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Institute of Education

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Educational stages and sectors

Our research spans across a broad range of educational sectors and settings, including: early years, primary and secondary schools, further and higher education, and also informal settings.

Throughout these sectors, the CSEE is researching an array of contexts such as: science and career aspirations, matters of gender and sexual equity, the understanding of British values, identities and inequalities of ethnicity and class, policy and affect, cyberbullying, sex education, citizenship, family life, and informal science, technology, mathematics and technology (STEM) learning.

Early Years

Projects

People

Primary and Secondary Schools

Projects

  • ASPIRES/ ASPIRES 2 (Children’s science and career aspirations age 10-18)
  • Best Practice in Grouping Students
  • Enterprising Science project (Engaging students with science and science capital teaching approach)
  • GASES: Gender and Sexual Equity in Schools
  • How English state schools are interpreting, translating and ‘enacting’ character education
  • How teachers understand and promote British values in schools (Leverhulme Major Research fellowship)

People

  • Louise Archer (young people’s educational identities and inequalities of ethnicity, class and gender in schools)
  • Patrick Bailey
  • Alice Bradbury (impact of policy in primary and early years education)
  • Annette Braun (critical policy analysis, teacher identities and the ways in which teachers’ work is shaped by affective and policy dimensions)
  • Spela Godec (young people’s engagement with science in formal and informal education)
  • Becky Taylor (Attainment grouping in schools; How school organisation and teachers’ pedagogy and beliefs affect pupil outcomes)
  • Carol Vincent (Parenting and parents' relationships with the education system; How experiences of the education system are influenced by social class and race/ethnicity; Diversity, community, citizenship and 'British values')
  • Eleanore Hargreaves, CPA (children’s conceptions of ability, learning and how they experience classrooms)
  • Jessica Ringrose (cyberbullying, e-safety, sexting, sex education; behavioural policies and PSHE curriculum in schools)

Further and Higher Education

Projects

People

  • Aline Courtois (Internationalisation of education and student mobility)
  • Rachel Wilde (post 16 transitions to work, and how young people understand citizenship)

Informal settings

Projects

People

  • Jennifer DeWitt (learning outside the classroom, including school visits and family learning)
  • Stuart Tannock (alternative forms of radical, popular, democratic and environmental education)
  • Louise Archer (youth and practitioner views on equity within informal STEM learning settings)
  • Rachel Wilde (the relationship between work and education, informal and formal)
  • Emily Dawson, STS (how social justice and equity operate in informal spaces, such as museums, science centres, zoos, homes, maker spaces, festivals, where science and different publics come together)
  • Michela Franceschelli, DSS (parenting and resilience)
  • Jessica Ringrose (NGO partnerships in areas of gender, sexuality, feminism and equality in education)
  • Carol Vincent (Parents’ relationships with education and schools; educational and societal approaches to diversity and difference)