education outcomes in Africa.
Our production team will then bookend the season and share their highlights from this year's episodes.
If you haven't already, we'd really appreciate it if you could please complete our 2-minute listener survey to help us bring you the best podcast possible: https://bit.ly/rftrw-survey
Thank you as ever for listening and subscribing!
For several decades, ‘school improvement’ and ‘raising standards’ have been high on the education policy agenda. The prescriptions have evolved – from national initiatives to school-led efforts, and from a mantra that teacher quality is all, to a greater acknowledgment that leadership and management (and funding, and an evidence base for practice) also matter.
Are we any closer to these goals, and have the disruptions caused by the coronavirus pandemic opened up a different kind of debate on supporting standards and schools?
Guests and full show notes: https://www.ucl.ac.uk/ioe/events/2020/oct/virtual-event-what-if-we-wanted-more-effective-school-improvement
In association with tes
Professor Elaine Unterhalter joins our podcast to discuss gender equality in education in Africa and beyond with Dr Humera Iqbal.
We begin by hearing about Professor Unterhalter’s fascinating personal and academic journey, raised in an activist family in apartheid South Africa, working with the ANC (African National Congress) and forming a vision of the country post-apartheid through the lens of education, and through to her current role at UCL.
Professor Unterhalter’s current research focuses on the ‘capability approach’, a conceptual framework developed by Professor Amartya Sen. We also hear about how this can be applied to address concerns facing education and international development, as well as how we can understand the policy challenges arising from COVID-19 drawing on the approach’s core concepts.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/oct/how-connecting-capabilities-can-challenge-inequalities-gender-education-and-covid-rftrw-s05e04
Take our 2-minute survey to share your thoughts about our podcast: https://bit.ly/ResearchPodcast
Professor Julie Dockrell speaks to Dr Rob Webster about how speech, language and communication are foundational to learning and achievement. What happens when a child struggles with these skills?
Slow progress can be hidden by the logistics and pressures of the current school system, making oral language delay a less well-recognised disorder, which is in turn less supported as children move up through school years. Disorders such as development language disorder (DLD) represent the most extreme end of difficulties.
Rob and Julie discuss reasons why some children might be slower than others to develop skills in this arena, and how they can be supported to overcome difficulties. We also hear examples of techniques that teachers can employ to create more opportunities for oral language development during classroom activities.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/oct/overcoming-oral-language-barriers-learning-rftrw-s05e03
Take our 2-minute survey to share your thoughts about our podcast: https://bit.ly/ResearchPodcast
As the situation evolves rapidly and rules seem to change, we're talking about isolation - coming out of it, and going back into it, how to cope mentally and emotionally. What can astronauts teach us about dealing with isolation? How can we enable safe interaction among young people? Can digital touch help?
Join Vivienne Parry as she speaks with UCL experts:
- Dr Kevin Fong (Consultant Anaesthetist & Anaesthetic Lead for Major Incident Planning UCLH)
- Prof Peter Fonagy (Head of the Division of Psychology and Language Sciences, Brain Sciences)
- Prof Carey Jewitt (Professor of Learning and Technology, IOE)
This podcast is part of the 'Coronavirus: The Whole Story' series from UCL Minds. More episodes here: www.ucl.ac.uk/ucl-minds/coronavirus
Access the transcript for this episode: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-21
Professor Gemma Moss talks to Dr Rob Webster about what research has uncovered during COVID-19 and what this means for our education system moving forward.
The pandemic has shone a light on the role of schools and their place in the community. You may have come across instances where teachers have gone above and beyond to ensure the welfare of children and their families by trying to meet gaps where existing health and social services have fallen short.
In order to make sense of all this, Professor Moss has led a study to track teachers’ responses to COVID-19 during lockdown and the reopening of schools. Over 1,600 teachers across England took part, with the results providing a series of insights that cannot be ignored.
The pair also discuss what happens next - is it a return to business as usual? What are the alternatives? How do you cater for a more resilient education system?
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/oct/how-far-does-teachers-duty-care-go-rftrw-s05e02
Take our 2-minute survey to share your thoughts about our podcast: https://bit.ly/ResearchPodcast
The COVID-19 crisis has shone an intense light on the role schools play in improving social mobility.
On the one hand, it has exposed the deep inequalities outside schools that shape social mobility patterns, on the other it has also revealed escalating expectations placed on teachers to solve society’s ills.
So what is the role of schools in improving social mobility in a post-pandemic world? How can we enable education to be the great social leveller, when it has been commandeered by the middle-classes to cement their status in society?
Lee Elliot Major, Britain’s first Professor of Social Mobility at the University of Exeter and Honorary Professor at the UCL Institute of Education, argues that we need to rethink education as we face a ‘dark age of declining opportunity’.
Full information: https://www.ucl.ac.uk/ioe/events/2020/sep/virtual-event-apocalypse-or-new-dawn-social-mobility-and-education-post-covid-era
Talking about race can be at times difficult, challenging and uncomfortable, but it has to be done.
Dr Victoria Showunmi talks to Dr Humera Iqbal about her personal journey, experiences and research into gender identity and race in the context of leadership, and the implications for the experiences of learners and educators. Her work has gained international recognition and has also resulted in collaborations with fellow researchers across Europe, the Americas, Africa and Asia.
Dr Showunmi shares insights into her work with Black girls and young women’s experiences of education and her thoughts into what students today expect from institutions as society continues to demand social change, inspired by movements and moments like #BlackLivesMatter, COVID-19 and #MeToo.
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/oct/black-identity-intersectionality-and-leadership-education-research-and-beyond-rftrw-s05e01
Take our 2-minute survey to share your thoughts about our podcast: https://bit.ly/ResearchPodcast
Professor Michael Young joins Dr Will Brehm to talk about his concept of 'Powerful Knowledge'. How does it apply to schools? Where did the idea come from? How has his own thinking evolved over his career, which also spans over 50 years at the IOE?
Our thanks to Dr Will Brehm for allowing us to repost this episode from his FreshEd Podcast: https://freshedpodcast.com/michaelyoung/
How is UCL research helping to level out various playing fields? This podcast hears how legal experts are helping people to get the support they are entitled to, share thoughts with London’s commuters on how advertising can be more representative. But firstly, this episode takes a look at the creation of new technologies which make our world more accessible.
Join UCL alumna, Suzie McCarthy, as she explores these topics with UCL experts:
- Dr Giulia Barbareschi - https://www.ucl.ac.uk/made-at-ucl/stories/changing-global-disability-landscape
- Prof Jessica Ringrose - https://www.ucl.ac.uk/made-at-ucl/stories/diversity-matters-improving-representation-uk-advertising
- Rachel Knowles & the UCL Integrated Legal Advice Clinic (UCL iLAC) team https://www.ucl.ac.uk/made-at-ucl/stories/transforming-lives-and-communities-legal-aid
This podcast is republished from Series 1 of the #MadeAtUCL Disruptive Discoveries podcast. The series talks to UCL researchers answering life's big questions; from green infrastructure to artificial intelligence, space exploration to treating cancer. Find out more about UCL's top Disruptive Discoveries: bit.ly/MadeAtUCL
We've only realised that after many episodes, our 'Research for the Real World' hosts Dr Humera Iqbal and Dr Rob Webster have not seen each other speak. So we set up a video call to reveal all, including what's in store for Season 5.
Find out more and watch the video: https://bit.ly/researchfortherealworld
Take our 2-minute listener survey: https://bit.ly/ResearchPodcast
Younger children in particular require help in understanding and adjusting to the ‘new normal’ brought by the COVID-19 pandemic. They also need relatively close supervision in their learning and development - support that would usually be provided by teachers, in school.
As the uncertainties continue about when all primary schools will re-open and on what basis, how can parents/carers and teachers best support pupils’ learning progress? How can they help these children – and themselves – prepare for a new school year that may well still be disrupted by social distancing?
More information: https://www.ucl.ac.uk/ioe/events/2020/jul/virtual-event-supporting-primary-learning-during-covid-19-outbreak
Dr Kate Cowan talks to Dr Rob Webster about how children interact and communicate, the challenges researchers face when conducting research with them, and the pandemic’s effect on the way they play at home and school.
An early years specialist, Kate’s research focuses on play, creativity and digital technologies, and prior to joining the IOE, she worked as a nursery teacher and remains committed to connecting research and practice. We hear examples of this from the ‘Playing the Archive’ project, which studied the ways children have played across the decades.
