Nine case studies demonstrating the practical implications of our research and how our research involves people outside universities.

1. IOE Research:
impact and public
engagement

2. Apprenticeship: a tool for
analysing quality
Project leads: Lorna Unwin & Alison Fuller
Funders include: ESRC, Learning & Skills Council,
Nuffield Foundation, National Apprenticeship Service

3. 3
IOE researchers developed a framework for
thinking about apprenticeships and workplace
learning that has influenced governments,
employers and training providers.

4. 4
The research found…
• an “expansive” approach to work-related learning is a structured and holistic
model of skill and knowledge development
• a “restrictive” approach to work-related learning is limited to training for
narrowly conceived work tasks
The “Expansive-Restrictive” model identifies key characteristics of
different approaches to apprenticeship.

5. The Expansive-Restrictive model “has
caught the imagination of those
shaping opinion in the sector… It is
so successful because it is based in
reality, it is simple, and it is clear as
to how colleges and organisations
can become better learning
environments”.
Association of Teachers and Lecturers

6. Project impact…
• apprentices and trainees have benefited from better learning
experiences
• it has shaped thinking in training organisations, businesses, unions,
hospitals, colleges and charities
• it has influenced ministers and select committees in the UK and
organisations internationally
• it prompted the first public admission that “conversions” made up
70% of apprenticeships in the UK – an issue the Government is
addressing

7. 7
Engagement with the public…
the researchers advise public bodies and charities
Fuller & Unwin served as specialist advisers to the Commons Select
Committee for Innovation, Universities, Science and Skills during its
scrutiny of the Apprenticeship Bill
Fuller & Unwin have advised ministers during spending reviews
Fuller & Unwin‟s articles have appeared in The TES, The Guardian
and The House magazine

8. IOE Research:
impact
and public
engagement

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Neonatal blood spot
screening: improving
communication and
information
Project leads: Sandy Oliver, Katrina Hargreaves & Ruth
Stewart
Funder: Department of Health in England, on behalf of all four
UK countries

10. 10
IOE research investigated communication between
healthcare professionals and parents, and available
information on neonatal blood spot screening.
High standards in communication and information
are vital to preventing disability or death in
newborns.

11. 11
The research found…
limited information for parents about blood spot tests
parents rarely refused testing but faced limited choice and a lack of uniform
consent procedures
poor communication resulted in needless parental anxiety
health professionals lacked experience or confidence in communicating
possible problems
information (e.g. leaflets) presented testing as positive while failing to address
the difficulties (e.g. negative outcomes) of testing

12. “Children are receiving prompt and appropriate early
care … [the parent information documents] were
developed in collaboration with the IOE and provide
parents with clear information on very difficult
concepts. It is a credit to the UKNSPC that these freely
available leaflets have been used as a resource by
many programmes around the world.”
Dr Kevin Southern, chair of the European Cystic Fibrosis Society neonatal
screening working group

13. Project impact…
• number of screenings increased to 99% each year in UK
• improved communication between healthcare workers and parents in
UK and worldwide
• parents able to make more informed decisions
• training materials used across the UK to support the training of
healthcare professionals and to improve communication with parents

14. Engagement with the public…
• healthcare practitioners and parents developed information leaflets, training
materials and other activities
• as parent support research director of the United Kingdom Newborn Screening
Programme Centre (UKNSPC), Oliver directly influenced the implementation of
national policy
• healthcare practitioners and parents co-authored articles for voluntary sector
publications and practitioner journals
• they also developed guidelines on communicating with parents about newborn
screening

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IOE Research:
impact and
public
engagement

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EPPSE: a better start for children
Project leads: Iram Siraj-Blatchford, Brenda Taggart , Kathy Sylva,
Pam Sammons & Edward Melhuish
Funders: Mainly Department for Education (DfE) & its predecessors

17. 17
Researchers at the IOE, Oxford and Birkbeck, developed the Effective Pre-
School, Primary and Secondary Education project to explore what influences
children‟s academic and social development.
More than 3,000 children from age 3 to post-16 were monitored in this large-
scale, mixed-method research programme (1997 to 2014).
It was the first UK robust evidence of the positive and enduring benefits of high-
quality pre-school education, especially for children from disadvantaged
backgrounds.

