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Learning through disruption: rebuilding primary education using local knowledge

通过破坏学习：利用当地知识重建初等教育

基本信息

批准号：
ES/W002086/1
负责人：
Gemma Moss
金额：
$ 7.75万
依托单位：
University College London
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW002086%2F1
关键词：
Learning through disruption rebuilding primary

项目摘要

This project is intended to inform public debate on how the monies committed to the Education Recovery fund (so far £1.3 billion) can best be used to support pupils in primary schools in the aftermath of the pandemic. The Education Recovery Commissioner is working to an open brief with the declared intention that "decisions on catch-up should be locally-led, but supported by the evidence" (Schools Week, 2021). Although the need to invest in education is clear (Sibieta, 2021; EEF, 2020), quantitative studies cannot yet advise on exactly where and how recovery monies should be spent. Early evidence includes reports of bounce-back and unexpected gains for some pupils (Kuhfeld et al 2020); while interventions designed to "catch-up" small target groups of students performing below expected levels in normal times may not be appropriate or easy to scale-up in these exceptional circumstances (NAO, 2021).This project will bring new evidence to bear on the local dimensions to recovery planning through context-sensitive case studies, using a purposive sample to explore how the most pressing issues in recovery are identified in a diversity of schools and the responses they lead to. Our previous research on COVID demonstrates that school catchments influence schools' actions during a period of disruption (Moss et al, 2020). By purposively sampling primary schools working with different social catchments that faced a range of challenges during COVID, we will explore the local and multidimensional aspects of the pandemic's effects on education and their implications for the broader policy discussion on planning for recovery. We will do so by focusing on what each section of these diverse school communities has made of the experience of learning during the pandemic and assessing how this affects their priorities as schools return to something more like normal functioning. This matters as to date local dimensions to recovery planning have been largely overlooked in favour of very different forms of research which have garnered more publicity. In particular, media coverage has focused on large scale quantitative modelling of potential impacts that must at this stage remain speculative (EEF, 2020) and indeed, are prone to inciting moral panics (Forsyth, 2021). This may only distort government planning and distract from what schools might more sensibly do now. Policy driven in this way risks leading to a poor fit between "solutions" imposed from above, with too little regard for the supporting evidence (CCT, 2021), and actual conditions on the ground. Without sufficient fine-grained attention being paid to what is really appropriate locally, a great deal of money may in effect be wasted.To refocus attention on the local dimensions to post-COVID planning for recovery as schools reopen more fully, this project will:1. explore schools' strategies for supporting pupil learning post-disruption, in response to their local circumstances and in dialogue with their immediate support networks2. take account of the diversity of voices within the school community (staff, parents and pupils); the extent to which they converge or diverge on thinking about the consequences of this period of disruption for individual pupils; and whether they are reciprocally understood. 3. through comparison of similarities and differences in individual schools' priorities and strategies for the future, identify the role local knowledge should play in determining how recovery funding ought to be allocated and spent.In this way, the context-sensitive case studies planned for this project will bring evidence to bear on how local knowledge can contribute to a national strategy for rebuilding education, at a point when national decisions are still to be reached over how any recovery funds are spent. Findings will clarify how much discretion schools should be able to exercise in order to successfully meet local priorities and needs.

该项目旨在为公众辩论提供信息，讨论如何最好地利用教育恢复基金（迄今为止为13亿英镑）的资金在大流行病发生后支持小学生。教育恢复专员正在努力公开简报，宣布打算“追赶的决定应该由当地领导，但有证据支持”（学校周，2021年）。虽然投资教育的必要性是明确的（Sibieta，2021; EEF，2020），但定量研究还不能确切地建议应该在哪里以及如何使用恢复资金。早期的证据包括一些学生的反弹和意外收获的报告（Kuhfeld等人，2020）;虽然在这些特殊情况下，旨在“赶上”正常时期表现低于预期水平的小目标学生群体的干预措施可能不合适或不容易扩大（NAO，2021年）。该项目将通过对背景敏感的案例研究，为恢复规划的地方层面带来新的证据，使用一个有目的的样本来探索如何在不同的学校中确定恢复中最紧迫的问题以及它们导致的反应。我们之前关于COVID的研究表明，学校集水区在中断期间会影响学校的行动（Moss等人，2020）。通过有目的地对在COVID期间面临一系列挑战的不同社会集水区工作的小学进行抽样调查，我们将探索大流行对教育的影响的地方和多方面，以及它们对更广泛的复苏规划政策讨论的影响。为此，我们将重点关注这些不同学校社区的每个部分如何利用大流行期间的学习经验，并评估随着学校恢复正常运作，这对他们的优先事项有何影响。这一点很重要，因为到目前为止，恢复规划的地方层面在很大程度上被忽视了，而倾向于不同形式的研究，这些研究获得了更多的宣传。特别是，媒体报道集中在对潜在影响的大规模定量建模上，这些影响在现阶段必须保持推测性（EEF，2020），实际上，很容易引发道德恐慌（福赛斯，2021）。这可能只会扭曲政府的规划，分散学校现在可能更明智的做法。以这种方式驱动的政策有可能导致自上而下强加的“解决方案”之间的不匹配，而很少考虑支持证据（CCT，2021）和实地的实际情况。如果不对真正适合当地的做法给予足够细致的关注，大量资金实际上可能会被浪费。随着学校更全面地重新开放，为了将注意力重新集中在新冠疫情后恢复规划的当地层面，该项目将：1.探讨学校因应当地情况，并与其直接支援网络对话，支援学生在中断后学习的策略2。考虑到学校社区（工作人员、家长和学生）内部的不同声音;他们在思考这一中断时期对个别学生的后果方面的一致或分歧程度;以及他们是否被广泛理解。3.通过比较各个学校未来的优先事项和战略的相似性和差异，确定地方知识在确定如何分配和使用恢复资金方面应发挥的作用。这样，为该项目计划的对背景敏感的案例研究将提供证据，说明地方知识如何有助于国家教育重建战略，目前，各国尚未就如何使用复苏资金作出决定。调查结果将澄清学校应该能够行使多大的自由裁量权，以成功地满足当地的优先事项和需求。