Commuters walk around a London train station. Image credit: Chris Mann / Adobe Stock.

18 May 2023

By Aidan Riley

The UK is home to a remarkable set of scientific studies that have tracked generations of people growing up in Britain over the last 90 years. These longitudinal population studies are unique in science and unparalleled elsewhere in the world – no other country has anything like them on the same scale.

Over those nine decades major political, social and economic changes have impacted every area of study participants’ lives. CLOSER’s ‘Our Changing Society’ resource provides this detailed historical context through a set of interactive charts and downloadable datasets to help you understand how these changes may have impacted people’s complex lives. (more…)

Litter picking. Credit: lovelyday12 via Adobe Stock.

5 April 2023

By Lisa Fridkin, Neil Kaye, Katie Quy 

Much media attention is given to climate change denial and arguments over the impacts of human-driven climate change, as well as the actions of protest groups such as Extinction Rebellion and Just Stop Oil. Meanwhile, the latest scientific reports offer a further stark warning on climate change, and call for top-down leadership to tackle the climate crisis with greater urgency. Data indicate that, in a broad sense, the British public is on board, with three-in-four Britons now saying they are worried about climate change, and many reporting they feel the UK government is failing in its duty to act. (more…)

Illustration of book covers, by TCRU artist in residence Nora Wuttke.

2 March 2023

By Les Back, Glasgow University, with an introduction by Mette Louise Berg

2023 marks the 50^th anniversary of the Thomas Coram Research Unit, a leading centre for research into children, parenting and families. Throughout the year we will be running a series of events and activities to reflect on the unit’s past, present, and future. For our first anniversary event we were delighted to be joined by former TCRU colleague, now Professor of Sociology at Glasgow University, Les Back. In conversation with former TCRU co-director Professor Ann Phoenix (UCL) and Dr Sivamohan Valluvan (Warwick University), the three speakers reflected on race, multiculture, and conviviality in the shadow of Brexit, COVID, and the Windrush scandal. Here we publish an abridged version of Les’ comments at that event, sharing his reflections on the ground-breaking work carried out by TCRU on race and identity, its formative influence on his own scholarship and career, and the importance of hope and listening in research. (more…)

8 December 2022

By Emma Wisby

This is the last in a series of 12 blogs exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

It is important for an organization to have a sense of its history, to take opportunities to reflect on that journey as well as celebrate its contributions and achievements. That is what we have been doing this year at IOE, as it marks its 120^th anniversary. It has been an opportunity to recognize the many individuals and organizations that have been a vital part of IOE’s impact. Central to this has been the IOE at 120 blog series, which in this piece we draw together and bring to the present day.

As the series has conveyed, organizationally IOE has taken many different forms:

• from elementary teacher training college for London with just 58 students,
• to the Area Training Organization for London, overseeing some 30 teacher education colleges,
• and back to a single entity; from one of England’s esteemed ‘mono-technics’ or ‘specialist institutions’, alongside the likes of the London School of Hygiene and Tropical Medicine and Royal College of Art,
• to a world-leading faculty within UCL.

In parallel, we see IOE’s influence on the field of education studies and then, over more recent decades, related areas of social science and the arts (more…)

Mainstream media barely reported the election of Francia Márquez, an Afro-Colombian woman from the bottom of the economic hierarchy, as Colombian vice-president.

4 August 2022

By Leda Kamenopoulou 

If we are serious about decolonising education, we must prioritise research from the South, and fund it properly.

‘Decolonising’ academia means challenging the dominance of knowledge produced by historically privileged contexts and groups, and it is a trend that has taken higher education by storm. In the last year alone, I noticed numerous conferences, workshops, seminars, projects and reading groups, all focused on decolonising education, psychology, curricula and reading lists, research methods and ethics, teaching and learning.

At IOE’s Department of Psychology and Human Development, we have just set up an ‘epistemic justice working group’ to help us address the power imbalances between North and South in knowledge production and sharing, by reflecting on our curricula, teaching practice, and research. It is important to clarify that ‘North’ and ‘South’ do not necessarily denote geographical location. Instead, the ‘South’ is a metaphor for spaces historically characterised by inequality, poverty, and economic, political and cultural disadvantage.

