SCDE Attainment Challenge Project: Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing.

PROJECT SUMMARY

In February 2015, the Scottish Government launched the Scottish Attainment Challenge to tackle the poverty-related attainment gap in Scotland and improve achievement in literacy, numeracy and health and wellbeing for pupils living in areas of high deprivation. As part of this effort, the Scottish Council of Deans of Education were invited to develop a research agenda in the field of teacher education. In early 2018, funding was secured from the Scottish Government for a three year research programme involving representatives of the eight Schools of Education providing initial teacher education (ITE) across Scotland at that time.

The broad aim informing the suite of projects is to research how the sector might better prepare early career teachers (understood as final year ITE and probationer year) to work more effectively to improve literacy and numeracy attainment and health and wellbeing outcomes in schools serving pupils from SIMD 1-40 backgrounds. Under this common purpose, the research programme has three strands of activity.

Firstly, a collaborative project aims to resource a conversation across the national sector. The project is designed as four sequential phases

AUDIT: What do we in teacher education institutions collectively do currently to support early career practitioners to work effectively with pupils from SIMD 1-40 backgrounds?

EVALUATION: Of our current practice, what do we do well and what could we do better?

RESOURCE: What other practice or research might assist us in our purpose?

REFORM: How can we improve teacher education so our early career teachers are more effective in improving the engagement and attainment of pupils?

Secondly, each of the eight participating schools of education will conduct a research project reflecting their particular context and priorities

Thirdly, three PhD studentships have been funded, to be hosted by the Universities of Edinburgh, Glasgow and Stirling.

THE PROJECT TEAM

Principal Investigators:

• Professor Morag Redford, University of the Highlands and Islands (from 01/08/21)
• Professor Moyra Boland, University of Glasgow (until 31/07/21)
• Professor Catherine Doherty, University of Glasgow (until 31/07/21)
• Dr Tanya Wisely (Research Associate)

Project Reference Committee Members:

• Dr Archie Graham, University of Aberdeen
• Dr Dean Robson, University of Aberdeen
• Dr Peter Mtika, University of Aberdeen
• Lindsay MacDougall (2018-2020), University of Aberdeen
• Nejla Tugcem Sahin (2018/2019), University of Aberdeen
• Dr Kevin Stelfox (2019-21), University of Aberdeen
• Professor Teresa Moran, University of Dundee
• Professor Jim Scott, University of Dundee
• Mr Derek Robertson, University of Dundee
• Dr Yvonne Bain, University of Dundee
• Mrs Donna Dey, University of Dundee
• Professor Do Coyle, University of Edinburgh
• Dr Laura Colucci-Gray, University of Edinburgh
• Dr Yvonne Foley, University of Edinburgh
• Ramone Al Bishawi, University of Edinburgh
• Jonathan Hancock, University of Edinburgh
• Professor Moyra Boland, University of Glasgow
• Professor Catherine Doherty, University of Glasgow
• Dr Kevin Proudfoot, University of Glasgow
• Stephen Daniels (RA), University of Glasgow
• David Gerow (RA), University of Glasgow
• Professor Morag Redford, University of the Highlands and Islands
• Mr Mark Lindley-Highfield University of the Highlands and Islands
• Dr Helen Coker, University of the Highlands and Islands
• Dr John I’Anson, University of Stirling
• Dr Alison Jasper, University of Stirling
• Dr Róisín McKelvey, University of Stirling
• Professor Kate Wall, University of Strathclyde
• Professor Ian Rivers, University of Strathclyde
• Jenny Carey, University of Strathclyde
• June Pisaneschi, University of Strathclyde
• Catriona Robb, University of Strathclyde
• Dr Stephen Day, University of the West of Scotland
• Mrs Carol Webster, University of the West of Scotland
• Dr Andrew Killen, University of West of Scotland

PhD Students

• Mr Christian Hanser, University of Edinburgh

Follow discussions on Twitter @SACTEdu

Publications:

University Projects

• The Effective Use of Evidence by Early Career Teachers in Rural Settings – University of the Highlands and Islands (June 2020)
• Pedagogies for Educational Inclusion of Pupils Living in Poverty – University of Aberdeen (June 2020)
• Improving Equity and Attainment through the Development of Research, Evaluative and Reflective Skills in Early Career Teachers – University of Dundee (June 2020)
• Reconceptualising Attainment through Shared Learning Spaces which Promote Achievement, Health and Wellbeing – University of Edinburgh (June 2020)
• Learning from Practitioner Enquiries – University of Glasgow (June 2020)
• Making a Positive Difference – University of Stirling (June 2020)
• A Longitudinal Exploration of Being and Becoming Teachers of Numeracy, Literacy and Health and Wellbeing – University of Strathclyde (June 2020)
• Exploring Final Year Initial Teacher Education Students and Probationary Teachers’ Ways of Knowing and Meaning-Making through Professional Reflective Practice – University of the West of Scotland (June 2020)
• University of Aberdeen Final Report (June 2021)
• University of Dundee Final Report (June 2021)
• University of Edinburgh Final Report (June 2021)
• University of Glasgow Final Report (June 2021)
• University of Highlands and Islands Final Report (June 2021)
• University of Stirling Final Report (June 2021)
• University of West of Scotland Final Report (June 2021)

Collaborative Projects

• Progress report and response to Research Question 1: What do we in teacher education institutions collectively do currently to support early career practitioners to work effectively with pupils from SIMD 1-40 backgrounds? (December 2018)
• Report on Research Question 2: Of our current practice, what do we do well and what could we do better? (October 2019)
• Report on Research Question 3: What other practice or research might assist us in our purpose? (June 2020)
• Research Question 4: How can we improve teacher education so our early career teachers are more effective in improving the engagement and attainment of pupils? (June 2021)

Presentations:

• Beyond business as usual: Rethinking teacher education for the Attainment Challenge. Presented at Scottish Learning Festival, Glasgow, September 2019.
• Beyond business as usual: Rethinking teacher education for the Attainment Challenge. Focus on numeracy. Presented at Scottish Council of Deans of Education Forum, Stirling, October 2019