This presentation discusses a number of different definitions of flipped learning or the 'flipped... more This presentation discusses a number of different definitions of flipped learning or the 'flipped classroom'. It also looks at the origins of the term and provides some pointers to the factors that may assist the successful implementation of flipped learning in various educational contexts.
Aims of this paper: (1) To provide a brief history of school improvement in the UK based on a cyc... more Aims of this paper: (1) To provide a brief history of school improvement in the UK based on a cycle of collaboration-autonomy-collaboration; (2) To discuss the pros and cons of these approaches and their potential applicability to other national schooling systems.
This presentation compares and contrasts different approaches to widening participation in UK uni... more This presentation compares and contrasts different approaches to widening participation in UK universities. It notes that there have only been small improvements in the participation of under-represented groups in Higher Education. There is still a long way to go to ensure fair access.
The distribution of underachievement has shifted. Twenty or thirty years ago, the problems were i... more The distribution of underachievement has shifted. Twenty or thirty years ago, the problems were in the big cities. Inner London schools were the best funded and worst achieving in the country. Now, schools in inner and outer London are the best performing, and performance in parts of Birmingham, Greater Manchester, Liverpool and Leicester has also improved.
This presentation looks at this shift and asks what coastal towns are doing, in terms of school improvement, in order to address the problem. It also makes recommendations on how local authorities in coastal areas might take this agenda forward.
The National College for Leadership of Schools and Children's Services commissioned NFER to carry... more The National College for Leadership of Schools and Children's Services commissioned NFER to carry out an independent evaluation of the City Challenge Leadership Strategies in the Black Country, Greater Manchester and London. The research looked at the Leadership Strategy provision in the three areas including how Teaching Schools, National and Local Leaders of Education (NLEs/LLEs) and School-to-School Partnerships support improvements in leadership and teaching in these regions.
The findings are published in four reports: an overview report of activity across the three regions, and one report for each area. The reports summarise the benefits and effectiveness of the support, as well as some suggestions for improvements.
Key findings
Leadership provision was viewed positively by interviewees across the three City Challenge areas and elements of the work rated particularly highly were:
the bespoke nature of the support
the creation of a school-to-school support network within each area
making use of existing resources and expertise
opportunities to work across boundaries
the use of mentoring and coaching
the calibre and commitment of the professionals coordinating and delivering the support.
The teaching schools model was viewed positively by all those involved in it, either as providers or as recipients. This was seen to provide high-quality CPD which often re-energised teachers. The training programmes were also viewed as good quality and good value for money.
NLE/LLE provision was also perceived to be highly successful. Recipient schools were enthusiastic about the bespoke, customised nature of this provision and they were pleased that they were active, reciprocal participants in the school improvement process (it was not ‘done to’ them). They particularly appreciated the school-based nature of the provision, which gave it credibility and grounding.
Leadership Strategies were viewed as representing good value for money, largely related to the mode of delivery (e.g. school-to-school support), the quality of the provision and the impacts of the programmes (e.g. improved leadership capacity and whole-school improvements).
The aim of widening participation in higher education (HE) in the UK has never been more importan... more The aim of widening participation in higher education (HE) in the UK has never been more important than it is now. Even though the numbers of students in HE have increased considerably in recent years, there is strong evidence that socially disadvantaged groups remain seriously under-represented in HE.
With rising tuition fees, pressure on universities to improve access to socially disadvantaged groups (including financial pressures) and the continuing general (and cross-party) concern about social mobility, this issue has generated a great deal of interest.
This paper briefly explores the current landscape of interventions to promote fairer / improved access to higher education. It focuses primarily on recent or current multi-university interventions which have had some kind of evaluation. Particular attention is given to: (1) the characteristics / activities of such interventions which research shows to work well; and (2) indications of the best / most effective research methods to employ in this area.
ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the ... more ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the UK arc examined in terms of their vocational preparation and expectations of labour market entry. Current processes of vocational preparation are evaluated primarily from the perspectives of the young people themselves. The aims are to explore influences of structure and agency in young people's lives in the light of their perceptions of the ‘new vocational ism’ and to assess how much control they feel they have over the further education phase of the school-to-work transition. A multi-method approach involving a structured questionnaire and a series of semi-structured group interviews is used to try to discover something of the ‘lived realities’ of these young people. An important finding is that young people in a ‘depressed’ labour market appear to be at least as optimistic about finding employment, and also experience similar levels of independence and control, as a similar sample in a more ‘buoyant’ labour market. Provisional explanations for this optimism are outlined and some of the possible practical and theoretical implications arising from the data collected from these two samples are presented.
ABSTRACT This article reviews critically a range of theoretical perspectives on school-to-work tr... more ABSTRACT This article reviews critically a range of theoretical perspectives on school-to-work transitions. The argument is made that despite the complexity of the theoretical literature relating to youth transitions, certain strands or themes can be identified in the development of ...
This survey of all further education (FE) and sixth form colleges in the UK aimed to establish th... more This survey of all further education (FE) and sixth form colleges in the UK aimed to establish the scale and extent of e-learning use among FE lecturers in three subject areas, examine the associations between the use of e-learning and intermediate outcomes for learners and ...
ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the ... more ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the UK arc examined in terms of their vocational preparation and expectations of labour market entry. Current processes of vocational preparation are evaluated primarily from the perspectives of the young people themselves. The aims are to explore influences of structure and agency in young people's lives in the light of their perceptions of the ‘new vocational ism’ and to assess how much control they feel they have over the further education phase of the school-to-work transition. A multi-method approach involving a structured questionnaire and a series of semi-structured group interviews is used to try to discover something of the ‘lived realities’ of these young people. An important finding is that young people in a ‘depressed’ labour market appear to be at least as optimistic about finding employment, and also experience similar levels of independence and control, as a similar sample in a more ‘buoyant’ labour market. Provisional explanations for this optimism are outlined and some of the possible practical and theoretical implications arising from the data collected from these two samples are presented.
ABSTRACT In recent years the literature on school improvement has flourished and much the same ca... more ABSTRACT In recent years the literature on school improvement has flourished and much the same can be said about the literature relating to the impact of Information and Communications Technology (ICT) on teaching and learning. However, reading across these two bodies of ...
This presentation discusses a number of different definitions of flipped learning or the 'flipped... more This presentation discusses a number of different definitions of flipped learning or the 'flipped classroom'. It also looks at the origins of the term and provides some pointers to the factors that may assist the successful implementation of flipped learning in various educational contexts.
Aims of this paper: (1) To provide a brief history of school improvement in the UK based on a cyc... more Aims of this paper: (1) To provide a brief history of school improvement in the UK based on a cycle of collaboration-autonomy-collaboration; (2) To discuss the pros and cons of these approaches and their potential applicability to other national schooling systems.
This presentation compares and contrasts different approaches to widening participation in UK uni... more This presentation compares and contrasts different approaches to widening participation in UK universities. It notes that there have only been small improvements in the participation of under-represented groups in Higher Education. There is still a long way to go to ensure fair access.
The distribution of underachievement has shifted. Twenty or thirty years ago, the problems were i... more The distribution of underachievement has shifted. Twenty or thirty years ago, the problems were in the big cities. Inner London schools were the best funded and worst achieving in the country. Now, schools in inner and outer London are the best performing, and performance in parts of Birmingham, Greater Manchester, Liverpool and Leicester has also improved.
This presentation looks at this shift and asks what coastal towns are doing, in terms of school improvement, in order to address the problem. It also makes recommendations on how local authorities in coastal areas might take this agenda forward.
The National College for Leadership of Schools and Children's Services commissioned NFER to carry... more The National College for Leadership of Schools and Children's Services commissioned NFER to carry out an independent evaluation of the City Challenge Leadership Strategies in the Black Country, Greater Manchester and London. The research looked at the Leadership Strategy provision in the three areas including how Teaching Schools, National and Local Leaders of Education (NLEs/LLEs) and School-to-School Partnerships support improvements in leadership and teaching in these regions.
The findings are published in four reports: an overview report of activity across the three regions, and one report for each area. The reports summarise the benefits and effectiveness of the support, as well as some suggestions for improvements.
