Research projects
Education and Poverty: A critical review of research, policy and practice
Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as to why that should be the case. These competing explanations have rarely been categorised and synthesised. The purpose of this unique research project funded by the Joseph Rowntree Foundation is to provide an organising framework that will aid researchers and policy makers examine current and future educational policy in this highly important area.
The framework organises the research literature around studies that focus on (a) the individual (the micro level), (b) the immediate social context that might be located in families, communities, schools and peer groups (the meso level) and (c) social structures (the macro level). These levels are also underpinned by two broad perspectives that provide quite different views about the purposes of education. The framework is then used to examine current policy in the area of education and poverty and suggest possible future directions for such policy.
More detailed findings from the research can be located at: http://www.jrf.org.uk/Knowledge/findings/socialpolicy/2122.asp
The National Evaluation of full Service extended schools
This is a £150,000 project examining national development of full service extended schools. Sept 2003-Sept 2007.
- Further details of the project can be found here (PDF, 102 KB)
Pupils First
This £67,000 evaluation of a multi-strand school improvement and employment strategy, Pupils First, is underway in disadvantaged areas of Sunderland between October 2004 and October 2006. It is designed to proceed along with the developing project, to provide regular and timely feedback to guide planning, to involve negotiation of plans to fit with what is required, and to strengthen sustainability in the local area, by stressing the importance of reflection on action.
Inside Exclusion: Learning Partnerships Outside Mainstream Education (Joseph Rowntree Foundation)
Some groups experience disproportionate numbers of permanent exclusions, including those living in poverty, and black and dual-heritage children and young people. This research looks at possible reasons for this and examines how education and other services can work productively with students and parents who are most directly affected.
The research was carried out using case study methods with six students and their families. In addition the researchers carried out interviews and observation in two sites that support students who have been permanently excluded from school. The research argues that such specialist units have a unique role to play and should continue to be supported through Government policy.
Findings:
The report describes an approach which impacts positively on very hard to reach children, young people and parents, taking into account poverty and multiple disadvantage. This research helps to explain this disparity and how education and other services can work productively with those most directly affected. The approach is based on the following beliefs/principles:
- Caring adults need to engage with children and young peoples emotional worlds (including their home circumstances) if change is going to take place.
- It is in and through relationships with children/young people/parents that practice is worked out; the process depends on these relationships, is dynamic and not reducible to pre-formulated strategies.
- Peronal, social and cultural development will result from, but cannot precede, these foundations.
A summary of the findings and the full report can be downloaded free of charge at: http://www.jrf.org.uk/knowledge/findings/socialpolicy/2131.asp
Governance and Service Quality in Schools
This is an 18 month £50,000 project examining governance and service quality in schools in disadvantaged communities, completing in June 2006. It is funded by the Joseph Rowntree Foundation, and examines the role played by school governors in schools serving disadvantaged areas. In four case-study areas, researchers are exploring how members of disadvantaged communities can help shape the schools which serve them.
Early career development of teachers in schools in challenging circumstances
This was a Teacher Training Agency funded two-year £30,000 project examining trainee teacher personal and professional development in schools in urban contexts. Sept 2003-Sept 2005.
The Role of Schools in Area Regeneration
This study for the Joseph Rowntree Foundation explored the role of schools in promoting the regeneration of disadvantaged areas. It developed models of how schools might operate and argued for a more coherent local and national policy framework to guide schools' work.
National and international collaborations
A number of national and international academics have been networked via the JRF funded seminar on Education and Poverty. These include
- Jean Anyon - Professor of Social and Educational Policy, Doctoral Program in Urban Education, Graduate Center, City University of New York
- Pauline Lipman - Associate Professor, School of Education, De Paul University, Chicago
- Dr. William Franklin Pacific Oak College, Human Development Department
- Luis Miron - Professor and Director, Center for Collaborative Research in Education, University of California, Irvine
- John Bynner - Professor of Social Sciences in Education, Institute of Education, University of London
- Leon Feinstein - Director & Reader in Economics of Education, Institute of Education,
University of London - Ruth Lupton - Institute of Education, University of London
- Meg Maguire - Professor of Urban Education, Kings College
Geoff Whitty - Director, Institute of Education, University of London - Pat Thomson - Professor of Education and Director of Research, University of Nottingham
- Howard Glennerster - Professor, London School of Economics
- Helen Barnard - Joseph Rowntree Foundation
- Chris Power - Former HMI
- Dr Alam Mahmud
- David Hulme - Professor, Chronic Poverty Research Centre (CPRC)and Global Poverty Research Group (GPRG), Institute for Development Policy and Management (IDPM) School of Environment and Development), University of Manchester.
The network proposes to work on an edited book that examines the links between education and poverty and the possible setting up of a BERA SIG on education and poverty.