Learning through disruption: rebuilding primary education using local knowledge
Lead Research Organisation:
University College London
Department Name: Learning and Leadership
Abstract
This project is intended to inform public debate on how the monies committed to the Education Recovery fund (so far £1.3 billion) can best be used to support pupils in primary schools in the aftermath of the pandemic. The Education Recovery Commissioner is working to an open brief with the declared intention that "decisions on catch-up should be locally-led, but supported by the evidence" (Schools Week, 2021). Although the need to invest in education is clear (Sibieta, 2021; EEF, 2020), quantitative studies cannot yet advise on exactly where and how recovery monies should be spent. Early evidence includes reports of bounce-back and unexpected gains for some pupils (Kuhfeld et al 2020); while interventions designed to "catch-up" small target groups of students performing below expected levels in normal times may not be appropriate or easy to scale-up in these exceptional circumstances (NAO, 2021).
This project will bring new evidence to bear on the local dimensions to recovery planning through context-sensitive case studies, using a purposive sample to explore how the most pressing issues in recovery are identified in a diversity of schools and the responses they lead to. Our previous research on COVID demonstrates that school catchments influence schools' actions during a period of disruption (Moss et al, 2020). By purposively sampling primary schools working with different social catchments that faced a range of challenges during COVID, we will explore the local and multidimensional aspects of the pandemic's effects on education and their implications for the broader policy discussion on planning for recovery. We will do so by focusing on what each section of these diverse school communities has made of the experience of learning during the pandemic and assessing how this affects their priorities as schools return to something more like normal functioning.
This matters as to date local dimensions to recovery planning have been largely overlooked in favour of very different forms of research which have garnered more publicity. In particular, media coverage has focused on large scale quantitative modelling of potential impacts that must at this stage remain speculative (EEF, 2020) and indeed, are prone to inciting moral panics (Forsyth, 2021). This may only distort government planning and distract from what schools might more sensibly do now. Policy driven in this way risks leading to a poor fit between "solutions" imposed from above, with too little regard for the supporting evidence (CCT, 2021), and actual conditions on the ground. Without sufficient fine-grained attention being paid to what is really appropriate locally, a great deal of money may in effect be wasted.
To refocus attention on the local dimensions to post-COVID planning for recovery as schools reopen more fully, this project will:
1. explore schools' strategies for supporting pupil learning post-disruption, in response to their local circumstances and in dialogue with their immediate support networks
2. take account of the diversity of voices within the school community (staff, parents and pupils); the extent to which they converge or diverge on thinking about the consequences of this period of disruption for individual pupils; and whether they are reciprocally understood.
3. through comparison of similarities and differences in individual schools' priorities and strategies for the future, identify the role local knowledge should play in determining how recovery funding ought to be allocated and spent.
In this way, the context-sensitive case studies planned for this project will bring evidence to bear on how local knowledge can contribute to a national strategy for rebuilding education, at a point when national decisions are still to be reached over how any recovery funds are spent. Findings will clarify how much discretion schools should be able to exercise in order to successfully meet local priorities and needs.
This project will bring new evidence to bear on the local dimensions to recovery planning through context-sensitive case studies, using a purposive sample to explore how the most pressing issues in recovery are identified in a diversity of schools and the responses they lead to. Our previous research on COVID demonstrates that school catchments influence schools' actions during a period of disruption (Moss et al, 2020). By purposively sampling primary schools working with different social catchments that faced a range of challenges during COVID, we will explore the local and multidimensional aspects of the pandemic's effects on education and their implications for the broader policy discussion on planning for recovery. We will do so by focusing on what each section of these diverse school communities has made of the experience of learning during the pandemic and assessing how this affects their priorities as schools return to something more like normal functioning.