Key findings
Leadership provision was viewed positively by interviewees across the three City Challenge areas and elements of the work rated particularly highly were:
the bespoke nature of the support
the creation of a school-to-school support network within each area
making use of existing resources and expertise
opportunities to work across boundaries
the use of mentoring and coaching
the calibre and commitment of the professionals coordinating and delivering the support.
The teaching schools model was viewed positively by all those involved in it, either as providers or as recipients. This was seen to provide high-quality CPD which often re-energised teachers. The training programmes were also viewed as good quality and good value for money.
NLE/LLE provision was also perceived to be highly successful. Recipient schools were enthusiastic about the bespoke, customised nature of this provision and they were pleased that they were active, reciprocal participants in the school improvement process (it was not ‘done to’ them). They particularly appreciated the school-based nature of the provision, which gave it credibility and grounding.
Leadership Strategies were viewed as representing good value for money, largely related to the mode of delivery (e.g. school-to-school support), the quality of the provision and the impacts of the programmes (e.g. improved leadership capacity and whole-school improvements).
The aim of widening participation in higher education (HE) in the UK has never been more importan... more The aim of widening participation in higher education (HE) in the UK has never been more important than it is now. Even though the numbers of students in HE have increased considerably in recent years, there is strong evidence that socially disadvantaged groups remain seriously under-represented in HE.
With rising tuition fees, pressure on universities to improve access to socially disadvantaged groups (including financial pressures) and the continuing general (and cross-party) concern about social mobility, this issue has generated a great deal of interest.
This paper briefly explores the current landscape of interventions to promote fairer / improved access to higher education. It focuses primarily on recent or current multi-university interventions which have had some kind of evaluation. Particular attention is given to: (1) the characteristics / activities of such interventions which research shows to work well; and (2) indications of the best / most effective research methods to employ in this area.
ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the ... more ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the UK arc examined in terms of their vocational preparation and expectations of labour market entry. Current processes of vocational preparation are evaluated primarily from the perspectives of the young people themselves. The aims are to explore influences of structure and agency in young people's lives in the light of their perceptions of the ‘new vocational ism’ and to assess how much control they feel they have over the further education phase of the school-to-work transition. A multi-method approach involving a structured questionnaire and a series of semi-structured group interviews is used to try to discover something of the ‘lived realities’ of these young people. An important finding is that young people in a ‘depressed’ labour market appear to be at least as optimistic about finding employment, and also experience similar levels of independence and control, as a similar sample in a more ‘buoyant’ labour market. Provisional explanations for this optimism are outlined and some of the possible practical and theoretical implications arising from the data collected from these two samples are presented.
ABSTRACT This article reviews critically a range of theoretical perspectives on school-to-work tr... more ABSTRACT This article reviews critically a range of theoretical perspectives on school-to-work transitions. The argument is made that despite the complexity of the theoretical literature relating to youth transitions, certain strands or themes can be identified in the development of ...
This survey of all further education (FE) and sixth form colleges in the UK aimed to establish th... more This survey of all further education (FE) and sixth form colleges in the UK aimed to establish the scale and extent of e-learning use among FE lecturers in three subject areas, examine the associations between the use of e-learning and intermediate outcomes for learners and ...
ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the ... more ABSTRACT The school-to-work transitions of two samples of 16–19-year-old college students in the UK arc examined in terms of their vocational preparation and expectations of labour market entry. Current processes of vocational preparation are evaluated primarily from the perspectives of the young people themselves. The aims are to explore influences of structure and agency in young people's lives in the light of their perceptions of the ‘new vocational ism’ and to assess how much control they feel they have over the further education phase of the school-to-work transition. A multi-method approach involving a structured questionnaire and a series of semi-structured group interviews is used to try to discover something of the ‘lived realities’ of these young people. An important finding is that young people in a ‘depressed’ labour market appear to be at least as optimistic about finding employment, and also experience similar levels of independence and control, as a similar sample in a more ‘buoyant’ labour market. Provisional explanations for this optimism are outlined and some of the possible practical and theoretical implications arising from the data collected from these two samples are presented.
