Is it possible, and desirable, to plan pupil learning in History in a way which has a greater emphasis on historical research and scholarship?
Lead Research Organisation:
University of Cambridge
Department Name: Faculty of Education
Abstract
Specifically, it is anticipated that the proposed research would address the following areas:
1. To what extent, and in what ways, are UK schools' history departments currently interacting with university history departments? To what extent is their planning of learning influenced by developments within research and scholarship at university-level?
2. What potential methods or models could be used in the planning of learning in History departments to give pupils a better understanding of the nature of historical research and of the most current and relevant developments in historical knowledge and understanding arising as a result of historical scholarship?
3. Can models and pedagogy developed within higher education for defining and planning research-orientated teaching be usefully translated into secondary history departments?
4. When pupil learning is planned in a way that is informed by developments in the discipline at university-level, does it have a positive impact on pupil progress and/or engagement?
5. What are the philosophical/theoretical justifications and challenges for a closer relationship between history teaching in schools and developments in research/scholarship at university level, and what are the implications of these for the research and its conclusions?
The focus of this proposed research is on the relationship between history as a school subject and an academic discipline, namely, the potential benefits that exist if the 'time lag' between advancements being made within subject disciplines and these advancements actually being translated into teaching and learning is reduced. Cutting-edge historical scholarship is, more or less across the board, under-represented in school history, where various constraints2 mean that curricula, resources and examination-board specifications often lag significantly behind the evolution of the subject as an academic discipline. Research indicates that currently school-university partnerships tend to be clustered in STEM, widening participation and ITE.3 Therefore, there is still a significant opportunity for more research into models of research-transfer that relate to history teaching specifically.
1. To what extent, and in what ways, are UK schools' history departments currently interacting with university history departments? To what extent is their planning of learning influenced by developments within research and scholarship at university-level?
2. What potential methods or models could be used in the planning of learning in History departments to give pupils a better understanding of the nature of historical research and of the most current and relevant developments in historical knowledge and understanding arising as a result of historical scholarship?
3. Can models and pedagogy developed within higher education for defining and planning research-orientated teaching be usefully translated into secondary history departments?
4. When pupil learning is planned in a way that is informed by developments in the discipline at university-level, does it have a positive impact on pupil progress and/or engagement?
5. What are the philosophical/theoretical justifications and challenges for a closer relationship between history teaching in schools and developments in research/scholarship at university level, and what are the implications of these for the research and its conclusions?
The focus of this proposed research is on the relationship between history as a school subject and an academic discipline, namely, the potential benefits that exist if the 'time lag' between advancements being made within subject disciplines and these advancements actually being translated into teaching and learning is reduced. Cutting-edge historical scholarship is, more or less across the board, under-represented in school history, where various constraints2 mean that curricula, resources and examination-board specifications often lag significantly behind the evolution of the subject as an academic discipline. Research indicates that currently school-university partnerships tend to be clustered in STEM, widening participation and ITE.3 Therefore, there is still a significant opportunity for more research into models of research-transfer that relate to history teaching specifically.
Organisations
People |
ORCID iD |
| Siobhan Dickens (Student) |
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/J500033/1 | 01/10/2011 | 02/10/2022 | |||
| 1926970 | Studentship | ES/J500033/1 | 01/10/2017 | 30/09/2024 | Siobhan Dickens |
| ES/P000738/1 | 01/10/2017 | 30/09/2027 | |||
| 1926970 | Studentship | ES/P000738/1 | 01/10/2017 | 30/09/2024 | Siobhan Dickens |
| Description | History Subject Forum - national awarding body |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | Interim findings from my research were presented to a mixed audience of stakeholders. The presentation contributed to discussion around the theme of the school curriculum in the 16-18 age range in History, the curriculum development practices of stakeholders, and opportunities for collaboration. The outcomes from the day included specific commitment from the awarding body to take the research findings into account in their practices, and a number of further engagement activities with educational stakeholders to disseminate the work further. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Workshop - regional forum for History teachers |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | This was a presentation at an event organised jointly with a non-profit curriculum organisation where the audience was predominately secondary History teachers. Interim findings were disseminated and an invitation issued to participants to engage in piloting a tool for practice arising out of the research. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Workshop - secondary school (London & South East) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | This workshop formed part of the piloting process of a tool for practice emerging from the first stage of my research. The tool was used to stimulate discussion about an aspect of practice, and, specifically, a current focus for change, in the school. |
| Year(s) Of Engagement Activity | 2020 |