Literacy attainment, data and discourse from the mid-19th century to the present day: a sociological account using mixed methods research

Lead Research Organisation: University College London
Department Name: Humanities and Social Sciences

Abstract

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
 
Description I have developed new approaches to understanding quantitative methods from a qualitative perspective which have informed my teaching and offered new prospects for developing mixed method research approaches.

Using historical examples, I have developed new understandings of how knowledge evolves in relation to the social contexts in which it mobilised and the dynamic interaction with the particular problems to which it is applied.
I have developed my own interdisciplinary understandings as a direct result of this mid-career fellowship which have laid the foundations for further collaborative work across disciplinary boundaries.
Exploitation Route The findings have highlighted some of the limitations of current assessment practices in education when data are used by very different communities of practice for very different purposes. The findings have potential to be taken up in both policy and practice, and re-steer current thinking in this area. I am currently seeking ways of embedding these approaches in practice and will be looking for further funding to take this work forward
Sectors Education
 
Description They have helped create new networks in the research community through the seminar series held during the lifetime of the project, the Special Issue of Comparative Education that followed, and through new partnerships I am developing to take the work forward. This has included continuing to work with colleagues from quantitative backgrounds. This has led to a successful partnership with Dr Liz Washbrook when I was based at the University of Bristol on research commissioned by the Save the Children fund on gender and literacy. This combined a narrative review of the literature with Rapid Evidence Assessments of interventions targeted on gender and literacy in the early years, conducted and led by Gemma Moss, with statistical analysis of the Millennium Cohort Studies. This resulted in the 2016 publication listed. The Save the Children Fund used the evidence to produce a report entitled Lost Boys, which was launched in parliament and with supporters across the country taking part in a range of events to draw attention to the need to continue to invest in high quality early years education
First Year Of Impact 2014
Sector Education,Government, Democracy and Justice
Impact Types Cultural,Policy & public services