he School's research builds on a long history of engagement with practitioners and policy makers, not only as users of our research but also as problem-definers, evidence gatherers and interpreters within the research process. Beyond the formal education sector, our work has influenced institutions such as international development organisations, hospitals and police services.
Some examples of the impact of our research:
Measuring working atmosphere in classrooms: The Haydn Scale
Developed by Professor Terry Haydn at UEA, the Haydn Scale is the most widely used instrument for evaluating classroom climate from a teacher perspective.
The scale is used for teacher development by schools and initial teacher education providers worldwide. It promotes reflection on classroom climate and develops understanding of the factors that influence the working atmosphere in classrooms.
The Haydn Scale has also been identified as a recommended resource for improving teacher-training relating to pupil behaviour by the Department of Education (DfE) and the National College for Teachers and Leadership (NCTL). Haydn's research has had an impact on public and policy debates about the extent to which behaviour is a problem in UK schools, with extensive media coverage.
Lesson Learning Studies
The World Association of Lesson Studies (WALS), also based in CARE is an association in which teachers actively construct professional pedagogical knowledge.
Professor John Elliott has led this initiative as the Evaluator of Learning Studies in Hong Kong Schools from 2002 - 2008, then subsequently as President of the Association from 2008 - 2010. He is now Chief Editor of its Journal,the International Journal Lesson and Learning Studies, to which teachers frequently submit their research in many countries across the world, including Japan, Hong Kong,China, Singapore, Sweden, UK, Austria and Spain.
MathTASK: Transforming Aspirations into Strategies In Context
MathTASK is a collaborative research and development programme on secondary mathematics teachers’ pedagogical and mathematical discourses and the transformation of aspirations into pedagogical practices.
MathTASK has four strands:
- mathematical thinking (e.g. pedagogical practices concerning the teaching of specific mathematical topics);
- classroom management and mathematics learning (e.g. interference of disruptive behaviour with aspirations for high quality teaching);
- CAPTeaM: Changing Ableist Perspectives on the Teaching of Mathematics (e.g. inclusion of disabled learners in the mathematics classroom);
- the role of digital technology and other resources in the teaching and learning of mathematics (e.g. shifts in mathematics teachers’ practices when they use technology).
Our research sets out from the assumption that teachers’ mathematical and pedagogical discourses are better explored and developed in situation-specific contexts. To this aim, we design situation-specific tasks and then use them for research as well as for teacher initial education and professional development purposes. Impact on mathematics teachers and teaching generation activities include: workshops, summer schools, professional conferences and school and university based PD sessions. Find out more more about the upcoming MathTASK Events.
MathTASK and CAPTeaM are projects of the RME Group at UEA in collaboration with researchers in Brazil and Greece. MathTASK is supported by the Erasmus teaching mobility and the Higher Education Impact Fund and CAPTeaM by the British Academy. UEA currently funds two doctoral studentships (Lina Kayali, Angeliki Stylianidou) associated with Strands 4 and 3, above.