Cloakroom in school

Research

School of Education

Leading the way in educational research

Centre for Educational Research (CERES)

CERES was established in 2004 and has an extensive record of conducting educational research that is influential locally, nationally and internationally. The Centre conducts research and evaluation across all sectors of education and in activities concerned with learning outside the traditional boundaries of institutions. In the Research Excellence Framework 2014, 61% of CERES research was rated as internationally excellent or world leading. The Centre’s areas of expertise include:

  • Children's learning and development
  • Research in educational technology
  • Sport, outdoor education and body pedagogy
  • STEM (Science, Technology, Engineering and Mathematics) education
  • Workplace and professional learning
  • School leadership and management
  • Theory and politics of education

Examples of current projects our staff are involved in:

Acquiring information literacy skills through the application of gamification principles
This project puts the critical role of libraries and digital information resources at the heart of curriculum enhancement in the development of digital and information literacies in terms of study skills, lifelong learning skills and employability of our students.

Anthrozoology in early childhood education
This research looks at how young children learn about animals, the perspectives of early educators regarding animal-related learning, the teaching of animal-related themes in early childhood and the issues associated with child-animal interactions.

Early Years Hubs Research Project
Education and Early Childhood Studies staff work with Everton Nursery School and Family Centre to research models of local early years improvement networks. Initiated by the National College for Teaching and Leadership (NCTL), the project explores and tests models that bring together and engage all types of early years providers in local improvement networks or hubs. Research findings have been shared nationally via the Teaching Schools Network Newsletter.

Visit our CERES research pages for further information.

School-centred research

Teachers and school leaders are increasingly making use of school-centred research to inform their development. We are able to provide support to research-active schools through our CPD provision, consultancy and guidance, and by providing the opportunity to engage with our active research teams.

Practitioner Research Labs for teachers

Practitioner Research Labs is a twelve-week CPD programme designed to support teachers in developing and applying their skills in classroom-based research using a collaborative coaching model. The programme is aimed at teachers who want to explore, refine and improve a specific aspect of their teaching using a practitioner inquiry model. Participants will develop the understanding and skills they need to ensure that their research is ‘systematic, robust and trustworthy’.

The programme follows a coaching model and participants will be supported through planning, implementing and evaluating small scale school-based research projects, focusing broadly on approaches to teaching and learning.

Student-centred research

The School values the contribution that students can make to its research culture and provides a range of opportunities for students to undertake research, either individually or in collaboration with academic staff.

SPARK Journal

The School is also home to SPARK, a journal showcasing work from Education and Early Childhood Studies undergraduate students and recent graduates from Education Studies, Early Childhood Studies and related disciplines. SPARK provides the opportunity to submit academic work for peer review and publication with an editorial team comprised of student and staff editors from the subject area who work collaboratively to produce each issue. The team regularly share the knowledge gained from the process at internal workshops, and disseminate information about SPARK internally and externally (for example, at the British Education Studies Association (BESA) conference in 2014).
View an issue of Spark.