18. 18
The research findings …
• identified the characteristics of high-quality pre-school
provision
• identified the distinct importance of the home learning
environment as well as the influence of other family
factors, such as parents‟ education
• pinpointed why some children “succeed against the odds”

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“The quality of the work is outstanding, and really interesting and
useful for teachers. There‟s something completely compelling about
the mix of types of data, the rigour in the analysis, the commitment to
researching over the long haul and the clarity of focus on the young
people‟s learning and development and the work of those who
support them.”
Philippa Cordingley, Chief Executive of the Centre for the Use of Research
and Evidence in Education (CUREE)

20. Project impact…
• development of Sure Start initiative to give children the best
possible start in life
• free nursery education for all 3 & 4-year-olds
• informed every spending review since 2000
• project‟s Early Childhood Environment Rating Scale (ECERS-E)
used across the UK to monitor and plan pre-school practice
• “sustained shared thinking” between practitioner and child is
now part of the every-day language of Early Years (EY) practice

21. 21
Engagement with the public…
• raised public awareness of the importance of pre-school
education through extensive media coverage and
appearances
• worked closely with DfE on research questions and
applications of findings
• worked closely with practitioners and local authorities
• advised ministers and practitioners in Australia, Brazil,

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IOE Research:
impact and public
engagement

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Making games: empowering
pupils to become digital
games designers
Project leads: David Buckingham, Andrew Burn &
Caroline Pelletier
Funders: ESRC, Immersive Education & Department of
Trade & Industry

24. 24
In collaboration with Immersive Education Ltd, IOE
researchers developed a child-friendly 3D computer tool –
Mission Maker – for children and young people to make
sophisticated puzzle and adventure games without previous
programming experience.
The researchers saw a need for the game, as nothing at the
time (2003) was available on the market for children.

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Mission Maker allows pupils “to learn about the
literacy of games design (e.g. narrative
structure, rules systems, designing for
audience) whilst developing their problem-
solving, value judgment, negotiating and
decision-making skills”.
Becta (former IT quango)

26. 26
Project impact…
• endorsed by examination boards and used in hundreds of educational establishments –
UK and internationally
• enhanced children‟s digital literacy
• simplified the design of complex adventure games
• pioneered a collaborative model of industrial design
• changed thinking in the games industry on the gender divide
• Becta revised its policy for ICT in schools –allowed purchase of higher-specification
PCs that can handle the demands of gaming environments
• now owned by the IOE under the name MAGiCAL Projects –allowing for further
research and development (R&D), impact and public engagement

27. 27
Engagement with the public…
• software developed as a partnership between the software publisher and
academics, with students and teachers serving as co-designers
• teachers and students worked with the tool‟s developers to refine the product
before it went to market
• Becta was closely involved with Making Games, playing a role on its advisory
committee
• the researchers liaised with communications regulator Ofcom
• IOE‟s London Knowledge Lab is making a version with extended
programming functions in collaboration with ICT teachers, to address
requirements of the computing curriculum

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IOE Research:
impact and public
engagement

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Musical Futures: boosting
achievement, enthusiasm
and participation
Project lead: Lucy Green
Project evaluators: Sue Hallam & Andrea Creech
Funders: Paul Hamlyn Foundation & the DCSF
(now the Department for Education)

30. 30
IOE researchers developed radical new teaching and
learning strategies in music for 11-14 year-olds, based on
the informal learning practices of popular musicians.
The project – Informal Learning in the Music Classroom –
formed part of the successful Musical Futures Initiative.