You might be familiar with W.C. Fields’ “Never work with animals or children” quote, but it appears that Kate has worked hard to push against the well-worn trope, employing multimodal methodologies to document and analyse play. Kate explains how using digital tools and involving children as co-researchers has benefitted her work.
To wrap up season 4, Rob and Kate discuss how the COVID-19 pandemic has affected play, how the virus has been incorporated into new and traditional games, the significance of digital play during lockdown, and what’s in store for children as they return to school and interact with the outside world.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/sep/children-co-researchers-theres-more-play-here-rftrw-s04e05
[Listeners may experience occasional audio issues at the start of the podcast - things start to sound better after the 2-minute mark.]
Dr Amelia Roberts joins Dr Humera Iqbal in the Research for the Real World virtual studio to share examples of what knowledge exchange looks like through her experience and work on special educational needs and disabilities (SEND).
As the Deputy Director of the UCL Centre for Inclusive Education (CIE), Amelia’s role involves working with UK and international partners to improve the attainment and participation of pupils with SEND. And when it comes to examples of knowledge exchange in full flight, look no further than the Supporting Wellbeing, Emotional Regulation and Learning (SWERL) and Making Autism Research Accessible to Teachers (MARAT) programmes, both lead by Amelia.
The pair also discuss how the COVID-19 pandemic has affected children across abilities and degrees of disadvantage, as well as how the CIE is formulating a rapid response variation of their knowledge exchange programmes to mitigate these effects as schools begin to reopen.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/how-does-knowledge-exchange-work-education-rftrw-s04e04
A look at how the evidence can help schools make informed decisions about the ways they group students and work towards equity and improving their life chances.
“We don’t learn mathematics from getting everything right, we learn mathematics from making mistakes… protecting children from those mistakes and errors really doesn’t help their learning.”
Dr Rob Webster and Professor Jeremy Hodgen discuss what attainment grouping looks like in England and what best practice looks like, his work with IOE colleagues on investigating the outcomes of mixed attainment grouping in mathematics and what effect the pandemic might have on existing grouping practices, and addressing anticipated learning loss.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/attainment-grouping-and-maths-learning-mistakes-rftrw-s04e03
The transition from school to the world of work is one of the most pivotal moments in a young person’s life – it’s a time of high pressure and high uncertainty, and one that requires an equally high level of resilience to manage. Enter the coronavirus crisis, and suddenly this difficult transition gains a brand new set of complications. The OECD invited Professor Ingrid Schoon onto their TopClass podcast to discuss the current situation for school-leavers entering the job market. Ingrid is also joined by Anthony Mann, Senior Analyst at the OECD.
Courtesy of the OECD's 'TopClass Podcast', episode 24.
We know that it’s important to learn about the Holocaust, but why?
Dr Humera Iqbal is joined by the UCL Centre for Holocaust Education’s Dr Alice Pettigrew, who has led research into national studies examining students’ knowledge and understanding of this complex historical event. Students and teachers are enthusiastic about engaging with the topic, however, many significant gaps, inaccuracies and misconceptions abound. And with the rise of populism and accounts of racism and antisemitism, the imperative to learn from the past has never been more urgent.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/research-informed-practice-history-and-holocaust-education-rftrw-s04e02
The ongoing global debate over student loans and the cost of higher education has taken on new meaning of late. What effect will COVID-19 have on fairness and finances?
Professor Lorraine Dearden takes Dr Rob Webster on a world tour focusing on the two main approaches to student loans - mortgage-style “time-based repayment loans” and “income-contingent loans”, based on future income. Why does one country choose one approach and another opts for something different?
With the coronavirus pandemic bringing uncertainty across the board, what might be in store for the multitude of new graduates looking to enter the workforce during this time? Which country’s students are likely to face greater anxieties and difficulties to repay or risk default?
And of course, Rob and Lorraine also address the elephant in the room - free education.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/how-should-students-pay-their-university-degrees-rftrw-s04e01
Lili Golmohammadi speaks to Tim Neumann, of the UCL Knowledge Lab about his experiences of auditory-tactile synaesthesia. The podcast was recorded (pre-social distancing) in one of the IOE music rooms so that Tim could talk us through the range of tactile effects produced for him by certain piano notes.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/what-its-feel-sounds-we-hear
More podcasts from the IN-TOUCH project: https://in-touch-digital.com/category/in-touch-podcast
As the coronavirus pandemic in the UK approaches its sixth month, we’re taking a look at the long-term impact of lockdown and subsequent school closures on our nation’s children and young people.
For this episode, host Vivienne Parry is joined by the IOE's Dr Amelia Roberts, GOSH UCL Institute of Child Health's Dr Lee Hudson, and IOE alumna, psychology teacher and PhD student Shafina Vohra to discuss the effects of COVID-19 on young people, explore why and how children are not all impacted equally, and learn more about how they’re coping.
This podcast is part of the 'Coronavirus: The Whole Story' series from UCL Minds. More episodes here: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus-whole-story
Access the transcript for this episode: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus/transcript-episode-13
Hello, hello! Dr Humera Iqbal and Dr Rob Webster are back in the IOE Podcast (virtual) studio to catch up on each other's plans for the summer as well as share a couple of notable moments from the series so far.
They also talk about the upcoming season which will cover off topics such as inclusive education, knowledge exchange, higher education funding and finance, and the way children play.
Find out more about the Research for the Real World podcast and catch up on previous episodes: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/research-real-world
Rate and review us on Apple Podcasts: https://apple.co/308Azm1
Our last episode of the series examines how BCS70 and our study members have been faring during the pandemic and looks to the future of longitudinal research.
We find out more about the COVID-19 survey, sent to over 50,000 participants in five of Britain’s cohort studies, including BCS70, and we speak to study participants about their experiences of lockdown. We also find out more about the benefits of launching a new cohort study in the coming years.
Guests include:
- Professor Alice Sullivan, BCS70 director, who discusses her highlights and challenges running the study, and her hopes and dreams for its future.
- Professor Alissa Goodman, director of the Centre for Longitudinal Studies, on the COVID-19 survey and the future of Britain’s cohort studies.
- Study members, who share their COVID-19 lockdown experiences.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
A journey that begins in Nepal and takes us through some of the world’s most vulnerable areas affected not only by war, conflict and displacement, but also the coronavirus.
“...when you come back home to your family, it is very difficult to be absolutely silent and not to share those stories…”
Dr Humera Iqbal talks to Dr Tejendra Pherali about his work, which focuses on the role of education in conflict and peacebuilding in emergencies and fragile environments. We hear about his wide-ranging and demanding work that has taken him back home to his native Nepal, and the likes of Afghanistan, Somalia and Colombia.
Tejendra talks about out how those in developing areas have been disproportionally affected by COVID-19 - how are students and educators being supported by policymakers, NGOs and governments? Many countries are providing distance education through digital and broadcasting platforms however, there is uncertainty over levels of access and outcomes.
And what implications will the pandemic have on the UN Sustainable Development Goals, particularly Goal 4 - ensuring inclusive and equitable quality education and promoting lifelong opportunities for all?
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/whats-going-happen-education-conflict-zones-after-pandemic-rftrw-s03e04
In this episode, we move into the 2010s to find out how our study members were faring in their forties. We learn how BCS70 cast light on increasing rates of mental ill-health among men, and find out more about the most recent biomedical survey where participants were given a health MOT. We also chat to one of our in-house study detectives about the role they play tracing long lost study participants.
Guests include:
· Professor George Ploubidis, Research Director and Chief Statistician at the Centre for Longitudinal Studies, discussing his work looking at the rising levels of depression among Generation X in middle age.
· Professor Mark Hamer, Professor of Sport and Exercise Medicine at UCL, provides insights on the Age 46 Biomedical Sweep – including why study participants were asked to stand on one leg.
· Mary Ukah, BCS70 Cohort Maintenance Officer, on how she manages to trace study members we have lost touch with.
· Study members, who share their memories of life in the 2010s, and taking part in the study.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
With widespread school closures taking place, COVID-19 has meant a lot of households taking on teaching responsibilities. Professor Dominic Wyse explores how it’s all going.
We find out how the work of the Helen Hamlyn Centre for Pedagogy (HHCP), which aims to enable children to realise their full potential through optimal teaching and learning, has responded to the pandemic, particularly with looking at ways to help parents building upon their role as educators.
Listen out for HHCP’s research and theory-informed principles that many might find useful, and how we might be able to use philosophy to help get children thinking.
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/jul/parents-playing-teachers-during-pandemic-rftrw-s03e03
In this fourth episode, we move into the new millennium, when the study enjoyed a golden decade. With BCS70 greatly valued by scientists and policymakers, the study was funded to meet participants on three occasions and was regularly cited by New Labour in government policy.
