Research for the Real World

We're delighted to announce a new series for the IOE Podcast - Research for the Real World.

Join the IOE's Rob Webster and Humera Iqbal as they chat with researchers and academics about education and social science research and its impact on policy, practice and our everyday lives. Each episode promises to be highly informative, accessible, insightful and far from boring!

More about this series, and subscribe to the IOE Podcast: https://bit.ly/researchfortherealworld
#UCLMinds #IOEPodcast

This is: Research for the Real World

Hello, is this thing on? Okay, great! Welcome to the very first episode of Research for the Real World. 

We thought that we’d start the series by painting a bit of a picture of what research looks like here at the IOE, and there’s no one better to help give us a sense of what’s going on than Alison Fuller, Professor of Vocational Education and Work and the IOE Pro-Director of Research and Development. 

Rob and Alison discuss the kind of role IOE research has played over the years, and what’s in store for us in the future, particularly as we try to quickly understand and navigate the challenges presented by the coronavirus pandemic. 

You’ll also get to hear stories about Alison’s fascinating personal journey; from leaving school to travel across Europe, returning to the United Kingdom and picking up where she left off, and how those experiences shaped her passion for research into apprenticeships, vocational education and lifelong learning.

Full show notes: https://www.ucl.ac.uk/ioe/news/2020/apr/future-education-and-social-science-research-research-real-world-s01e01

The future of Education and Social Science research | Research for the Real World

In this episode, Dr Rob Webster is joined by Professor Alice Sullivan to explore how the act of reading for pleasure as a child has positive influences that extend to later in life.

First of all, we find out what is reading for pleasure, and what makes it different from other kinds of reading styles? Is it teachable? Are there differences in the impacts between printed and digital material?

Using data from the 1970 British Cohort Study (BCS70) which follows the lives of over 17,000 people born that year, Alice and Matt Brown analysed the changes in vocabulary between the ages of 16 and 42. The research found that those children who read for pleasure made more progress in vocabulary and maths than their peers - and those that continued reading into middle-age experienced larger vocabulary gains from reading high-brow fiction.

We also try to understand the importance of longitudinal data and how it informs research findings in many areas at each stage of life. How do participants in large-scale studies such as BCS70 feel about this?

Alice also explains the kind of role policymakers, schools and families can play to foster a lifelong love of reading. Perhaps during these times of social distancing and isolation, it’s an opportunity to recapture that love and appreciation of reading?

Full show notes: https://www.ucl.ac.uk/ioe/news/2020/may/how-longitudinal-data-reveals-benefits-reading-pleasure-rftrw-s01e02

How longitudinal data reveals the benefits of reading for pleasure | Research for the Real World

Dr Rob Webster is joined by Professor Louise Archer to explore how challenging dominant representations and educational practices can help make this possible.

Research led by Louise has found that students are interested in Science, Technology, Engineering and Mathematics (STEM), but certain factors stop them from moving into a relevant career in the field. So what’s holding them back?

We also learn about the concept of ‘Science Capital’, the concept developed by Louise and the ASPIRES project team to help understand patterns in science participation and engagement, and how it is applied in schools and in other educational settings.

We also find out how Louise and her colleagues approach their research projects, even before any fieldwork starts, and before any results are shared. The pair also discuss how the current climate emergency and the coronavirus pandemic might foster a new generation of scientists. What can policymakers do to help realise that interest?

Full show notes: https://www.ucl.ac.uk/ioe/news/2020/may/how-science-capital-can-help-us-address-inequalities-stem-participation-rftrw-s01e03

How 'Science Capital' can help us address inequalities in STEM participation | RFRTW

It’s the season 1 finale, and it’s Rob’s turn to be grilled. Gently, of course. Dr Humera Iqbal explores the role of teaching assistants, how valued they are by schools, and their importance in the current climate.

Prior to his move into academic research, Rob’s educational journey began as a teaching assistant, so it is fair to say that he has “walked the walk” in order to be able to “talk the talk”.

Rob explains the evolution and role of TAs, starting off as parent volunteers in the late 1970s through to their formalisation in the 1990s. Today, the number of TAs in English schools rivals that of the population of Iceland - over 380,000.

The focus of Rob’s research is on TAs and how they support disadvantaged pupils, particularly those with Special Educational Needs and Disabilities (SEND). Rob’s involvement in the landmark Deployment and Impact of Support Staff Project (DISS) investigated how TAs affected learning outcomes.

