Excellence in Research on Schools

Abstract

In early 1998 the Department for Education and Employment (DfEE) commissioned the Institute for Employment Studies to conduct a review of educational research relating to schools in England.The main aim of the study was first to undertake an analysis of the direction, organisation, funding, quality and impact of educational research, primarily in the schools field; and then to produce recommendations for the development and pursuit of excellence in research relating to schools.The evidence gathering centred on four main strands: a literature review; interviews (mainly face-to-face) with 40 key 'stakeholders', a mixture of researchers and representatives of research funding bodies, DfEE, national education agencies, local education authorities, and individual schools; a 'call for evidence' from the research community, local education authorities and trade unions, which generated significant responses from: 46 researchers and research units; 13 local education authorities; and two trade unions; focus groups and interviews with 28 school teachers, advisors and inspectors. Research agendaEducation research covers a wide range of subject matter and academic disciplines, methodologies and approaches, and therefore can be difficult to define.The definition that underpinned this study identified education research as that which 'critically informs education judgements and decisions in order to improve educational action' (Bassey, 1995).We estimate that some £65 million a year is spent on educational research, mainly spread over 100 university education departments.The Research Assessment Exercise (RAE) of the Higher Education Funding Council (HEFCE), through which research funds are distributed to universities, is the dominant funding mechanism.Research addresses a wide range of educational issues.There was a divergence of views over the balance of priorities within the current agenda.Most of the researchers contacted felt that the balance was too skewed towards policy and practice, while the practitioners and policy-makers generally thought the opposite.ix Funder collaboration -we further recommend that the research funders consult regularly with each other on their strategic approach to research; research agendas; application procedures; quality control processes; and dissemination strategies, perhaps under the umbrella of the National Forum.Consideration should be given to the collaborative funding of: xii Improving qualityQuality assurance -we recommend centres for education research should, taking account of generic criteria developed by funding bodies, develop and use clear quality assurance processes based around the principle of 'fitness for purpose'.The Code of Practice proposed by BERA could provide an important stimulus.The Research Assessment Exercise -we recommend that the quality criteria be reinforced to emphasise aspects of relevance to the wider world such as:• advancement of knowledge, including across disciplines;• methodological innovation or advancement;• impact on practice (particularly in areas identified by the national or policy fora).We recommend that the criteria on dissemination in nonacademic media and collaborative work with teachers and other practitioners be clarified, and/or reaffirmed, to ensure that they are encouraged and valued.We also recommend stronger user representation in review panels. Monitoring progressOur final recommendation is that it is time to move forward.A more effective research system requires change by all parties.Changes will need to be monitored and evaluated by the National Forum.

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