Development and Research Process
The Centre for Equity in Education involves policy makers, practitioners, and researchers in collaborative development and research projects. It welcomes approaches from professionals in education and children's services who feel they would benefit from working in this innovative way to address issues of equity.
A development and research process is, in many ways, a challenging way of working, but one which has the potential to create a valuable dialogue between research and practice. It differs from more traditional evaluation projects, being based on a (repeating) cycle where:
- research findings are used to build on and develop alternatives to current practices
- alternatives are implemented in the field
- these alternatives are monitored, evaluated and adapted.
As such, a development and research project is distinctive, being:
1. Formative
Evaluation studies traditionally conclude with a set of recommendations which may, or may not, be acted upon. A development and research study uses research findings to guide the development and implementation of alternative practices.
2. Part of an ongoing process of development
As alternatives are implemented, they are monitored and evaluated. This generates new research evidence which can inform future development and research cycles.
3. Able to locate developments within wider thinking
By drawing on existing research evidence, a development and research project seeks, from the outset, to develop a dep understanding of the issues to be addressed. Through a wide ranging review of existing literature - in education, health, social care, and other disciplines - it is able to draw attention to possibilities which lie outside of established practices and through this aid the development of evidence-based alternatives.
The Centre also runs a structured, one year, development and research programme for local authorities seeking to develop innovative approaches to the Every Child Matters agenda.