This matters as to date local dimensions to recovery planning have been largely overlooked in favour of very different forms of research which have garnered more publicity. In particular, media coverage has focused on large scale quantitative modelling of potential impacts that must at this stage remain speculative (EEF, 2020) and indeed, are prone to inciting moral panics (Forsyth, 2021). This may only distort government planning and distract from what schools might more sensibly do now. Policy driven in this way risks leading to a poor fit between "solutions" imposed from above, with too little regard for the supporting evidence (CCT, 2021), and actual conditions on the ground. Without sufficient fine-grained attention being paid to what is really appropriate locally, a great deal of money may in effect be wasted.
To refocus attention on the local dimensions to post-COVID planning for recovery as schools reopen more fully, this project will:
1. explore schools' strategies for supporting pupil learning post-disruption, in response to their local circumstances and in dialogue with their immediate support networks
2. take account of the diversity of voices within the school community (staff, parents and pupils); the extent to which they converge or diverge on thinking about the consequences of this period of disruption for individual pupils; and whether they are reciprocally understood.
3. through comparison of similarities and differences in individual schools' priorities and strategies for the future, identify the role local knowledge should play in determining how recovery funding ought to be allocated and spent.
In this way, the context-sensitive case studies planned for this project will bring evidence to bear on how local knowledge can contribute to a national strategy for rebuilding education, at a point when national decisions are still to be reached over how any recovery funds are spent. Findings will clarify how much discretion schools should be able to exercise in order to successfully meet local priorities and needs.
Organisations
Publications
Bradbury A
(2022)
Crisis policy enactment: primary school leaders' responses to the Covid-19 pandemic in England
in Journal of Education Policy
Moss G
(2022)
Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems
in Education Policy Analysis Archives
| Description | 1. Locally-determined recovery plans are likely to be more effective than centrally designed catch-up programmes targeted on attainment alone. This is because they can more easily be tailored to the multiple and varied impacts the pandemic has had on children's (and their families') welfare and mental health as well as learning and attainment. These diverse effects cannot easily be captured in standard metrics . Our case studies show school priorities varied considerably, depending on how COVID impacted local communities, and the resource-base families could draw on. 2. School recovery plans were developed in the round and for the medium to long-term, in contradistinction to the emphasis on short-term and time-limited catch-up goals favoured in policy. Intervention programmes whose evidence base pre-dates the pandemic do not necessarily fit the conditions that schools are experiencing post pandemic nor the effects of prolonged learning disruption. By contrast, school planning for younger age groups emphasised the importance of rebuilding school routines and offering a rich curriculum with plenty of opportunities for speaking and listening in whole class settings, social interaction and support for physical health. Investing in staff resource locally will enable schools to continue to ensure pupils get the support they require. 3. Primary schools act as a lifeline for pupils and families in need. Schools are very aware that poverty has material impacts on children's lives, whether through basic food insecurity, poor housing, lack of basic necessities such as clothing, or digital poverty that limits opportunities to access remote learning. During COVID, many schools had to rely on a patchwork of charitable support to help ensure pupils stayed fed and other needs were met. COVID has shown just how fragmented and over-stretched community-based services are for children who are vulnerable or struggling with their mental health. Difficulties in getting children in need of specialist support CAMHS referrals were of particular concern to schools. These issues impact on children's learning and quality of life and schools should be properly resourced to deal with them, with more generous funding going to those schools working with communities where needs are greatest. 4. The process of understanding what constitutes a quality adjustment in education, during and after COVID, is ongoing. Schools have been at the forefront of managing teaching and learning under unusual and extremely challenging conditions. In the absence of ready-made, well-evidenced answers to the dilemmas they faced, they have learnt a good deal from trial and error. For instance, making appropriate adaptations to online learning involved recognising that what works for families at home and engages pupils in learning is contextually specific, and may not be in line with policy prescriptions. We found that school communication with families was key to keeping families engaged, and that adopting a co-partnership approach with families worked best. This is a valuable insight for future ways of working. Documenting and sharing strategies that schools themselves developed is a key element in building system resilience going forward, as is strengthening the local networks of support that schools can tap into. |