We also find out how findings from the research prompted Rob and his team to develop a programme, Maximising the Impact of Teaching Assistants (MITA), aimed at TAs to improve their interactions with pupils as well as developing their confidence and leadership capabilities.

Finally, Rob and Humera discuss how TAs will be perceived and treated in the current climate and the future, where education budgets are threatened and schools embark on plans to reopen during the coronavirus pandemic. What will this mean for them, and for the children they help?

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/may/maximising-impact-teaching-assistants-rftrw-s01e04

Maximising the impact of teaching assistants | Research for the Real World

We're back for more Research for the Real World with Dr Rob Webster and Dr Humera Iqbal!

Premiering Monday 8 June, this upcoming season of the podcast has a focus on Covid-19 and its impacts across society. Academics play a fundamental role in ensuring students, key-workers, families, communities, schools, colleges, universities, policymakers and others can benefit from our research.

Catch up on previous episodes and find out more about Research for the Real World: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/research-real-world

This is: Season 2 of Research for the Real World

The second season of Research for the Real World takes a look at how the IOE is responding to global challenges - and global challenges don’t come any greater than the Covid-19 pandemic.

With her broad experience spanning across the health, energy and finance sectors, Allison explains how she became interested in the world of education and exploring the importance of learning in our everyday lives through the use of technology. This brings us nicely to her work investigating how universities are responding to the imposed shift of their core functions online.

The UCL Moving to Online Teaching and Homeworking (MOTH) study examines how UCL staff are adapting to the challenges posed by COVID-19 upon their professional and personal lives. Allison shares some interesting insights and observations, ranging from newfound interdisciplinary collaboration, and unsurprisingly, demands on time and resource, and problems with technology.

As the findings of the study are realised, what is this going to mean for the higher education sector? Allison also shares her thoughts about the opportunity for innovation and improved engagement, and how universities like UCL might respond moving forward.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/how-working-home-working-or-not-rftrw-s02e01

How working from home is working (or not) | Research for the Real World

A specialist in gender, love and intimacy, feminism and families, Katherine is well-placed alongside her colleagues from the IOE’s Thomas Coram Research Unit to lead an international consortium to investigate the challenges COVID-19 is placing upon us and how we are attempting to overcome them.

FACT-Covid (Family and Community Transitions Under Covid) features research partners in the USA, Argentina, Chile, South Africa, Sweden, Taiwan, Pakistan and Singapore, all using a variety of data collection methods - diaries, interviews and mobile apps.

As it becomes increasingly clear that men and women are facing unequal burdens and experiences of the pandemic worldwide, Katherine explains how the findings will allow for better understanding of how local policies and cultural practices have shaped individual responses and inform improvements for planning for future pandemics.

Full show notes: https://www.ucl.ac.uk/ioe/news/2020/jun/covid-challenges-families-fact-finding-mission-rftrw-s02e02

Covid challenges for families: a FACT finding mission | Research for the Real World

Dr Humera Iqbal talks to Dr Guy Roberts-Holmes about research exploring the experiences of teachers implementing Reception Baseline Assessment (RBA) to measure the progress of children aged 4 to 5.

To help set the scene, the RBA is designed to provide a ‘baseline’ of children’s progress through primary school, with results then compared to their attainment levels at age 11, to produce a ‘progress measure’ of school effectiveness. A key focus of government assessment and accountability strategy for primary schools, following a trial and pilot period ending in 2019, the RBA is expected to be rolled out in England from September 2020.

Guided by concerns raised by early years professionals and existing literature, research led by Guy and Dr Alice Bradbury sought accounts and data from administering the assessment during the pilot to determine the impact it had on children, teachers and their schools.

We hear from Guy about the key findings from the study and calls for the implementation of the RBA to be scrapped, citing concerns over unintended consequences on children’s development and wellbeing, additional strain on workloads, and the undermining teacher professional identity, especially during a period of unprecedented disruption caused by the COVID-19 pandemic. 

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/childrens-baseline-assessment-or-accountability-rftrw-s02e03

Children's baseline assessment... or accountability? | Research for the Real World

Dr Humera Iqbal hears from Professor Chris McManus about his research into students who pursue careers in medicine and how the COVID-19 pandemic may affect their futures.