ABSTRACT In recent years the literature on school improvement has flourished and much the same ca... more ABSTRACT In recent years the literature on school improvement has flourished and much the same can be said about the literature relating to the impact of Information and Communications Technology (ICT) on teaching and learning. However, reading across these two bodies of ...
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Papers by Peter Rudd
This presentation looks at this shift and asks what coastal towns are doing, in terms of school improvement, in order to address the problem. It also makes recommendations on how local authorities in coastal areas might take this agenda forward.
The findings are published in four reports: an overview report of activity across the three regions, and one report for each area. The reports summarise the benefits and effectiveness of the support, as well as some suggestions for improvements.
Key findings
Leadership provision was viewed positively by interviewees across the three City Challenge areas and elements of the work rated particularly highly were:
the bespoke nature of the support
the creation of a school-to-school support network within each area
making use of existing resources and expertise
opportunities to work across boundaries
the use of mentoring and coaching
the calibre and commitment of the professionals coordinating and delivering the support.
The teaching schools model was viewed positively by all those involved in it, either as providers or as recipients. This was seen to provide high-quality CPD which often re-energised teachers. The training programmes were also viewed as good quality and good value for money.
NLE/LLE provision was also perceived to be highly successful. Recipient schools were enthusiastic about the bespoke, customised nature of this provision and they were pleased that they were active, reciprocal participants in the school improvement process (it was not ‘done to’ them). They particularly appreciated the school-based nature of the provision, which gave it credibility and grounding.
Leadership Strategies were viewed as representing good value for money, largely related to the mode of delivery (e.g. school-to-school support), the quality of the provision and the impacts of the programmes (e.g. improved leadership capacity and whole-school improvements).
With rising tuition fees, pressure on universities to improve access to socially disadvantaged groups (including financial pressures) and the continuing general (and cross-party) concern about social mobility, this issue has generated a great deal of interest.
This paper briefly explores the current landscape of interventions to promote fairer / improved access to higher education. It focuses primarily on recent or current multi-university interventions which have had some kind of evaluation. Particular attention is given to: (1) the characteristics / activities of such interventions which research shows to work well; and (2) indications of the best / most effective research methods to employ in this area.
This presentation looks at this shift and asks what coastal towns are doing, in terms of school improvement, in order to address the problem. It also makes recommendations on how local authorities in coastal areas might take this agenda forward.
The findings are published in four reports: an overview report of activity across the three regions, and one report for each area. The reports summarise the benefits and effectiveness of the support, as well as some suggestions for improvements.
Key findings
Leadership provision was viewed positively by interviewees across the three City Challenge areas and elements of the work rated particularly highly were:
the bespoke nature of the support
the creation of a school-to-school support network within each area
making use of existing resources and expertise
opportunities to work across boundaries
the use of mentoring and coaching
the calibre and commitment of the professionals coordinating and delivering the support.
The teaching schools model was viewed positively by all those involved in it, either as providers or as recipients. This was seen to provide high-quality CPD which often re-energised teachers. The training programmes were also viewed as good quality and good value for money.
NLE/LLE provision was also perceived to be highly successful. Recipient schools were enthusiastic about the bespoke, customised nature of this provision and they were pleased that they were active, reciprocal participants in the school improvement process (it was not ‘done to’ them). They particularly appreciated the school-based nature of the provision, which gave it credibility and grounding.
Leadership Strategies were viewed as representing good value for money, largely related to the mode of delivery (e.g. school-to-school support), the quality of the provision and the impacts of the programmes (e.g. improved leadership capacity and whole-school improvements).
With rising tuition fees, pressure on universities to improve access to socially disadvantaged groups (including financial pressures) and the continuing general (and cross-party) concern about social mobility, this issue has generated a great deal of interest.
This paper briefly explores the current landscape of interventions to promote fairer / improved access to higher education. It focuses primarily on recent or current multi-university interventions which have had some kind of evaluation. Particular attention is given to: (1) the characteristics / activities of such interventions which research shows to work well; and (2) indications of the best / most effective research methods to employ in this area.