With this new-found recognition, researchers across the globe started using BCS70 in conjunction with other birth cohort studies to see how members of Generation X were faring compared to other generations. We also speak to study participants about their careers and lives in their thirties.
We explore the 2000s with:
• Professor Heather Joshi, former director of CLS and founder of the Millennium Cohort Study, who discusses her research on the gender pay gap and working mothers.
• Dr Jo Blanden, reader in economics at University of Surrey, who talks about her work on social mobility and how BCS70 continues to inform debate on this subject.
• Lord David Willetts, former Universities Minister and President of the Resolution Foundation, who explains the importance of BCS70 for informing government policy and thinking.
• Study members, who share their memories of life in the 2000s, and taking part in the study.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
Now that the initial shock of lockdown has subsided, we can step back and ask: are we making the most effective use of the learning opportunities that digital technology, including social media, presents? Are we fully informed users of that technology when it comes to matters of data security and privacy? What benefits and risks does this brave new world of schooling online present us with?
More information: https://www.ucl.ac.uk/ioe/events/2020/jul/virtual-event-navigating-digital-technology-learning
Dr Keri Wong shares the story of her global academic journey and how those experiences have shaped her research interests in wellbeing across cultures.
Born in New Zealand, spending her childhood years in Hong Kong then going on to further study in the United States and the United Kingdom, Keri brings to the table extensive international perspective - including living through the SARS outbreak in the early 2000s through to witnessing the social justice challenges faced by the Black community across America.
This leads to Dr Humera Iqbal asking about her lead role in the ‘COVID-19: Global social trust and mental health’ study’, looking at the what the pandemic has done to social trust in relationships, and mental and physical health. Spanning five countries, the study promises to be an opportunity to compare how populations in each have adopted their respective government’s COVID guidelines.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/effects-covid-19-mental-health-physical-health-and-social-trust-rftrw-s03e02
Universities are set to be deeply impacted by the pandemic; the prospect of significant falls in international student numbers threatens to change the face of our universities dramatically, in the process weakening their financial viability.
Perhaps the biggest immediate question facing the sector concerns online learning; its longer-term appeal and efficacy at scale remain to be tested.
Can our university sector adapt to what will be a very different context, and in anything like its current form? How should it change in order to better serve students and wider society for the years to come?
More information: bit.ly/ioedebatescovidpt3
In this third episode, we move into the 1990s to find out how the study and its staff survived the lean years of the 80s and early 90s, and managed to get back in contact with study participants after a 10 year gap. We learn about the study’s stark findings on adults’ numeracy and literacy, which led to the Skills for Life adult learning programme. We also ask study participants what it was like to join the study again as adults and find out how they were getting on in the big wide world after the boom and bust years.
Guests include:
- Kate Smith, CLS survey manager for more than three decades, discusses how the BCS70 team kept the study going while on monthly contracts.
- Professor Heather Joshi, former director of CLS, reflects on the successful Age 26 Survey.
- Dr Sam Parsons, CLS research officer, and Professor John Bynner, former BCS70 director, whose stark findings about the poor levels of literacy and numeracy among British adults went on to influence government education policy for the next two decades.
- Sue Pember, former government policymaker, who was given responsibility for rolling out the Skills for Life education initiative in the new millennium.
- Study members who share their recollections of the 1990s and rejoining the study after a 10 year gap.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
Season 3 kicks off with Dr Rob Webster joined by Dr Sam Sims for a discussion about issues affecting the supply and quality of teachers.
We unpack Sam’s research which focuses on the challenges behind facing the supply of teachers, how they are recruited, how they are best retained. And what are the factors causing them to leave the profession - is it pay? Is it workload?
And of course, COVID-19 has dramatically changed the game. Economic modelling and government policy has been shaken up and will affect our schools in so many ways. So how will these issues be addressed in the aftermath of the pandemic?
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/should-i-stay-or-should-i-go-teaching-profession-post-pandemic-rftrw-s03e01
As the pandemic hit, our further education colleges faced all the difficulties of moving teaching, pastoral care and governance and administration online. Meanwhile, the employment and assessment of apprentices has been thrown into disarray for many, and there have been calls to delay the launch of the new flagship qualification, T Levels.
For the longer-term, the pandemic could bring marked changes to the world of work. How can policy enable our college system to respond swiftly and effectively to the post-COVID19 context, for people of all ages?
More information: https://www.ucl.ac.uk/ioe/events/2020/jun/virtual-event-what-if-our-education-system-changed-good-light-covid-19-part-2
For weeks, schools have been closed to all but the children of key workers and the most vulnerable. Exams for the ‘class of 2020’ have been cancelled, to be replaced by teacher assessment.
Since COVID-19 arrived, where has our schools system been able to rise to the challenge, and where has it struggled? As we seek a way out of the pandemic, how will our schools system need to change and how, ideally, should it change for the future?
More information: https://www.ucl.ac.uk/ioe/events/2020/jun/virtual-event-what-if-our-education-system-changed-good-light-covid-19-part-1
Professor Martin Mills explores the meaning of ‘respect’ in the context of contemporary constructs of the ‘ideal teacher’.
In interviews with teachers and students over many years and on many different topics, the word ‘respect’ comes up regularly.
It will be argued that a lack of ‘respect’ is damaging to the teaching profession, and that such a lack is evident in the ways teachers are currently being constructed by policy.
More information: https://www.ucl.ac.uk/ioe/events/2020/jun/virtual-event-teachers-and-teaching-politics-respect
In this second episode, we move into the 1980s to find out how Neville Butler kept the 1970 British Cohort Study (BCS70) going during a decade of austerity. We learn about the benefits of reading for pleasure for children’s English and maths skills. We also ask study participants about their teenage years and find out what it was like sharing their 19th birthday with 4,000 other people at Alton Towers.
We explore these topics and more with:
- Professor John Bynner, former BCS70 director.
- Professor Alice Sullivan, current BCS70 director (also known as ‘Principal Investigator’ or ‘PI’ for short).
- Professor Scott Montgomery, epidemiologist and former BCS70 researcher.
- Study members, who share their memories of life in the 1980s, and taking part in the study.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
Dr Rob Webster and Dr Humera Iqbal are joined by a special guest to talk about the third season of our series, with a key focus on a future post-pandemic.
- We will be joined by:
- Dr Sam Sims on school closures and the impact on teacher supply.
- Dr Keri Wong on mental wellbeing and youth.
- Professor Dominic Wyse on parents playing the role of teachers.
- Dr Tejendra Pherali on the UN Sustainable Development Goals for education.
For more info and to listen to past episodes: bit.ly/researchfortherealworld
😸 Thanks so much to Sidney for helping out with the production of this trailer.
Dr Humera Iqbal hears from Professor Chris McManus about his research into students who pursue careers in medicine and how the COVID-19 pandemic may affect their futures.
In the Season 2 finale, Chris takes us on a journey through his work on medical education, following medical students, junior doctors and specialists throughout their medical careers, ultimately trying to find the characteristics that make good doctors.
We find out why medical education research can differ from other areas of education research, and the differences between individual medical schools - despite qualifications in the UK being regulated by the General Medical Council - the performance of graduates can vary depending on which school they attended.
Humera and Chris also discuss the potential consequences the COVID-19 pandemic will have on recent graduates, the medical profession, and student selection during a time of cancelled exams and predicted grades.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/medical-students-their-career-aspirations-and-pandemic-rftrw-s02e04
In the Centre for Longitudinal Studies' first episode of “50 Years of Life in Britain”, they explore the first decade of the 1970 British Cohort Study (1970) and the impact of its early years research on policy many years later.
Guests include:
- Professor Jean Golding, BCS70 researcher during the 1970s/80s, and founder of the ALSPAC study, known as ‘Children of the Nineties’.
- Dr Leon Feinstein, academic and author of one of the most well-known BCS70 studies, which influenced New Labour policy on early years education provision.
- Study members, who share their memories of growing up in the 1970s, and their early recollections of participating in the study.
Full show notes: https://cls.ucl.ac.uk/bcs7050stories/podcast-series-50-years-of-life-in-britain/
Dr Humera Iqbal talks to Dr Guy Roberts-Holmes about research exploring the experiences of teachers implementing Reception Baseline Assessment (RBA) to measure the progress of children aged 4 to 5.