In the Season 2 finale, Chris takes us on a journey through his work on medical education, following medical students, junior doctors and specialists throughout their medical careers, ultimately trying to find the characteristics that make good doctors.

We find out why medical education research can differ from other areas of education research, and the differences between individual medical schools - despite qualifications in the UK being regulated by the General Medical Council - the performance of graduates can vary depending on which school they attended.
Humera and Chris also discuss the potential consequences the COVID-19 pandemic will have on recent graduates, the medical profession, and student selection during a time of cancelled exams and predicted grades.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jun/medical-students-their-career-aspirations-and-pandemic-rftrw-s02e04

Medical students, their career aspirations, and the pandemic | Research for the Real World

Dr Rob Webster and Dr Humera Iqbal are joined by a special guest to talk about the third season of our series, with a key focus on a future post-pandemic.

We will be joined by:
- Dr Sam Sims on school closures and the impact on teacher supply
- Dr Keri Wong on mental wellbeing and youth
- Professor Dominic Wyse on parents playing the role of teachers
- Dr Tejendra Pherali on the UN Sustainable Development Goals for education.

For more info and to listen to past episodes: http://bit.ly/researchfortherealworld

😸 Thanks so much to Sidney for helping out with the production of this trailer.

This is: Season 3 of Research for the Real World

Season 3 kicks off with Dr Rob Webster joined by Dr Sam Sims for a discussion about issues affecting the supply and quality of teachers.

We unpack Sam’s research which focuses on the challenges behind facing the supply of teachers, how they are recruited, how they are best retained. And what are the factors causing them to leave the profession - is it pay? Is it workload?

And of course, COVID-19 has dramatically changed the game. Economic modelling and government policy has been shaken up and will affect our schools in so many ways. So how will these issues be addressed in the aftermath of the pandemic?

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/should-i-stay-or-should-i-go-teaching-profession-post-pandemic-rftrw-s03e01

Should I stay or should I go? The teaching profession post-pandemic | Research for the Real World

Dr Keri Wong shares the story of her global academic journey and how those experiences have shaped her research interests in wellbeing across cultures.

Born in New Zealand, spending her childhood years in Hong Kong then going on to further study in the United States and the United Kingdom, Keri brings to the table extensive international perspective - including living through the SARS outbreak in the early 2000s through to witnessing the social justice challenges faced by the Black community across America.

This leads to Dr Humera Iqbal asking about her lead role in the ‘COVID-19: Global social trust and mental health’ study’, looking at the what the pandemic has done to social trust in relationships, and mental and physical health. Spanning five countries, the study promises to be an opportunity to compare how populations in each have adopted their respective government’s COVID guidelines.  

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/effects-covid-19-mental-health-physical-health-and-social-trust-rftrw-s03e02

The effects of COVID-19 on mental and physical health and social trust | Research for the Real World

With widespread school closures taking place, COVID-19 has meant a lot of households taking on teaching responsibilities. Professor Dominic Wyse explores how it’s all going.

We find out how the work of the Helen Hamlyn Centre for Pedagogy (HHCP), which aims to enable children to realise their full potential through optimal teaching and learning, has responded to the pandemic, particularly with looking at ways to help parents building upon their role as educators.

Listen out for HHCP’s research and theory-informed principles that many might find useful, and how we might be able to use philosophy to help get children thinking.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/parents-playing-teachers-during-pandemic-rftrw-s03e03

Parents playing teachers during the pandemic | Research for the Real World

A journey that begins in Nepal and takes us through some of the world’s most vulnerable areas affected not only by war, conflict and displacement, but also the coronavirus.

“...when you come back home to your family, it is very difficult to be absolutely silent and not to share those stories…” 

Dr Humera Iqbal talks to Dr Tejendra Pherali about his work, which focuses on the role of education in conflict and peacebuilding in emergencies and fragile environments. We hear about his wide-ranging and demanding work that has taken him back home to his native Nepal, and the likes of Afghanistan, Somalia and Colombia.

Tejendra talks about out how those in developing areas have been disproportionally affected by COVID-19 - how are students and educators being supported by policymakers, NGOs and governments? Many countries are providing distance education through digital and broadcasting platforms however, there is uncertainty over levels of access and outcomes.

And what implications will the pandemic have on the UN Sustainable Development Goals, particularly Goal 4 - ensuring inclusive and equitable quality education and promoting lifelong opportunities for all?

