Name: Research Learning Communities: exploring the context for and the benefits of teachers using research to improve their practice
Start: 2018-02-07T13:00:00Z
End: 2018-02-07T14:30:00Z
Location: St George's Building - Room SG 1.09

Research Learning Communities: exploring the context for and the benefits of teachers using research to improve their practice

In the School of Education and Sociology, we offer a dynamic environment for the study and research of issues relating to childhood and education in its broadest sense, from aspects relating to (young) children’s learning and development, BME, gender, special needs, (cyber)bullying and mental health, to pedagogy and teaching and learning in post-16 and HE settings.Current research projects include collaborative work with local charities and councils on projects to do with young careleavers, cyberbullying, social and emotional aspects in relation to learning in schools and early years settings.We host a programme of seminars throughout the year and an annual conference.www.port.ac.uk/secs

School of Education and Sociology

This is part of the School of Education and Childhood Studies Research Seminar series for the Academic Year 2017-2018
Prof Chris Brown, School of Education and Childhood Studies
Title: Research Learning Communities: exploring the context for and the benefits of teachers using research to improve their practice 
Abstract: Research Learning Communities (RLCs) were devised as a way to enable the roll out of research-informed interventions at scale (Brown, 2015). The product of new and innovative ways of thinking about how research and practice might best be combined, RLCs were originally trialled in some 55 primary schools in England as part of a randomized control experiment organized and funded by the EEF. They have subsequently been adopted by a myriad of school communities in England, Sweden and the USA. This session will discuss RLCs as a concept as well as examining the effectiveness of the approach by focusing on one specific RLC: a teaching school alliance situated in the south coast of England (‘Excellence Together TSA’). It will begin by setting out the origins of the original RLC project; the theoretical and conceptual thinking that underpins the model as well as the practical elements of how RLCs are run and delivered. It will then use the case of ‘Excellence Together…’ to illustrate how the RLC approach has led not only to teachers within this specific alliance engaging in research-informed teaching practice (RITP), but also how this practice has begun to transform teaching and improve student outcomes within participating schools.

Research Learning Communities: exploring the context for and the benefits of teachers using research to improve their practice

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Research Learning Communities: exploring the context for and the benefits of teachers using research to improve their practice

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