To help set the scene, the RBA is designed to provide a ‘baseline’ of children’s progress through primary school, with results then compared to their attainment levels at age 11, to produce a ‘progress measure’ of school effectiveness. A key focus of government assessment and accountability strategy for primary schools, following a trial and pilot period ending in 2019, the RBA is expected to be rolled out in England from September 2020.
Guided by concerns raised by early years professionals and existing literature, research led by Guy and Dr Alice Bradbury sought accounts and data from administering the assessment during the pilot to determine the impact it had on children, teachers and their schools.
We hear from Guy about the key findings from the study and calls for the implementation of the RBA to be scrapped, citing concerns over unintended consequences on children’s development and wellbeing, additional strain on workloads, and the undermining teacher professional identity, especially during a period of unprecedented disruption caused by the COVID-19 pandemic.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/childrens-baseline-assessment-or-accountability-rftrw-s02e03
Join us on Thursday 25 June as we celebrate 50 years of the 1970 British Cohort Study (BCS70), which has been following the lives of 17,000 people born in Great Britain during a single week in 1970. Our new six-part podcast series will take listeners on a journey through British social and political history, and explore BCS70’s numerous contributions to British science and society.
Find out more: https://cls.ucl.ac.uk/bcs7050stories/
As a society we want our children and young people to thrive and fulfil their potential. How then, can we best identify and respond to their needs in order to achieve this?
In this lecture, Professor Claire Cameron takes the case of children in state care and the longer term impacts on those young people of having been in care. In particular, she examines the practice of social pedagogy, which describes a holistic and relationship-centred way of working in care and educational settings, and what this can bring to young people's development - physical, emotional, intellectual and social.
More information: https://www.ucl.ac.uk/ioe/events/2018/feb/responding-children-21st-century-education-social-pedagogy-and-belonging
This is a reupload.
Dr Humera Iqbal hears from three UCL students about how the Black Lives Matter movement has contributed to their feelings and personal experiences of being young, Black and British.
The death of George Floyd at the hands of police in Minneapolis on 25 May 2020, described as “a 21st Century lynching” by historian David Olusoga, sparked a wave of protests across the United States, and very shortly after right across the world, including here in the United Kingdom.
The Black Lives Matter movement, originating in the African-American community as a campaign against violence and systemic racism has seen it take on a number of broader causes, including those that concern the environment, healthcare, education, immigration, intersectionality, and recent calls for the removal of statues of figures with questionable historical ties. British society is not exempt from these calls for change; indeed much of the wealth and prosperity of this nation has been built on the back of colonialism and that of slavery.
We hear from three UCL students and touch upon areas including what Blackness means to them, what’s caused the movement to hit critical mass, the implications it has for the United Kingdom and what this might mean for education spaces. This is a very frank and honest conversation, but one that needs to be had.
*Recorded on Thursday 11 June 2020
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/black-lives-matter-student-view-reflection-action
Dr Katherine Twamley talks to Dr Rob Webster about a multi-country research project to examine the impact of the coronavirus on everyday family life. What does the project aim to achieve?
A specialist in gender, love and intimacy, feminism and families, Katherine is well-placed alongside her colleagues from the IOE’s Thomas Coram Research Unit to lead an international consortium to investigate the challenges COVID-19 is placing upon us and how we are attempting to overcome them.
FACT-Covid (Family and Community Transitions Under Covid) features research partners in the USA, Argentina, Chile, South Africa, Sweden, Taiwan, Pakistan and Singapore, all using a variety of data collection methods - diaries, interviews and mobile apps.
As it becomes increasingly clear that men and women are facing unequal burdens and experiences of the pandemic worldwide, Katherine explains how the findings will allow for better understanding of how local policies and cultural practices have shaped individual responses and inform improvements for planning for future pandemics.
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/jun/covid-challenges-families-fact-finding-mission-rftrw-s02e02
Professor Allison Littlejohn talks to Dr Rob Webster about how UCL has managed to move research and teaching online, and the impact it’s had on staff and students.
The second season of Research for the Real World takes a look at how the IOE is responding to global challenges - and global challenges don’t come any greater than the Covid-19 pandemic.
With her broad experience spanning across the health, energy and finance sectors, Allison explains how she became interested in the world of education and exploring the importance of learning in our everyday lives through the use of technology. This brings us nicely to her work investigating how universities are responding to the imposed shift of their core functions online.
The UCL Moving to Online Teaching and Homeworking (MOTH) study examines how UCL staff are adapting to the challenges posed by COVID-19 upon their professional and personal lives. Allison shares some interesting insights and observations, ranging from newfound interdisciplinary collaboration, and unsurprisingly, demands on time and resource, and problems with technology.
As the findings of the study are realised, what is this going to mean for the higher education sector? Allison also shares her thoughts about the opportunity for innovation and improved engagement, and how universities like UCL might respond moving forward.
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/how-working-home-working-or-not-rftrw-s02e01
With exams disrupted by the Covid-19 pandemic, this online discussion sizes up the task of securing robust and fair assessment for the class of 2020, and possibly future years.
For some years, education policy has moved away from teacher assessment in judging pupils’ attainment, especially in relation to the main ‘school-leaving’ exams: GCSEs and A-levels.
On the face of it, the Covid-19 outbreak has prompted a sharp reversal in that trend, at least for the ‘class of 2020’. Meanwhile, practical assessment for vocational and technical qualifications has been equally disrupted by the current public health measures.
The task of securing robust and fair assessment is a considerable one under any circumstances. We wanted to take stock of the different approach and procedures for awarding qualifications this time around – the issues they raise and what we might learn for future years.
Issues for discussion include:
- Why policy had previously moved away from teacher assessment.
- The pros and cons of teacher assessment and how it is being deployed this year.
- The specific issues facing vocational and technical awarding.
- Considerations for the 2021 cohort of exam takers.
- What might – or should – change for assessment in future years as a result of the Covid-19 disruptions.
Speakers include:
- Dr Sandra Leaton Gray (Chair), Associate Professor of Education at UCL Institute of Education (IOE)
- Dr Tina Isaacs, Honorary Associate Professor in Educational Assessment at the IOE
- Dr Mary Richardson, Associate Professor of Education at the IOE
You can also watch a video version and find out more info here: www.ucl.ac.uk/ioe/events/2020/ma…lass-2020-and-2021
Recorded on 18 May 2020, 3:30 pm–4:10 pm
We're back for more Research for the Real World with Dr Rob Webster and Dr Humera Iqbal!
Premiering Monday 8 June, this upcoming season of the podcast has a focus on Covid-19 and its impacts across society. Academics play a fundamental role in ensuring students, key-workers, families, communities, schools, colleges, universities, policymakers and others can benefit from our research.
Catch up on previous episodes and find out more about Research for the Real World: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/research-real-world
It’s the season 1 finale, and it’s Rob’s turn to be grilled. Gently, of course. Dr Humera Iqbal finds out about the role of teaching assistants (TAs) and special educational needs and disabilities (SEND). Prior to his move into academic research, Rob’s educational journey began as a teaching assistant, so it is fair to say that he has “walked the walk” in order to be able to “talk the talk”.
Rob explains the evolution and role of TAs, starting off as parent volunteers in the late 1970s through to their formalisation in the 1990s. Today, the number of TAs in English schools rivals that of the population of Iceland - over 380,000.
The focus of Rob’s research is on TAs and how they support disadvantaged pupils, particularly those with SEND. Rob’s involvement in the landmark Deployment and Impact of Support Staff Project (DISS) investigated how TAs affected learning outcomes.
We also find out how findings from the research prompted Rob and his team to develop a programme, Maximising the Impact of Teaching Assistants (MITA), aimed at TAs to improve their interactions with pupils as well as developing their confidence and leadership capabilities.
Finally, Rob and Humera discuss how TAs will be perceived and treated in the current climate and the future, where education budgets are threatened and schools embark on plans to reopen during the coronavirus pandemic. What will this mean for them, and for the children they help?
Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/may/maximising-impact-teaching-assistants-rftrw-s01e04
Dr Rob Webster is joined by Professor Louise Archer to explore how challenging dominant representations and educational practices can help make this possible.
Research led by Louise has found that students are interested in Science, Technology, Engineering and Mathematics (STEM), but certain factors stop them from moving into a relevant career in the field. So what’s holding them back?
We also learn about the concept of ‘Science Capital’, the concept developed by Louise and the ASPIRES project team to help understand patterns in science participation and engagement, and how it is applied in schools and in other educational settings.
We also find out how Louise and her colleagues approach their research projects, even before any fieldwork starts, and before any results are shared. The pair also discuss how the current climate emergency and the coronavirus pandemic might foster a new generation of scientists. What can policymakers do to help realise that interest?