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/jul/whats-going-happen-education-conflict-zones-after-pandemic-rftrw-s03e04

What’s going to happen to education in conflict zones after the pandemic? | RFTRW

The ongoing global debate over student loans and the cost of higher education has taken on new meaning of late. What effect will COVID-19 have on fairness and finances?

Professor Lorraine Dearden takes Dr Rob Webster on a world tour focusing on the two main approaches to student loans - mortgage-style “time-based repayment loans” and “income-contingent loans”, based on future income. Why does one country choose one approach and another opts for something different? 

With the coronavirus pandemic bringing uncertainty across the board, what might be in store for the multitude of new graduates looking to enter the workforce during this time? Which country’s students are likely to face greater anxieties and difficulties to repay or risk default?

And of course, Rob and Lorraine also address the elephant in the room - free education.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/how-should-students-pay-their-university-degrees-rftrw-s04e01

How should students pay for their university degrees? | Research for the Real World

Hello, hello! Dr Humera Iqbal and Dr Rob Webster are back in the IOE Podcast (virtual) studio to catch up on each other's plans for the summer as well as share a couple of notable moments from the series so far.

They also talk about the upcoming season which will cover off topics such as inclusive education, knowledge exchange, higher education funding and finance, and the way children play.

Find out more about the Research for the Real World podcast and catch up on previous episodes: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/research-real-world

Rate and review us on Apple Podcasts: https://apple.co/308Azm1

Our highlights so far and what's in store for Season 04 | Research for the Real World

We know that it’s important to learn about the Holocaust, but why?

Dr Humera Iqbal is joined by the UCL Centre for Holocaust Education’s Dr Alice Pettigrew, who has led research into national studies examining students’ knowledge and understanding of this complex historical event. Students and teachers are enthusiastic about engaging with the topic, however, many significant gaps, inaccuracies and misconceptions abound. And with the rise of populism and accounts of racism and antisemitism, the imperative to learn from the past has never been more urgent.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/research-informed-practice-history-and-holocaust-education-rftrw-s04e02

Research-informed practice for History and Holocaust Education | Research for the Real World

A look at how the evidence can help schools make informed decisions about the ways they group students and work towards equity and improving their life chances.

“We don’t learn mathematics from getting everything right, we learn mathematics from making mistakes… protecting children from those mistakes and errors really doesn’t help their learning.”

Dr Rob Webster and Professor Jeremy Hodgen discuss what attainment grouping looks like in England and what best practice looks like, his work with IOE colleagues on investigating the outcomes of mixed attainment grouping in mathematics and what effect the pandemic might have on existing grouping practices, and addressing anticipated learning loss.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/attainment-grouping-and-maths-learning-mistakes-rftrw-s04e03

Attainment grouping and maths: learning from mistakes | Research for the Real World

[Listeners may experience occasional audio issues at the start of the podcast - things start to sound better after the 2-minute mark.]

Dr Amelia Roberts joins Dr Humera Iqbal in the Research for the Real World virtual studio to share examples of what knowledge exchange looks like through her experience and work on special educational needs and disabilities (SEND).

As the Deputy Director of the UCL Centre for Inclusive Education (CIE), Amelia’s role involves working with UK and international partners to improve the attainment and participation of pupils with SEND. And when it comes to examples of knowledge exchange in full flight, look no further than the Supporting Wellbeing, Emotional Regulation and Learning (SWERL) and Making Autism Research Accessible to Teachers (MARAT) programmes, both lead by Amelia.

The pair also discuss how the COVID-19 pandemic has affected children across abilities and degrees of disadvantage, as well as how the CIE is formulating a rapid response variation of their knowledge exchange programmes to mitigate these effects as schools begin to reopen.

Full show notes and links: https://www.ucl.ac.uk/ioe/news/2020/aug/how-does-knowledge-exchange-work-education-rftrw-s04e04

How does knowledge exchange work in education? | Research for the Real World

Sounds from our academics, alumni, students and other brave thinkers, brought to you by IOE, UCL's Faculty of Education and Society. We're the world's leading centre for education and social science research, courses and teaching, and a faculty of University College London (UCL).

Powered by UCL Minds - bringing together UCL’s knowledge, insights, and ideas through events, activities, and digital content open to everyone.