| Exploitation Route | We hope that these findings will refocus attention on the strength and depth of professional knowledge in education as a key resource for the service and a vital ingredient in creating and sustaining high quality education, whether in or out of crisis conditions. The default setting for education policy in England has been increasingly to emphasise what can be delivered to the classroom from external suppliers of product in different forms. This overlooks and significantly discounts the importance of professional knowledge created in local contexts, in interaction with communities, and that by virtue of that fact is better able to acknowledge and appropriately respond to conditions on the ground. Research has a role in re-directing attention to knowledge making in professional contexts based on these principles and that can be evaluated, shared and harnessed through co-partnerships. There is a strong and emerging research tradition in health and in education in the US, based on co-partnership to which we hope our studies and findings will contribute. |
| Sectors | Education,Government, Democracy and Justice |
| URL | https://www.ucl.ac.uk/ioe/departments-and-centres/centres/international-literacy-centre/learning-through-disruption-rebuilding-primary-education-using-local-knowledge |
| Description | This research project was the fourth in a series of rapid turnaround projects run by the same team of researchers at UCL Institute of Education. Its wider impacts stand in conjunction with those other projects. Collectively the projects have sought to reframe the conversation about COVID's impacts on education by: making central the decisions school leaders and school staff took about how best to support pupils and their families during the pandemic; recognising that such decisions would be contingent on local conditions; and exploring their rationale in context. Each of these projects has highlighted the importance of valuing local knowledge. This is in line with the Rapid Evidence Assessment that we undertook as part of our first funded project, reviewing the evidence for what matters in recovery from learning disruption caused by other natural disasters. This project has confirmed that local knowledge is a better guide to the best response possible in a crisis than policy prescriptions made without detailed knowledge of local circumstances. The uncertainties created in policy and in practice about what the longer-term impacts of the pandemic on education might be, and the absence of much ready and reliable research evidence available to act as a guide, means that the knowledge schools have accrued in the short to medium term throughout the crisis is a valuable resource for policy and indeed for practitioners and researchers too. We have sought to draw attention to the value of local knowledge through a variety of channels, including working with other professional organisations for whom revaluing practitioner knowledge is also a key objective. The distinctiveness of this project, in comparison to others we have conducted, is that the qualitative case study design allowed us to examine more closely the local dimension to primary schools' responses to the crisis, taking into account likely variation in perspectives between school staff and parents, heads and other members of the school community, and the differing impacts from COVID on their community's health and local employment patterns. In a rapidly changing political environment, where government decisions about the scale and appropriate allocation of recovery funds continue to shift, our main findings have attracted considerable interest in the general media (Reports on Channel 5 news, in the Mirror), and in the professional press (Schoolsweek and the TES). Direct influence on policymakers is harder to demonstrate, but we do note that many of the most recent policy decisions such as giving schools more rights to determine how monies should be spent, or investing in support for mental health in schools, are in line with our findings. To influence policy and practice, our impact strategy has continued to focus on i) getting accessible information out to school and system leaders, using briefing notes to tackle issues of concern they have voiced and which our research addresses and ii) engaging with high-level stakeholders to influence where ever possible, the parameters to the national debate, on catch-up, on school funding and on new approaches to system management that can work better for schools and their communities. We have made sure professional organisations working in different areas of education (Ofsted, the Confederation of School Trusts, the teacher unions and other professional practitioner bodies and campaign groups) and for whom our findings might be relevant, are aware of our briefings and reports. This has led to invitations to speak at public events organised by teacher trade unions, and other professional networks (NAHT, ASCL, NEU, Local Matters); and to a series of meetings with key stakeholders and networks (Ofsted; CCT; CST) to reflect on the relevance of our findings for their own activities. These are detailed elsewhere in the report. We are aware that a policy cycle, in large part driven in relation to media coverage, changes rapidly. This creates difficulties for the research community, if seeking to influence immediate decisions or events. Rather our sequence of projects represents a firm commitment to rethinking how research, policy and