Impact of Research on Policy and Practice: Insights by Dr. Joseph Mintz

From Research to Policy and Practice - Impact or Wishful Thinking? Dr Joseph Mintz IOE Faculty of Education and Society, University College London j.mintz@ucl.ac.uk

Perspectives on evidence

Evidence as a contested space Social realism internalities and externalities

The growth in research volumes in Education Concerns over quality

and the question of impact

Im not interested in research, its just an exercise whereby people spend loads of effort writing things that might be read by three or four people around the world. It s a waste of time. I want to spend my time on something useful.

The neoliberal impact agenda and its influence Countercurrents But still who takes notice?

For teacher educators: What research should we do? What impact could/should it have on policy and practice? How does research relate to policy?

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Often we might think as teacher educators that evidence, policy and practice are disconnected

Deprofessonalization Subversion

How does research have an impact on policy?

ITT and EC Framework

ITE for Inclusion Project Ireland 2015-2019

A recently published report from the National Council for Special Education on Initial Teacher Education for Inclusion: Phase 1 and 2 (NCSE Research Report No. 26), found that there is in general much good practice related to inclusive education in ITE, particularly in relation to the fostering of positive attitudes to inclusion, while also noting that there is scope for further alignment between theory and practice, in particular between student placement and the university experience. These findings will be considered by the Teaching Council in the course of its work. Minister of Education and Skills in the D il in March 2019

Influenced the strengthening of the emphasis on inclusive teaching in ITE, including as part of school placement, which led to changes in the standards for ITE issued by the Teaching Council Initial Teacher Education Policy Statement in 2022

A significant piece of research was commissioned by the National Council for Special Education to look at how inclusion focused practice featured in ITE provision, with the final report published in 2019. The research found that ITE programmes do provide a broad foundation for student teachers to develop a clear understanding of the attitudes, knowledge and skills required to cater effectively for the inclusion of all learners. However, students were sometimes critical of their ITE programmes in relation to how well it prepared them for specific skills in inclusive practice. They perceived a lack of preparedness in terms of practical skills and indicated a need for greater alignment between programme and placement learning. Overall, the authors argued that the quality of school placement and the extent to which partnership between schools and ITE providers aligns with the student experience in relation to inclusive practice, was as important as specific curriculum content or organisation. The development of C im has sought to strengthen the emphasis on inclusive teaching in ITE, including as part of school placement.

Assessing the needs of the Kingdom of Saudi Arabia (KSA) for development in educational leadership and teacher education 2021/2022

Tracing any impact much more difficult .

How does Government conceive of and make use of research?

Secondment to Ofsted: Head of Research Response Unit July 22 to Sept 23

Insights and Research Directorate Research and Evaluation

Period Change and Controversy Varying perspectives on Ofsted

Ofsted A part of the Civil Service Civil Service Code Systems, Processes, Culture

Ofsted GSR Profession Profession Lead

GSR Role provide analytical insight to enable decision makers to understand systems, processes and change associated with people, groups, organisations and society their attitudes, perceptions, behaviours and intentions to inform and improve the quality of strategy, delivery and policy debate decision-making anticipate and evaluate the impact of government decisions, understand what works, for whom, to what extent, in what contexts, how and why/why not? provide expert social research advice and evidence to design, challenge, reduce risk, trial, improve quality and implement government strategy and policy maintain and grow social research professional skills, knowledge and expertise .

GSR Code https://www.gov.uk/government/publicatio ns/the-goverment-social-research- code/government-social-research-code

GSR Code deliver recommendations, where relevant, that are actionable and represent value for money be open about research limitations and how these impact the insights and recommendations made be transparent about how methods and findings relate to the wider evidence base. inform public debate by publishing our work and, wherever possible, the underlying data ensure that conclusions and recommendations are supported by the evidence base. challenge assumptions and conclusions that are not clearly supported by the evidence base or that conflict with established theory. ..

Careers Guidance 30 research visits to schools and 14 visits to Further Education and Skills Providers

Careers Guidance in Specialist Settings 13 research visits to special schools, PRUs and ISCs

Impact? ...impact on sector .

Challenges and Tensions Tensions in government between policy and research Policy usually wins but the fight informs the process and the outcome Timing is key

BERA 2024 Symposium The intersection between research and policy: discussing the perspectives, experiences and understandings of academic researchers and Ofsted Breaking down barriers Third space approaches

Cultural Differences Misconceptions The role of research to support democratically elected government aims Barriers and mistrust Timing and Engagement Pacing

Answers to Questions for Teacher Education? How does research have impact on policy and how should we respond to policy?