The iPIPS project is a monitoring system for the first year of school which has had significant and extensive impact on pedagogical understanding, policy and practice in England, Brazil, South Africa, Russia and Lesotho. Policy changes have included the introduction of assessment at the start of school in England; the creation of new educational instructional material and approaches in Rio de Janeiro, Brazil; the use of data to inform policies in Kazan, Russia; and changes to pedagogic practice in Brazil, South Africa, and Lesotho.
The Pupil Premium Toolkit is an evidence-based resource for schools seeking guidance on improving outcomes for learners, particularly those from disadvantaged backgrounds. It guides the work of the Education Endowment Foundation (EEF) and its funding strategy for the £200 million being spent over 15 years to reduce inequalities in school outcomes in England. International use is growing with localised online versions for Scotland, Australia, Spain and Latin America (with Catalan, Spanish and Portuguese translations).
The DECE’s work on understanding/overcoming educational disadvantage has made a difference to assessing disadvantaged school intakes, and attainment, for policy-makers, pressure groups, schools and individuals. This work is a key go-to source for politicians/organisations debating policies on educational disadvantage. This widespread engagement has then been a factor in policy and practice decisions. Policy-makers have halted plans for Forced Academisation, plans for widespread grammar school expansion have not materialised, and the Social Mobility Commission and others have defended schools and pupils in the North East, all in line with our findings addressing the education of disadvantaged pupils.
Research at the School of Education has impacted on policy, practice, perceptions and understanding relating to reading difficulties, by influencing public discourse and impacting on public awareness, attitudes and understanding of reading difficulties, and by changing Local Authority policy, guidance and professional practice to meet the needs of all struggling readers; rather than identifying and resourcing a small proportion of diagnosed dyslexics, largely determined on the basis of cognitive testing.
The Transforming the Pedagogy of STEM Subjects in Ethiopia research project has impacted on pedagogical understanding, practice and policy debate in physics education in Ethiopia. Through collaborative partnership with researchers, educators and policy-makers in Ethiopia, the research has directly impacted on (1) STEM teacher training, with subsequent changes to physics teaching practice in secondary schools in Ethiopia, (2) students’ scientific reasoning skills, with subsequent changes to student engagement, learning and participation in physics, (3) national, regional and organisational science education policy debate in Ethiopia, and (4) the wider understanding and attitude towards STEM education in Ethiopia.
Threshold Concept research has significantly and extensively impacted on pedagogical theory, understanding, practice and policy across multiple disciplines, organizations, and countries. In particular, the research has directly impacted on: (1) Policy in higher education, further education and secondary educational contexts both nationally and locally, with subsequent significant changes to curriculum design and assessment, (2) pedagogical understanding and practice, with subsequent impact on student learning and learning experience, (3) professional bodies and communities of practice, with subsequent changes to professional standards, guidance, policies and practices, and (4) work-based learning products, with subsequent impact on games design at private international organizations.