practice can work together for the common good in education. The projects we have received funding for during COVID have thrown new light on what is possible and established new ground for deliberating on these issues in education. (See https://covidandsociety.com/education-learn-relationships-research-policy-practice-change-covid-19/ for further reflections on this issue that will feed into a more general debate on what we have learned from the pandemic and whether we are better placed to weather future crises: https://covidandsociety.com/events/ ). We are aware that over time the evidence that greatest impacts from school closures were on the younger age group and on social, emotional and physical aspects of child development have increased. Our research findings, stressing the importance of recognising that schools were better placed to identify and address the most urgent issues that affected recovery, found their reflection in the change of funding for the National Tutoring programme which placed more control over how monies should be spent with schools themselves, not external providers. We await to see if there are longer term impacts on the academic field from the research we have undertaken in emergency conditions, once the crisis has passed. Taking on the role of ESRC Education Research Programme Director has given me the opportunity to continue to promote research built in partnership with a diverse range of education stakeholders, rather than arriving in school at the direction of policymakers. The latter may not recognise the most relevant and urgent research needs. The programme creates an opportunity to explore this |
| First Year Of Impact | 2021 |
| Sector | Education,Government, Democracy and Justice |
| Impact Types | Societal,Policy & public services |
| Description | Uptake of our findings by the teacher unions and influential education networks |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | Although it is harder to track direct influence from our briefings on policymakers, we are aware that there have been shifts in government policy and decisions made about giving more responsibility to schools to control their own recovery spending that are in line with our findings. We suspect that influence we have had here isbecause our research findings have proved useful to education professionals and organisations who are in regular conversation with government and may have strengthened their arm in those discussions. We know that the research team who ran the first DfE survey of school recovery strategies, were aware of our findings, and the questions in the survey reflect areas we highlighted as important - see https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1045471/School_Recovery_Strategies_year_1_findings.pdf |
| URL | https://www.nottingham.ac.uk/education/events/2021-22/school-leadership-1.aspx |
| Description | Teaching Assistants and their role in COVID Recovery PI Rob Webster Portsmouth University |
| Amount | £20,000 (GBP) |
| Organisation | Unison |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 01/2022 |
| End | 07/2022 |
| Description | Blog post for practitioner community |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Blog post written for a campaign group, More Than a Score, bringing evidence from our research to bear on the question of when pupil tests in the primary school should resume. Many schools did not conduct the Phonics Screening Check as a necessary part of recovery as government advised. Ordinarily timetabled in the autumn term only for pupils who had failed the screening test in the preceding summer, when schools were in fact still closed, schools at this point in the pandemic had other priorities. Indeed, one of our case study schools was experimenting with alternative arrangements to monitor pupil learning. Our blog post addressed this debate Bradbury and Moss (2021) Schools' varied Covid stories make sitting the Phonics Test meaningless. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.morethanascore.org.uk/schools-varied-covid-stories-make-sitting-the-phonics-test-meaning... |
| Description | Blog post for the researcher community, policymakers and practitioners, reflecting on lessons from the pandemic |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Blog post on the IPPO website, reflecting on why and how prevailing models used to regulate the interactions between research, policy and practice in education were found wanting during the pandemic and a call for them to change. Policy mandates stressed that maintaining curriculum delivery, its timings and precise sequences, under these new conditions was the only way of avoiding irreparable harm to children's futures. This created a moral panic over the likely effects of "learning lost". But by focusing on learning lost as the difference between time spent in school under normal conditions and tasks undertaken at home as reported by parents, and extrapolating from there, the research community overestimated what had gone missing and underestimated the capacity of schools and parents to maintain and extend learning opportunities in new ways. Our research put communities' lived experience first and made a very different assessment of losses and gains during the pandemic. The insights from the research have fed into the ESRC Education Research Programme and its emphasis on partnership working. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://covidandsociety.com/education-learn-relationships-research-policy-practice-change-covid-19/ |