31. Project impact…
• more than a third of secondary schools in UK incorporate the
model
• prompted sharp rise in GCSE music enrolment – with above
average results, improved behaviour, raised self-esteem
• used in teacher training and continuous professional
development (CPD) courses
• adopted in curriculum, schools, and teacher education around
the world – Australia, Brazil, Canada, Cyprus, Singapore, US

32. 32
“(The method) is regarded as one of the
major advances in music-teaching
pedagogy in this country since the turn of
the century.”
Classroom Music magazine

33. 33
Engagement with the public…
• teachers involved in the implementation and evaluation of the
approach in their schools
• a network of “champion schools” launched to develop the initiative;
now devising and delivering free training for music teachers
• method used to engage young teenagers, particularly those described
as 'disaffected'

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IOE Research:
impact and
public
engagement

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The 'Transforming Education for Girls Project' is run by
Community Action for Popular Participation in Nigeria,
supported by ActionAid and funded by Comic Relief and
the Tubney Charitable Trust.
Africa‟s girls: promoting
equality and empowerment
SVAGS – Project lead: Jenny Parkes; Funder: ActionAid
TEGINT – Project leads: Elaine Unterhalter & Jo Heslop;
Funder: ActionAid
GEGPRI – Project lead: Elaine Unterhalter;
Funder: ESRC

36. 36
Three IOE research projects have helped to improve the lives and prospects of girls in six
African countries:
Stop Violence Against Girls In School (SVAGS) – addresses, violence against girls in
Kenya, Ghana and Mozambique.
Transforming Education for Girls in Nigeria and Tanzania (TEGINT) – looks at the
obstacles that hamper girls‟ education and increase their vulnerability to HIV/AIDS.
Gender, Education and Global Poverty Reduction Initiatives (GEGPRI) – examines
how global policies on gender equality, education and poverty reduction were understood
and implemented in Kenya and South Africa.

37. Key impact across projects includes…
• Kenya – awareness raising among the workforce on sexual violence
issues; tougher approach adopted towards teachers who sexually abuse
pupils
• Ghana – improved child protection systems: police work more closely with
schools to respond to sexual violence and to encourage girls to report
crimes
• Tanzania, Mozambique and Nigeria – creation of children‟s clubs to raise
awareness to gender, sexual violence and HIV/AIDS issues
• Nigeria – reduced absenteeism; families allowed girls to return to school

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The 'Transforming Education for Girls Project' is run by Maarifa ni Ufunguo in
Tanzania, supported by ActionAid and funded by Comic Relief and the Tubney
Charitable Trust
The research (GEGPRI) has encouraged the
department “to engage much more deeply with
the complexity of inequality, the multiple
causes of teenage pregnancy, the need to
eradicate a „blaming girls‟ culture, (and) how
practically to bring girls back into schools”.
Senior government official – South African Education
Department

39. 39
Engagement with the public…
• IOE researchers worked with in-country colleagues to design the research
and develop tools such as monitoring and evaluation systems
• girls in the project schools – across countries – were active in monitoring
exercises and contributed at high level meetings
• the projects built on community level initiatives and research findings were
shared and promoted by local groups

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IOE Research:
impact and
public
engagement

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Young people from care
backgrounds:
support that puts university
within reach
Project lead: Sonia Jackson
Funder: Buttle UK

42. 42
Each year, some 6-8,000 British 19-year-olds who have been in care set
out into the world. Those who go on to higher education number in the
hundreds.
Due to their small numbers these students have not been recognised as
a distinct group.
By Degrees sought to produce evidence that would ultimately increase
the numbers of such young people staying on in education.

