Alice Sullivan. British education journals often object to the early publication of research findings in the form of working papers (also known as preprints. But would greater use of working papers be beneficial for the health of education research in…
IOE LONDON BLOG
Expert opinion from the UK's leading centre for education and social science research.
Blog Archives
Queen’s Anniversary Prize: a time for reflection
Chris Husbands. I’ve already written about my own departure from the IOE – leaving, in just a few weeks’ time, to become Vice Chancellor at Sheffield Hallam University. As we all know, leaving one job and starting another is a…
Tagged with: Chris Husbands, educational research, higher education, Queen's Anniversary Prize, teacher education
Posted in Education policy
Posted in Education policy
Free school effects: an impartial review
Francis Green Do free schools raise the performance of nearby schools, as Policy Exchange have claimed, or is this a statistical mirage? There is a plausible argument that the opening of a free school in an area might spur other…
Tagged with: educational research, free schools, school improvement
Posted in Education policy, Evidence-based policy, Schools
Posted in Education policy, Evidence-based policy, Schools
‘Knowledge exchange’ between researchers and practitioners must be a two-way street
Louise Stoll and Chris Brown Both of us are fascinated by how research finds its way into policy and practice. Most researchers hope their findings will be used, but engaging people isn’t always easy or straightforward. It’s good to see…
Understanding impact: what does it actually mean?
Chris Husbands Research changes lives. Somewhere along the way, every research project involves a question which is about making a difference to the way people think, behave or interact. In applied social science – the field in which the IOE…
Tagged with: Chris Husbands, educational research, REF, research impact, Research matters
Posted in Chris Husbands
Posted in Chris Husbands
This blog is written by academics at the UCL Institute of Education.
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