| Description | Blog posts for the researcher community commenting on the impacts of school closures on education, what our research has shown about schools' priorities and how they could be met during a recovery phase |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | We wrote several blogs aimed at the research community with links to policy and practice to draw attention to aspects of the crisis our findings suggested mattered most to primary schools and their communities, in an attempt to inspire others to explore these issues further. These can all be found on the project website: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/international-literacy-centre/learning-through-disruption-rebuilding-primary-education-using-local-knowledge Briefing notes with these titles were published there: Learning through disruption 1: why school plans for recovery from COVID must be locally led Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do Learning through disruption 3: schools engaging with families and communities during COVID Learning through disruption 4: building a more resilient education system post-COVID Learning through disruption 5: research evidence to support primary school inspection post-COVID The last article was originally written for Ofsted, to inform their resumption of inspection. On receipt of the briefing they invited us to a 2 hour meeting with their inspection team, including the lead inspector, and thanked us for the meeting afterwards. Although they do not publicly comment on impact of research on their work, we detected a stronger emphasis on listening to schools' own experiences of COVID and taking them into account, before making any judgements on what schools had done during the pandemic, using standardised tests scores and numbers of lessons delivered online as the main metrics. Our briefings emphasised the unintended consequences of conceptualising the impact of COVID in terms of "learning loss" calculated as the loss of time children had spent in class, leading on to the main emphasis in policy on children "catching up" with where they would have been if there had been no pandemic. We argued instead for schools paying attention to impacts in the round on health, nutrition, physical development and social development none of which were suitable for remedial individualised tuition, but rather would benefit from time spent back in class, with exposure to a rounded curriculum not a narrow emphasis on test scores. Research fellow, Sinead Harmey, also wrote Harmey, S. (2021). Learning Loss or Learning Disruption? [Digital scholarly resource]. Retrieved from https://www.bera.ac.uk/blog/learning-loss-or-learning-disruption. This work led to us being invited to contribute to a BERA hot topic session in 2021, organised by colleague Sandra Leaton-Grey. We made two presentations: Harmey, S. (2021). Learning from learning disruptions: Using evidence from past and present to inform the future. Presented at: British Education Research Association. Moss G and Bradbury, A. (2021) Catch up or bounce-back? Assessing the dimensions to the challenges facing education post-COVID. Presented at: British Education Research Association. Moss, G. (2021) Testing the Limits to Curriculum Reform: Why COVID Has Disrupted English Education. Presented at ECER It has also led to invitations to present at other events, including seminars and conferences in Britain and internationally, and to attend an OECD webinar on "International evidence on how education fared during the first wave of COVID-19 lockdowns https://oecdedutoday.com/oecd-education-webinars/ |
| Year(s) Of Engagement Activity | 2021,2022 |
| URL | https://www.bera.ac.uk/blog/learning-loss-or-learning-disruption |
| Description | Briefing note for Ofsted |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | We wrote a briefing note specifically for Ofsted, identifying from our research how varied schools' experience of COVID disruption were, the range of factors that impacted on schools priorities during the pandemic that were unlikely to appear in official metrics, and how our research evidence might help Ofsted approach the issues involved in resuming inspection when circumstances allowed. Ofsted responded to our briefing note by arranging a discussion with their national inspection team, which lasted over an hour, and in which we talked through ways of Ofsted using the pre-inspection conversation to better understand how COVID had impacted on the school and the decisions school leaders had taken about supporting families and children during the crisis, including any impacts their understanding of the local context had had on shaping of their recovery plans. Ofsted followed up the meeting by asking for a final version of the briefing note which we had revised for publication and circulation to the wider professional community under the heading "Research evidence to support primary school inspection post-COVID". The main changes we made between the original briefing note prepared for Ofsted and the final version, published more widely, were to the final recommendations. We changed these in light of the different audience, and to underline in the public domain key principles we hoped would aid discussion in the field. This included offering reassurance that inspection could resume well, if schools' experience of the crisis were put centre stage in discussion with inspectors, and highlighting that the knowledge accrued at local level had value, particularly when it had helped schools adjust their responses to local circumstances in dialogue with their communities. All of our research has confirmed that schools really do know their own situation best, and that acting on their local knowledge is a better guide to best practice both during the pandemic and after, rather than following prescriptions generated in ignorance of local conditions and their impacts and often setting unfeasible goals. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://discovery.ucl.ac.uk/id/eprint/10143042/ |