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/may/how-science-capital-can-help-us-address-inequalities-stem-participation-rftrw-s01e03
In this episode, Dr Rob Webster is joined by Professor Alice Sullivan to explore how the act of reading for pleasure as a child has positive influences that extend to later in life. First of all, we find out what is reading for pleasure, and what makes it different from other kinds of reading styles? Is it teachable? Are there differences in the impacts between printed and digital material? Using data from the 1970 British Cohort Study (BCS70) which follows the lives of over 17,000 people born that year, Alice and Matt Brown analysed the changes in vocabulary between the ages of 16 and 42. The research found that those children who read for pleasure made more progress in vocabulary and maths than their peers - and those that continued reading into middle-age experienced larger vocabulary gains from reading high-brow fiction. We also try to understand the importance of longitudinal data and how it informs research findings in many areas at each stage of life. How do participants in large-scale studies such as BCS70 feel about this? Alice also explains the kind of role policymakers, schools and families can play to foster a lifelong love of reading. Perhaps during these times of social distancing and isolation, it’s an opportunity to recapture that love and appreciation of reading?
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/may/how-longitudinal-data-reveals-benefits-reading-pleasure-rftrw-s01e02
With schools closed and parents and carers teaching their children at home, what will the long-term impact be on their learning? What can you do to make it work better for your child - and for you? And what will it mean for teachers and children when children eventually return to school?
Host Vivienne Parry explores these issues with the IOE's Dr Zachary Walker, Professor Lindsey Macmillan and Dr Rob Webster.
This podcast is part of the 'Coronavirus: The Whole Story' series from UCL Minds. More episodes here: https://www.ucl.ac.uk/ucl-minds/podcasts/coronavirus-whole-story
Hello, is this thing on? Okay, great! Welcome to the very first episode of Research for the Real World. We thought that we’d start the series by painting a bit of a picture of what research looks like here at the IOE, and there’s no one better to help give us a sense of what’s going on than Alison Fuller, Professor of Vocational Education and Work and the IOE Pro-Director of Research and Development. Rob and Alison discuss the kind of role IOE research has played over the years, and what’s in store for us in the future, particularly as we try to quickly understand and navigate the challenges presented by the coronavirus pandemic. You’ll also get to hear stories about Alison’s fascinating personal journey; from leaving school to travel across Europe, returning to the United Kingdom and picking up where she left off, and how those experiences shaped her passion for research into apprenticeships, vocational education and lifelong learning.
Full show notes: https://www.ucl.ac.uk/ioe/news/2020/apr/future-education-and-social-science-research-research-real-world-s01e01
We're delighted to announce a new series for the IOE Podcast - Research for the Real World. Join the IOE's Rob Webster and Humera Iqbal as they chat with researchers and academics about education and social science research and its impact on policy, practice and our everyday lives. Each episode promises to be highly informative, accessible, insightful and far from boring!
More about this series, and subscribe to the IOE Podcast: https://bit.ly/researchfortherealworld #UCLMinds #IOEPodcast
Transforming lives through teaching: a fireside chat with teachers. What was their first classroom experience like? How can teachers help shape society? The best piece of advice they've ever received? What makes a successful teacher?
UCL Institute of Education (IOE) alumni share their experiences and their lives as teachers. Recorded at the IOE Teacher Training Open Evening, 16 October 2019.
Chair: Piers Saunders, Head of Initial Teacher Education (ITE); Panel: Nazira Begum, Assistant Headteacher, Seven Kings School; David Crozier, Director of Music, East London Arts & Music; Dan Grossman, Assistant Head: Director of Science, Technology and Engineering at Channing School; Stéphanie Hess, French and German secondary, University College School; Leela Paul, Head of Geography and a Governor at Preston Manor School.
WeAreIOE #IOETeacherTraining #UCLMinds
What causes so-called 'teenage behaviours'? Leading experts from a range of fields – from neuroscience to psychiatry and education – examine the evidence and how best that evidence can inform the design of our education system, as well as public understanding of the teenage years.
To what extent are ‘teenage behaviours’ part of our biology and to what extent are our societal structures and practices – from the time the school day starts, to the inexorable rise of social media – helping or hindering teenagers in navigating the years from age 11 to 19, and beyond?
What could we do – via education and wider social policy – to smooth the transition to adulthood, and perhaps give us all an easier time in the process? What are the prospects for such change, and what about the parallel need to prepare young people for the challenges and demands that adulthood itself will place upon them?
Speakers: Iroise Dumontheil, Reader in Cognitive Neuroscience, Birkbeck Mark Lehain, Director, Parents and Teachers for Excellence Mike Shooter, Psychiatrist Bettina Hohnen, Clinical Psychologist Chair: Professor Sue Rogers, Interim Director, UCL Institute of Education
You can also watch a video of the debate: https://www.ucl.ac.uk/ioe/events/2020/jan/what-if-world-really-did-revolve-around-teenagers
The IOE has launched the Centre for Education Policy and Equalising Opportunities (CEPEO), focusing on equalising opportunities across the life course. CEPEO's work seeks ways to improve education policy and wider employment practices to achieve this goal.
In the first episode of their podcast, Research Fellow Dr Sam Sims discusses his research on improving teacher effectiveness in science.
Learn more about the CEPEO and its work, and don't forget to listen to more of their podcasts: https://ucl.ac.uk/ioe/cepeo.
WeAreIOE #UCLMinds
Since the 2016 EU Referendum, two narratives have been prominent in the public debate surrounding the outcome of the vote. The first narrative sees Brexit as a revolt of the ‘economically left-behinds’, while the second narrative attributes Brexit to the resurgence of an English nationalism.
In this lecture, Tak Wing Chan uses data from a large scale and nationally representative survey to evaluate these two narratives. He considers whether Brexit support is associated with neighbourhood deprivation, concentration of migrants, and exposure to the 'Chinese import shock'. He also assesses how social class, social status, low income, and expressions of Britishness and Englishness shape ‘Leave’ or ‘Remain’ sympathies.
Speakers include: - Speaker: Tak Wing Chan, Professor of Quantitative Social Science, UCL Institute of Education - Respondent: Stephen Fisher, Associate Professor of Political Sociology, and Fellow and Tutor in Politics at Trinity College, Oxford - Chair: Sue Rogers, Interim Director, UCL Institute of Education
IOELectures #WeAreIOE
Peter Tabichi is a science teacher and Franciscan Brother who gives away 80% of his monthly income to help the poor. Thanks to Peter's dedication, hard work and passionate belief in his students, his poorly-resourced school in remote rural Kenya is now winning national and international science competitions.
Peter was awarded the 2019 Global Teacher Prize, a $US1 million award from the Varkey Foundation to a teacher who has made an outstanding contribution to the profession.
Peter teaches at Keriko Mixed Day Secondary School in Pwani Village, situated in a remote, semi-arid part of Kenya’s Rift Valley. Here, students from a host of diverse cultures and religions learn in poorly equipped classrooms.
Peter's lecture begins at the 07:55 mark.
The Global Teacher Prize lecture was recorded at the UCL Institute of Education on 30 September 2019. More information: https://www.ucl.ac.uk/ioe/events/2019/sep/evening-peter-tabichi-winner-2019-global-teacher-prize
WeAreIOE #UCLMinds
For a long time, the ‘grand narrative’ in education and social policy has been the pursuit of social mobility – breaking the link between an individual’s background and where they get to in life. Over the past year, the political rhetoric has changed, with the emergence of the cause of social justice as the new proposed guiding principle for public policy choices.
But there’s been a certain ‘fuzziness’ around what exactly is meant by each of the two projects – with little attention paid to downward mobility as an inherent part of social mobility, or to where precisely the line is to be drawn between equality of opportunity and equality of outcome.
Speakers: Louise Archer, Karl Mannheim Professor of Sociology of Education, UCL Institute of Education Dan Morrow, CEO, Woodland Academy Trust Dr Jason Arday, academic, Trustee of the Runnymede Trust, and School Governor at Shaftesbury Park Primary School Iesha Small, Head of Strategy, Youth Hostels Association (England and Wales) Chair: Professor Becky Francis, Director of UCL Institute of Education
IOEDebates #WeAreIOE #UCLMinds
Professor Becky Francis, Dr Becky Taylor and Dr Antonina Tereshchenko examine research from the Best practice in grouping students project. Their book, ‘Reassessing 'Ability' Grouping: Improving Practice for Equity and Attainment’ looks at wider political debates on pupils' social backgrounds and educational attainment. Its chapters discuss the practicalities of classroom practice, and recommend improved practice to maximise pupil outcomes, experiences and equity.