In this post, I argue that these decolonisation-themed activities will remain empty rhetoric until we are prepared to see the South as of equal value (more…)

8 June 2021

By Rob Davies

In May 2020, I highlighted the need to harness the power of longitudinal population studies to help understand the immediate and long-term impacts of the pandemic on individuals, families and communities and called for the creation of a new national birth cohort study to ensure that valuable data from a generation born during a global pandemic is not lost.

As the UK moves into a new phase of its COVID-19 response I explore what happened over the past year and how our work ensured that longitudinal data and research will remain at the forefront of the country’s response (more…)

30 April 2021

By John Jerrim

Today, with my colleagues Becky Allen and Sam Sims, I have published a major new analysis of teacher mental health and wellbeing in England. Funded by the Nuffield Foundation, it is the culmination of two years of work and is, we believe, the most comprehensive analysis on this issue to date.

In this blogpost, we’ll take you through a whistle-stop tour of some of our results.

1. Teachers in England are more likely to perceive their job as causing them stress – and having a negative impact upon their mental health – than teachers in other countries

In spring 2018, teachers in more than 40 countries were asked whether they felt their job caused them stress and had a negative impact upon their mental health.

As the chart below illustrates, teachers in England were very clear in their views. Lower-secondary teachers in (more…)

Phil Meech for UCL Institute of Education

11 February 2021

By Qing Gu and Simon Rea

What does it take to transform practice, culture and outcomes in the schools that need it most? Our evaluation of the Education Endowment Foundation’s Research Schools Network shows that the essential ingredient is committed and strong leadership.

This national network was launched in September 2016, and the research schools (RS) are funded by the Education Endowment Foundation (EEF) to share what they know about putting research into practice, and lead and support schools in their regions and beyond to make better use of evidence to improve teaching practices.

These schools’ primary purpose is not to conduct academic research in classrooms or schools. Rather, they help schools to access, understand, critique, and apply external evidence in their own contexts through disseminating newsletters, blogs and other materials. They also provide CPD and training in their areas. In essence, RSs are brokers between the EEF’s evidence and school practice.

Our evaluation report on the experiences of the first five RSs in their initial three years provides clear and (more…)

TheDigitalArtist / Pixabay

11 December 2020

By Keri Wong

This week, the UK rolled out its largest vaccination campaign in history: “a decisive turning point in the battle against coronavirus” according to the NHS England chief executive Sir Simon Stevens. Some people say it’s too soon; others say it hasn’t come soon enough. Yet still others are skeptical and have been so for months.

In our UCL-Penn Global COVID Study launched in April 2020, we have been following-up our participants for the second survey where we asked our participants (N = 495):

“Should a COVID-19 vaccine be available to you in the next couple months, how likely are you to take it?”

The majority of the respondents said they were likely/very likely to take the COVID vaccine (63%), about a fifth were unsure (21.8%), and the remainder said they were unlikely/very unlikely (15.2%). These numbers are aligned (more…)

13 November 2020

By Peter Blatchford and Anthony Russell

For many teachers, large classes present problems which adversely affect their practice and their pupils’ learning. This is what our surveys show. But researchers and commentators often have a different view. For them the class size debate can be summed up with the question: does class size affect pupil attainment?

As we show in our new open access book, ‘Rethinking Class Size: The Complex Story of Impact on Teaching and Learning’, published by UCL Press this week, researchers (contrary to a practitioner view) commonly find that the statistical association between class size and attainment is not marked and so conclude that class size does not matter much. This has led some to even suggest that we could raise class sizes, and instead invest savings in professional development for teachers. Currently, in the wake of the Covid pandemic and teacher absences, there are reports of some schools being forced to create supersized classes of 60 pupils.

The view that class size is not important is probably the predominant view among researchers and policy makers, and so they may be relatively relaxed about increases in class size. We therefore need – more than ever – good quality evidence on class size effects, but in our view much research is limited and leads to misleading conclusions.

We identify three problems. (more…)