| Description | Invited panel discussant at a book launch |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Project researcher, Sinead Harmey, was asked to act as a panel member at an online event launching Tony Breslin's book on COVID, Bubble Schools and the Long Road From Lockdown. This was based on her lead authorship on publication, Learning Disruption or Learning Loss |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.eventbrite.co.uk/e/covid-classrooms-to-covid-keeps-navigating-the-long-road-from-lockdow... |
| Description | Media coverage on publication of our main report |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The press release summarising the main findings from our project got good pick up, leading to reporting in the main specialist education press publications (TES and Schoolsweek) and in the mainstream press, including the Mirror and Chanel 5 news. See Whittaker, F. (2021) Covid: Schools 'picking up the pieces' amid lack of support services at https://schoolsweek.co.uk/covid-schools-picking-up-the-pieces-amid-lack-of-support-services/ Lough, C. (2021) Covid has exposed the impact of poverty on schools' at https://www.tes.com/news/covid-exposed-child-poverty-impact-schools-report-shows-disadvantage Crerar, P. (2021) Schools gave food and clothes to poor families due to lack of welfare safety net at https://www.mirror.co.uk/news/politics/schools-gave-food-clothes-poor-25212085 The main teacher unions were all contacted by the press for comment and made substantive contributions to the articles, supporting the main findings and welcoming the attention paid to serious issues for families, pupils and schools that the government needed urgently to address Chanel 5 carried interviews with heads and a team member as part of its report on the findings broadcast on its main news at 5pm |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.mirror.co.uk/news/politics/schools-gave-food-clothes-poor-25212085 |
| Description | Presentation and discussion of our main research finding at the Lambeth Governors' Forum event - November 10th 2022 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | A london-based LA Governors invited us to present our research findings to them. Their invitation asked us to "come and talk to our governors next term about what we have learned from the covid lockdown, in terms of teaching and learning approaches. We hear that teachers are now doing some things better as a result of recent experiences, and it would be really interesting for us to hear about this." We spent over an hour with them presenting for 20 mins followed by a Q&A session. They commented in a post event email: "We'd be very interested in governors' involvement in further research in education. In particular, I was much struck by the need to get good quality research results into policy formation. I think this is an area where governors feel very helpless and frustrated". |
| Year(s) Of Engagement Activity | 2022 |
| Description | Presentation and discussion of our main research finding at the Lambeth Governors' Forum event - November 10th 2022 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | A london-based LA Governors invited us to present our research findings to them. Their invitation asked us to "come and talk to our governors next term about what we have learned from the covid lockdown, in terms of teaching and learning approaches. We hear that teachers are now doing some things better as a result of recent experiences, and it would be really interesting for us to hear about this." We spent over an hour with them presenting for 20 mins followed by a Q&A session. They commented in a post event email: "We'd be very interested in governors' involvement in further research in education. In particular, I was much struck by the need to get good quality research results into policy formation. I think this is an area where governors feel very helpless and frustrated". |
| Year(s) Of Engagement Activity | 2022 |
| Description | Webinar for the research community |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | I presented by invitation the St Luke's Day Lecture to Exeter University, Graduate School of Education, reporting on our research, under this title Moss, G (2021) Rebuilding education post-COVID: why harnessing frontline knowledge can help create a more socially just education system. This has led directly to an invitation to give a keynote at this year's United Kingdom Literacy Association's International Conference, under the title, Knowledge-making in a crisis: Literacy policy, pedagogy and practice during COVID. Other invitations have followed for various team members who will be presenting at a number of upcoming conferences. These include Bradbury and Duncan 'Learning Through Disruption: schools, families and the COVID Crisis' for upcoming SOAS Conference on Cultural translation and interpreting of Covid-19 risks among London's migrant communities which will be on the 21st to 23rd of April. Others will be reported in the next reporting round |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.exeter.ac.uk/news/events/details/index.php?event=11283 |