This is a recording from the book's launch event on 26 September 2019, which saw Professor Francis, Dr Taylor and Dr Tereshchenko in conversation with TES journalist Ann Mroz. The authors also spoke about how there is limited movement between sets and that this lack of movement has a negative impact on pupils in the lower sets.
More information about their research: ucl.ac.uk/ioe-groupingstudents. Follow them on Twitter: @GroupingStudy. The book is published by Routledge.
UCLMinds #WeAreIOE
The OECD Programme for International Student Assessment (PISA) is a major international study of the reading, mathematics and science skills of 15-year-olds across the world. The results are closely watched by journalists, educationalists and policymakers across the globe.
Yet there have been recent criticisms of the methodology used by PISA, and debate about whether the results can really be trusted. With the latest PISA results released on December 3rd 2019, this public lecture taking place the evening before will discuss some of these criticisms of PISA in detail.
This will include key aspects, such as how the PISA sample is selected and whether it is a truly representative reflection of 15-year-olds’ achievement, as well as unusual aspects of the PISA test design.
A lecture by Nobel Prize Winner, Professor Carl Wieman, Stanford University that took place on Wednesday 25 September 2019 at UCL Institute of Education (IOE).
About the lecture:
Guided by experimental tests of theory and practice, science and engineering has advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval. Research on how people learn is now revealing much more effective ways to teach and evaluate learning than what is in use in the traditional science class. It makes much more use in the classroom of the instructor’s expertise, and it also shows students how to learn most effectively. This research is setting the stage for a new approach to teaching and learning that can provide the relevant and effective science education for all students that is needed for the 21st century. Although the focus of the talk is on undergraduate science teaching, where the data is the most compelling, the underlying principles come from studies of the general development of expertise and apply widely.
This lecture was co-hosted by the OECD Centre for Educational Research and Innovation (CERI) and the Centre for Global Higher Education (CGHE).
From the archives: in 2011 Vivian Hill spoke about the contemporary issues affecting educational psychology and disadvantaged and disabled children, focusing on her work and research with supporting inclusive learning environments in schools for children.
Vivian also discusses research that finds conceptual differences in the way children on the autism spectrum view friendships compared to their peers, and the lack of cultural understanding when it comes to assessing abilities and intelligence.
Vivian is an educational psychologist and Programme Director of the IOE's Educational Psychology doctorate programme.
weareioe #UCLMinds
From the archives: in 2011, Professor Michael Reiss spoke to the IOE about his interest in science education research, sex education and bio-ethics.
He's in conversation with Tamjid Mujtaba, who is now a Senior Research Associate and happens to work alongside Professor Reiss here at the IOE. The pair discuss why many students appear to lose interest in studying science after leaving school.
weareioe #UCLMinds
From the archives: in 2011, Dominic Wyse, Professor of Early Childhood and Primary Education, joined IOE alumna Melissa Beeko for a conversation about his research interests, which include the understanding of literacy and language in early years and primary.
weareioe #UCLminds
From the archives: Ann Phoenix, Professor of Psychosocial Studies spoke to the IOE about her research interests, which include motherhood, social identities, young people, radicalisation and gender.
Professor Phoenix is joined by Catherine Walker, who at the time was a PhD candidate, and is now a Research Associate at the Sustainable Consumption Institute. The pair discuss inequalities, education and life paths.
weareioe #UCLMinds
From the archives: Elaine Unterhalter, Professor of Education and International Development spoke to the IOE about her research into gender, education and poverty.
She's joined by Kate Greany, who is currently the Head of Economic Development in Kenya for the UK government's Department for International Development.
weareioe #UCLminds
The IOE was saddened to hear of the passing of Gunther Kress, Professor of Semiotics and Education, on 20 June 2019.
A widely regarded academic, linguist, semiotician and social theorist, Professor Kress was a pioneer of critical linguistics, critical discourse analysis, and social semiotics.
In this 2011 interview, Professor Kress spoke about the kind of role semiotics and education can play when it comes to making meaning.
He's joined by Sophia Diamantopolou, a student at the time of recording, and currently a Senior Teaching Fellow at the UCL Centre for Applied Linguistics.
weareioe #UCLMinds
IOE Professorial Lecture:
Speaker: Professor Douglas Bourn is Co-Director of the Development Education Research Centre (DERC), IOE Lecture respondent: Dr Mary Stiasny, Pro Vice-Chancellor (International) and Chief Executive of University of London Worldwide. Chair: Professor Becky Francis, Director, IOE
The relationship between learning and social change has been a repeated theme in the work of leading thinkers on education over the past century, from John Dewey to Paulo Freire and Henry Giroux.
Professor Bourn discusses themes that relate directly to current social and political debates concerning education, citizenship and social justice, including the rise of fake news and the possible dangers posed by Brexit. He argues that we urgently need a more prominent discussion about the social purpose of education and the relationship of learning and skills to securing more globally just societies.
IOELectures
IOE Professorial Public Lecture:
In recent years ideas about education have polarised: on one side are those stressing facts and disciplines; on the other, those committed to the encouragement of learners to make their own meaning. By offering a fine-grained account of pedagogic practice and subject knowledge, recent developments in philosophy provide a means of reconfiguring the issue in a manner that transcends this simple opposition.
Speakers include: Professor Jan Derry, Co-Director of the Centre for Philosophy at the IOE Chair: Professor Becky Francis, Director at the IOE Respondent: Professor Michael Young, Professor of Education at the IOE
IOELectures
IOE Professorial Public Lecture:
In this lecture Professor Alissa Goodman will talk about her research on inequalities, showing how both cross-sectional and longitudinal data are being used to illuminate and address some of the major social and policy questions of our time.
Speakers include: Alissa Goodman, Professor of Economics and Director of the Centre for Longitudinal Studies in the IOE's Department of Social Science Chair: Professor Becky Francis, Director, IOE Respondent: Dr Lindsey Macmillan, Reader in Economics in the IOE's Department of Social Science
IOELectures
IOE Professorial Public Lecture:
Speaker: Professor Alice Sullivan, IOE Chair: Professor Becky Francis, Director, IOE Respondent: Professor Heather Joshi, IOE
In this public lecture Professor Alice Sullivan talks about social class and gender differences in educational attainment and social mobility.
She addresses the roles of children's home backgrounds and their schooling, and explains the importance of 'cultural capital' and the power of reading for pleasure.
IOELectures
IOE Public Debates:
The early years have now got the recognition they deserve as a pivotal stage in our lives. It’s one that lasts a lifetime – setting us up, or not, to face the joys, but also the challenges, trials and tribulations to come. With that recognition has come a whole host of initiatives, from, in England, the Early Years Foundation Stage, to interventions on the ‘home learning environment’ and early years workforce.
In the process, the early years is being re-shaped around the project of ‘school readiness’ and there is growing interest in measuring early years outcomes. Nationally, standardised assessments are moving steadily but determinedly down the age range, while international comparisons of early years attainment are coming on stream via the OECD’s ‘Baby PISA’ survey. These developments have not gone unchallenged, with many commentators voicing concerns about the over-formalisation of provision for young children.
What are the benefits and drawbacks of the attention now being paid to this phase and the environment it has created for our children’s formative years? Do we have the workforce and services to deliver policy as it stands, let alone a different vision? And what should be our longer-term goals for the form and ethos of the early years phase?
Speakers include:
- Jan Dubiel, Independent Early Childhood Education (ECE) Consultant
- June O’Sullivan MBE, Chief Executive at the London Early Years Foundation
- Dominic Wyse, Professor in Early Childhood and Primary Education, UCL Institute of Education
- Helen Ward, Reporter in Early Years and Primary Education at TES
- Chair: Professor Becky Francis, Director of UCL Institute of Education
IOEDebates
IOE Professorial Public Lecture:
Why are educational inequalities so powerful and resistant to change? And how might they be challenged?
This talk explores how systemic injustices marginalise, oppress and exclude young people through formal and informal educational systems and settings.
About the Speaker
Professor Louise Archer at the Department of Education, Practice and Society, UCL Institute of Education
Louise Archer is the Karl Mannheim Professor of Sociology of Education at UCL Institute of Education. She is co-chair (with Jessica Ringrose) of the Centre for Sociology of Education and Equity (CSEE).
IOELectures
IOE Public Debates:
Is “comprehensivisation” the answer to the slow pace of progress in widening access to the most prestigious universities, or can we improve our current structures to ensure that all young people have the opportunity to study at a university that matches their talents and aspirations?
