Find out about how School of Education research projects have impacted on education, economy and society.
Changing heads in Ghana: From bureaucrats to inspiring educational leaders
Led by Professor Leon Tikly, School of Education. Research-led changes to policies, programmes and practices have helped raise the school performance of students from black and ethnic minority backgrounds.
Multilevel Modelling: Making sense of those vital statistics
Led Professor Harvey Goldstein and Professor William Browne, School of Education.
Predicting results: The lessons of multilevel modelling
Led by Professor Harvey Goldstein and Dr George Leckie, School of Education. Multilevel statistical models show school league tables to be unreliable guides to school choice.
Closing the educational attainment gap
Led by Dr Liz Washbrook, School of Education. Research has helped shape new initiatives aimed at closing the educational attainment gap between disadvantaged children and their peers.
Policy changes improve education standards for minority groups
Led by Professor Leon Tikly, School of Education Research-led changes to policies, programmes and practices have helped raise the school performance of students from black and ethnic minority backgrounds.
A better way to evaluate schools
Led by Professor Sally Thomas. Value-added measures of performance look beyond basic exam results, helping give a much clearer view of how schools perform within their regional and social context.
Developing Professional Learning Communities in China
Led by Professor Sally Thomas, findings from this ESRC/DFID-funded research actively supports international teacher development, tailored to East Asian contexts in China and Vietnam.
Promoting educational equity in Chilean schools
Led by Dr Bernardita Munoz Chereau. In a country of widespread inequality, good education can help close the gap. But first, we need to decide what we mean by “good”.
Understanding and promoting the educational progress of children in care
Led by Professor Sally Thomas. Children in care make better educational progress than children living at home receiving social work support (‘children in need’): the care system, therefore, operates as an educational protective factor
View Impact Stories from across the University.