43. 43
The project found…
• care-leavers‟ potential was being systematically
underestimated
• care-leavers faced barriers to university attendance that
other school-leavers did not
• these included lack of information, finding holiday-time
accommodation and working long hours to pay higher
student debt

44. 44
The Buttle Quality Mark is “one of the key
success stories for children leaving care”.
KPMG evaluation

45. Project impact…
• the study triggered legislation in England and Wales for a one-off
£2000 bursary for care-leavers going to university
• the 2008 Children and Young Person‟s Act said Local Authorities had
to provide care leavers with support from a personal adviser until age
25
• the study sparked the Buttle Quality Mark, now held by 56% of higher
education institutions (HEIs), who provide extra financial or practical
support for care-leavers

46. 46
Engagement with the public…
• researchers worked closely with Buttle UK and other charities to
campaign and secure changes and to implement the findings
• the research influenced parliament, government bodies and local
authorities
• researchers also worked with young people to make their voices
heard

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IOE Research:
impact and
public
engagement

48. Section/Chapter dividers
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“Sexting” and the school
curriculum: research for gender
equality in the digital world
Project lead: Jessica Ringrose
Funder: NSPCC

49. 49
Teenagers, especially girls, face contradictory expectations
in our increasingly sexualised society.
Digital technology has added to the complexity of the routes
they have to negotiate in order to stay both “cool” and “safe”.
Ringrose studies the way young people manage these
pressures.

50. 50
The research found…
• schoolgirls are facing increasing pressure to provide sexually explicit
pictures of themselves via phone or internet
• some are developing sophisticated techniques to deal with these
pressures but others are left struggling
• girls and boys felt there was silence and secrecy around “sexting” and
asked for more support at school

51. 51
“Jessica Ringrose‟s research helped shape
both governmental attitudes to
sexualisation and the way they reacted to it
through new policy initiatives.”
Linda Papadopoulos, author of the Home Office
report, The Sexualisation of Young People (2010)

52. Project impact…
• the research has raised awareness among policy-makers, educators
and the public of a problem that had been little understood
• it underpins teaching resources and informational materials for pupils
and parents
• Ringrose‟s work on sexting and “post-feminist education” influenced
important Home Office and Scottish Parliamentary reports on
teenagers and sexualisation

53. 53
Engagement with the public…
• Ringrose appears regularly in national print and broadcast media,
such as Newsnight
• she worked closely with Diane Abbott on the MP‟s influential 2013
“pornification” speech
• she advises government departments and charities
• the “Sexting” report is referenced on countless websites and has been
downloaded more than 2,000 times from the NSPCC‟s website alone

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IOE Research:
impact and
public
engagement

55. Section/Chapter dividers
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A Future Made Together:
shaping autism research
in the UK
Project leads: Liz Pellicano & Tony Charman
Funder: Research Autism

56. 56
Autism affects the lives of many people in the UK.
In response, there has been a swathe of policy, public
service initiatives and research to enhance the life-chances
of autistic people.
IOE researchers examined how much was spent on UK
autism research, which areas were being addressed and the
priorities of the autism community.

57. 57
The research found…
• UK autism research (journal publications) had doubled between
2001 and 2011
• funding had also risen – almost £21 million spread over 106 research
projects between 2007 and 2011
• UK research lags behind other countries – amount spent in US in
2010 alone is 89 times that spent in the UK
• over half of UK research focuses on “basic science”
• UK autism community want to see more research of direct, practical
concern – on public services and intervention

58. 58
“I fill in all these questionnaires and do
everything I can to help … but when it comes
down to it, it‟s not real life. It‟s always missing
the next step. It‟s great you‟ve done this
research… but now do something with it.”
Parent of a child with autism

59. Project impact…
Findings have provoked widespread debate among:
• funders of research – the National Institute for Health Research
(NIHR), the Medical Research Council (MRC), Research Autism, and
Autistica
• parent and advocacy groups – the National Autistic Society and
Ambitious about Autism
• policymakers – the Autism All Party Parliamentary Group

60. 60
Engagement with the public…
• over 1,700 autistic people, their families, practitioners
and researchers were consulted
• the report was launched in Parliament – the House of
Lords – in July 2013
• Pellicano discussed the report‟s implications on a BBC
documentary and on 12 local BBC radio stations

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For further information on today‟s
event and the research
presented, contact:
Professor Sandy Oliver
s.oliver@ioe.ac.uk