Speakers included: •Nick Hillman, Director, Higher Education Policy Institute (HEPI) •Anna Vignoles, Professor of Education at the Faculty of Education, University of Cambridge •Paul Jump, Features and Opinion Editor, Times Higher Education (THE) •Claire Fox, Academy of Ideas Director
Chair: Professor Becky Francis is the Director of UCL Institute of Education.
IOEDebates
IOE Public Debates:
Could we hold a mirror up to teaching practice and school performance, and support their improvement, more effectively than we do now? What might that look like if we started from a blank page?
The way in which schools are held to account in England, based in inspection and performance indicators that lead off from regular high-stakes testing of pupils, is highly contentious.
The criticisms are many and varied: that the measures don’t provide a valid picture of school performance; that they skew schools’ priorities, in particular, turning schools into ‘exam factories’; that they lead to gaming; that they harm pupil and teacher well-being; that they are contributing to the teacher supply crisis.
Meanwhile, the picture has been further complicated by the advent of multi-academy trusts and questions about the extent to which the accountability system reflects this new terrain. Current measures are intended to drive up standards by providing accountability and transparency. And there is no question that professions and providers need to be held to account.
Speakers included: - Geoff Barton, ASCL General Secretary - Nick Brook, Deputy General Secretary, National Association of Head Teachers - Ed Dorrell, Deputy Editor and Head of Content at the Tes - Natalie Perera, Executive Director and Head of Research, Education Policy Institute - Chair: Professor Becky Francis, Director of UCL Institute of Education
This #IOEDebates took place on 13 February 2019.
IOE Public Debates:
The majority view would appear to be that building pupils’ subject knowledge is vital but that there is also room for paying attention to skills and other aspects of young people’s development. The more nuanced question seems to be what kind of curricular diet – and associated pedagogy and assessment – will best develop young people’s wisdom, which is surely our main goal.
In this debate we bring together a range of perspectives to mull over the question of how to develop pupils who are wise – knowledgeable, but also empathetic, thoughtful, reflective, self-aware and able to show good judgement.
Speakers include: - Peter Hyman, Co-Director of Big Education and Co-founder of School 21 - David Lambert, Professor of Geography Education, UCL Institute of Education - Cat Scutt, Director of Education and Research, Chartered College of Teaching - Tony Sewell, CEO, Generating Genius - Chair: Professor Becky Francis, Director, UCL Institute of Education
IOEDebates
2018 Global Teacher Prize Lecture.
Art at the heart of education: why you cannot be truly educated without the arts, and why their decline affects us all - Andria Zafirakou, MBE
To experience the arts is to experience aspects of humanity which cannot easily be defined or understood in another context. In whatever medium it comes, the importance of ensuring young people have – to coin a phrase – access to the best that has been thought, and said, and created in the arts has never been more pressing.
Yet while some schools manage to maintain a broad and rich cultural offer, others find that they are having to turn away from arts education, driven by among other things a restricted funding environment and accountability pressures that act to narrow the curriculum.
Such a trend, if it continues, is of real concern. It threatens to become yet another factor which divides the more privileged from the less. And it takes away from the majority of the next generation the opportunity for them to experience and feel the power of art, and to have it shape their development.
Andria (PGCE Art and Design) is an IOE alumna and the winner of the 2018 Global Teacher Prize.
IOE Public Debates:
What are Key Stage tests and national exams for – to support learning, certify competence, or sort pupils by ability? One answer is ‘all of the above’. But can our assessment system realistically do all of these things, simultaneously? There is the other question of whether we need all the formal tests and exams that we currently have, the number of which continues to expand, in the process prompting concerns among commentators and parents alike. And what about formative assessment and assessment for learning – where should that fit in the overall scheme of things?
Speakers include: - Ken Jones, Lead Policy Advisor, National Education Union - Tim Oates, Group Director of Assessment Research and Development, Cambridge Assessment - Dave Mellor, Director of Assessment and Curriculum, AQA - Dr Ruth Dann, Associate Professor, Curriculum, Pedagogy and Assessment, UCL Institute of Education - Chair: Professor Becky Francis, Director, UCL Institute of Education
IOEDebates
IOE Public Debates:
Young people’s poor sense of well-being has hit the headlines this year, with talk of crisis and a lot of soul-searching about why so many of our children seem to be so unhappy and ill at ease these days.
Thankfully, serious mental health problems remain comparatively rare and it’s important to remember that childhood and the teenage years, in particular, have always been a difficult time of transition. But something else seems to be going on today, from an earlier age.
Blame has been laid at the door of many things – from neoliberalism, to social media, to excessive testing in schools. What's changed to impact on young people’s well-being to such an extent, and what can schools, parents and carers, and policy makers – do about it? Are we doing enough, early on enough, to respond to modern day pressures – whether through mental health training for pupils or mental health first aid training for teachers? We've brought together a panel of experts to give us their views.
Speakers included:
- Viv Grant, Director, Integrity Coaching
- Caroline Hounsell, Director of Community Development, MHFA England
- Patrick Johnston, Director of Learning, Place2Be
- Praveetha Patalay, Associate Professor, UCL Institute of Education (IOE) and UCL Faculty of Population Health Sciences
- Chair: Professor Becky Francis, Director, UCL Institute of Education
IOEDebates
An occasion to mark Professor Geoff Whitty’s long-standing association with the UCL Institute of Education (IOE) – from trainee teacher to Director Emeritus. We’ll be reflecting on Geoff’s time at the IOE and his contributions to the field of sociology of education as well as looking more broadly at the limits and possibilities for realising social justice in and through education.
IOE Public Debates:
We use maths in every aspect of our lives. We need numeracy at work, as citizens to make sense of economic news, as patients to understand risks, as consumers to work out the best deal; the list goes on.
But it’s something that as a nation we’re not good at, and poor numeracy costs individuals and the UK dearly. And despite this, it remains acceptable to say – boast even – ‘I’m no good at maths’. Why do so many of us struggle with maths at school, and what can schools and parents do so that more children grow up enjoying this subject and confident in their use of numbers? Can we learn anything from other subjects, or other countries?
We’ve asked leading experts: if you were schools minister, what steps would you take to resolve this problem?
Speakers include:
•Dame Celia Hoyles, DBE, OBE, Professor of Mathematics Education, UCL Institute of Education • Tom Francome, Lecturer in Secondary Mathematics, University of Birmingham • Jeremy Hodgen, Professor of Mathematics Education, UCL Institute of Education • Craig Barton, teacher and creator of mrbartonmaths.com • Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
Rob Webster, Maximising the Impact of Teaching Assistants (MITA) Lead and Researcher talks about why he joined Twitter, his initial approaches to using the platform, and the professional and personal benefits.
Visit our website: https://www.ucl.ac.uk/ioe Follow us on Twitter: https://twitter.com/ioe_london Follow Rob on Twitter: https://twitter.com/maximisingTAs
IOE Public Debates:
The rise of neuroscience within education, as in other spheres, has been dramatic, so much so that accusations of ‘neuro mania’ and warnings about ‘neuro myths’ have become commonplace. Are we correct to pin our hopes on this field as a means of improving learning and attainment?
In this debate we bring together leading neuroscientists and educationalists to reflect on the ‘state of the art’ in (educational) neuroscience, future prospects for the field in providing insights into the learning process and the likely timescales for that, the ethical questions we could be considering now, as well as how we can collectively avoid the worst excesses of ‘neuro-nonsense’.
Speakers include: - Becky Allen, Director of the Centre for Education Improvement Science, UCL Institute of Education (IOE) - Steven Rose, Emeritus Professor of Neuroscience, the Open University - Catherine Sebastian, Reader in the Department of Psychology, Royal Holloway, University of London - Michael Thomas, Professor of Cognitive Neuroscience at Birkbeck, University of London - Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
IOE Public Debates:
This year the Warnock Report turns 40 years old. How far have we come and where should we go next?
The Warnock Report marked a pivotal change in the provision of education for children with special educational needs and disabilities (SEND) – encouraging these children’s inclusion in mainstream classes, and introducing the system of ‘statementing’ that set out a child’s needs and entitlement to additional support.
But much has changed in the intervening years – not least the increase in the number of children with SEND and the complexity of their needs, wider policies of parental choice and school accountability and, now, funding constraints on the availability of special school places and SEND support in mainstream classrooms. More recent years have also seen challenges to the bias towards inclusion.
In this context we are bringing together reflections from Baroness Warnock herself and a range of perspectives to take stock of the Warnock Committee’s recommendations – their underlying principles, their implementation, and their relevance for the future.
