诺森比亚大学招收教育学博士
About the Project
The proposed project is predicated on the assertion that the ability to engage with evidence is an essential skill for critical citizenship. Without a good understanding of ideas such as uncertainty, complexity and confounding interactions, there is a danger that research evidence, including the increasingly available quantitative data within the public domain (Livingstone & Pothong 2022), will be misinterpreted, misunderstood and misapplied.
This project therefore centres around stakeholders’ understanding and use of evidence in education policy and practice, including research evidence literacy and statistical literacy. It draws upon an existing body of work from within the supervisory team (e.g. Wrigley & McCusker 2019) as well as internationally (OECD 2022).
This is particularly timely in the domain of education, as the growing emphasis on the ‘what works’ agenda has led to significant investment in the generation of large scale summary data such as the Educational Endowment Foundation’s (EEF) Teaching and Learning Toolkit and John Hattie’s Visible Learning, which now dominates the discourse on effectiveness of educational interventions and subsequent investment and allocation of resources.
However, despite the increased availability of research evidence, there has been little progress in understanding how to disseminate this effectively, or investigating the impact of evidence-informed approaches when they are translated and implemented into classroom practice (Gorard, See & Siddiqui 2020). There are also some indications that sources of evidence in the public domain – many of which provide simplified representations and summaries of sophisticated and nuanced data, whilst conveying a broad overview of outcomes – may result in superficial, or tokenistic, engagement, where the lack of research evidence literacy, combined with time and accountability pressures, prohibit deeper and more meaningful exploration.
Stakeholders in education – including teachers, school leaders, and policymakers - need to be able to interpret the kinds of evidence presented in various formats and sources, to allow them to make good educational decisions. The development of this skill crosses the educational domains of mathematical and social sciences. However, little is known about how these ideas are developed or how stakeholders in the educational endeavour make sense of representations of evidence and data, central to their educational policy and practice.
To begin to address this issue, this study will explore educational stakeholders’ understanding and interpretation of evidence in the public domain, and how this is used to inform their policies and practice. It will also consider the sophistication with which these stakeholders engage with this evidence and how this influences their decision-making. The process by which this will be explored is outlined below:
• Map stakeholders’ understanding and interpretation of representations of summarised and aggregated evidence, using policy public documents and publications as an important resource.
• Understand stakeholders’ research and evidence literacy.
• Understand the barriers and enablers to the implementation of research evidence.
• Understand the factors which influence policy makers’ decisions about educational interventions.
The outcomes of the project are twofold, firstly to gather information about the representation and interpretation (and misinterpretation) of research evidence. Secondly, to generate useful data about stakeholder practices to inform current debates around ‘what works’ in education.
Academic Enquiries
This project is supervised by Kirstin Mulholland. For informal queries, please contact kirstin.mullholland@northumbria.ac.uk.
Eligibility Requirements:
• Academic excellence i.e. 2:1 (or equivalent GPA from non-UK universities with preference for 1st class honours); or a Masters (preference for Merit or above); or APEL evidence of substantial practitioner achievement.
• Appropriate IELTS score, if required.
• Applicants cannot apply if they are already a PhD holder or if currently engaged in Doctoral study at Northumbria or elsewhere.
To be classed as a Home student, candidates must:
• Be a UK National (meeting residency requirements), or
• have settled status, or
• have pre-settled status (meeting residency requirements), or
• have indefinite leave to remain or enter.
If a candidate does not meet the criteria above, they would be classed as an International student.
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