Speakers include: - Tara Flood, disability rights activist and Director at the Alliance for Inclusive Education - Vijita Patel, Principal & National Leader of Education, Swiss Cottage School and Development & Research Centre - Sally Phillips, Award-winning writer and actress - Klaus Wedell, former Chair in Special Education, UCL Institute of Education, and Co-founder, National SENCo Forum - Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
IOE Public Debates:
There’s a lot of talk at the moment about robots and artificial intelligence and how they are bringing about a ‘fourth industrial revolution’ in which occupations and the labour market, right up to the top professions like medicine and law, will be transformed. In this context, what kind of education will young people need to prosper, and can our current curriculum and testing regime deliver it?
The debate over whether schools should focus first and foremost on developing pupils’ knowledge or pupils’ skills is a long-running one; do current technological advances add a new dimension to that debate?
Is it time for a more radical rethink of what and how we teach, or can a classic ‘liberal education’ – introducing children to ‘the best that has been thought and said’ in science and culture – continue to conquer all?
Speakers include:
- Rose Luckin, Professor of Learner Centred Design, UCL Knowledge Lab
- Gi Fernando, Founder, Freeformers
- Professor Mark Bailey, High Master, St Paul’s School
- Baroness Sally Morgan, Chair, Ambition School Leadership and Royal Brompton & Harefield NHS Foundation Trust
- Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
IOE Public Debates:
The Warnock Report is 40 years old in 2018. The Report marked a pivotal change in the provision of education for children with special educational needs and disabilities (SEND), but much has changed in the intervening years.
Baroness Mary Warnock reflects on the report and developments since in this conversation with Rob Webster, Director of the Maximising the Impact of Teaching Assistants (MITA) project at the UCL Centre for Inclusive Education.
IOEDebates reflected on Baroness Warnock's remarks and recommendations from the committee named after her, as well as discussing the future of SEND: http://bit.ly/2Cxj5nd
IOE Public Lectures:
On Thursday 15 February 2018 the IOE hosted a public lecture by Professor Martin Doel – ‘Defining further education: does it matter?’
There is no commonly accepted definition of further education. Professor Doel argues that while this diminishes the agency of institutions and organisations classed as FE providers, seeking an all-encompassing definition is not the answer. Instead, these providers need to set out their own distinct agenda as part of their local educational and social ecosystems.
Speakers include: - Martin Doel, FETL Professor of Leadership in Further Education and Skills, UCL Institute of Education - Becky Francis, Director, UCL Institute of Education - Dame Ruth Silver, founding President of the Further Education Trust for Leadership
IOELectures
IOE Public Debates:
Some schools have made a name for themselves in performing ‘against the odds’, their pupils chalking up impressive achievements in national tests and exams. But still there remains a link between schools’ circumstances and their performance, and some glaring geographical disparities.
Breaking that link has been a focal point for education policy and many high profile organisations in education over the past two decades. There are occasional signs of progress, but they have often been modest and faltering. How far can we get with school-based interventions, and are there any such interventions, existing or hypothetical, that we should pursue with greater vigour?
Speakers include:
- Sir David Carter, National Schools Commissioner, Department for Education
- Vic Goddard, Headteacher of Passmores Academy, Harlow
- Lucy Heller, Chief Executive, Ark
- Sam Freedman, Executive Director of Participant Impact and Delivery, Teach First
- Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
IOE Public Debates:
There’s been a big push to get classroom practice shaped by evidence of ‘what works’. This has been largely inspired by advances in healthcare, where the use of research trials and national guidelines to improve patient care and outcomes is more established.
But this approach has not gone uncontested in education (or health) and ‘evidence-informed practice’ is still to be firmly embedded across all schools. Why is this, and do we even have a shared understanding of what we’re aiming for when it comes to teachers’ engagement with and use of research?
Speakers include: * Daniel Muijs, Head of Research, Ofsted * Sir Kevan Collins, Chief Executive, Education Endowment Foundation (EEF) * Ann Mroz, Editor, Tes * Gert Biesta, Professor of Education and Director of Research, Brunel University London * Chair: Becky Francis, Director, UCL Institute of Education
IOEDebates
Professor Martin Doel discusses the latest cabinet reshuffle and the issues surrounding the lack of definition for FE.
More: https://www.ucl.ac.uk/ioe/news-events/events-pub/feb-2018/defining-further-education-does-it-matter
About the speaker: Professor Martin Doel joined the UCL Institute of Education (IOE) in 2016 as the first Further Education Trust for Leadership Professor of Leadership in Further Education and Skills, prior to which he was Chief Executive of the Association of Colleges (AoC) from 2008.
IOE Public Debates:
How can we combat the continuous challenge surrounding teacher retention? Let’s explore how technology and best practice from other professions can be used to transform teaching. Join us in the debate.
Speakers include:
- Mary Bousted is the general secretary of ATL and AMiE
- Jonathan Simons is the Director of Policy and Advocacy at the Varkey Foundation
- Lucy Crehan is an International Education Consultant at Education Development Trust
- Martin Mills, incoming Director of the Centre for Research on Teachers and Teaching, UCL Institute of Education
- Chair: Professor Becky Francis is the Director of UCL Institute of Education
IOEDebates
IOE Public Debates:
It’s time to address the latest issues surrounding the stubborn academic-vocational divide.
Speakers include:
- Mary Curnock Cook is the former Chief Executive of UCAS
- Tony Little is the Chief Academic Officer at GEMS
- Sir Michael Wilshaw is the former Chief Inspector of Schools In England and Head of Ofsted
- Alison Fuller is Professor of Vocational Education and Work and Pro-Director for Research and Development at the UCL Institute of Education.
- Chair: Professor Becky Francis is the Director of UCL Institute of Education.
IOEDebates
IOE Public Lectures:
Prof Simon Marginson draws on and integrates a range of social science disciplines in his work, primarily political economy and political philosophy, historical sociology and social theory. His work focuses on globalisation and higher education, international and comparative higher education, and higher education and social inequality. He is currently researching the implications of the worldwide trend to high participation systems of higher education.
Respondent: Professor Stephen Ball's main areas of academic interest are in sociologically informed education policy analysis, especially concerning, social inequalities, the role of the state and the market in education. Most recently his work has addressed changing modes of governance in education, as well as offering a comprehensive application of the work of Michael Foucault to education [in Foucault as Education, 2017].
IOELectures
IOE Public Lectures:
African governments and donor partners have long regarded investment in education as being central to economic growth in the region – but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realise that goal? In this lecture, Professor Oketch addresses the compelling narrative of human capital theory – the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth – and what we can learn from its application in sub-Saharan Africa. In this, he draws on evidence from across different aspects of education policy, including (i) the provision of universal basic education, (ii) the focus on Technical Vocational Education and Training, and (iii) the financing of higher education. He highlights the impediments to growth from wider factors in the region, not least rampant corruption and civil war, but also poor implementation of an otherwise necessary focus on building the skills-base. However commanding human capital theory is, he argues, it remains tacit if the actual implementation of policies isn’t effective.
IOELectures
IOE Public Debates:
On 31st October we held the first in our ‘What if…’ events series, which challenges thought leaders to bring some fresh and radical thinking to key debates in education. We kicked off with the issue of education’s role in relation to social mobility, asking the panel ‘What if… we really wanted to further social mobility through education?’.
Speakers included: Kate Pickett, Professor of Epidemiology in the Department of Health Sciences at the University of York; co-author, The Spirit Level: Why Equality is Better for Everyone. Lord David Willetts, Executive Chair of the Resolution Foundation. Diane Reay, Professor of Education at Cambridge University. James Croft, Chair, Centre for Education Economics. Becky Francis, Director, UCL Institute of Education.
IOEDebates
Maggie MacDonnell is the winner of the Varkey Foundation Global Teacher Prize 2017. She won from a field of over 20,000 applications from teachers in almost every country in the world. In this lecture she reflects on the challenges, opportunities and experiences of teaching in the Canadian Arctic.
For the last six years Maggie has been a teacher in a fly-in Inuit village called Salluit, home to the second northernmost Inuit community in Quebec, with a population of just over 1,300. It cannot be reached by road, only by air. In winter temperatures are minus 25C. Due to the harsh conditions, there are very high rates of teacher turnover which is a significant barrier to education in the Arctic. In areas of high deprivation, isolation and limited resources, teenagers often turn to drinking and smoking, even drugs and self-harm, as forms of escape and release. Maggie’s whole approach has been about turning students from “problems” to “solutions”.