TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact

Abstract

The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this activity was the development of ten 'evidence-informed' principles, which engaged with diverse forms of evidence, whilst acknowledging that 'users' would need to judge how best to implement such principles in their particular contexts. Synopses of these principles were published in posters and booklets, from 2006, but the evidence and reasoning underpinning them has not been fully explained. This contribution attempts to fill this gap. It provides a justification for the production of the TLRP principles and describes the iterative process by which they were developed. It clusters the ten principles in four broad areas that reflect the multilayered nature of innovation in pedagogy: (1) educational values and purposes; (2) curriculum, pedagogy and assessment; (3) personal and social processes and relationships; and (4) teachers and policies. It elaborates the argument and evidence for each principle, drawing not only on findings from projects but, crucially, the thematic initiatives that began the synthetic work. There is also an attempt, though by no means comprehensive, to relate TLRP insights to research and scholarship beyond the Programme's school-focused work in order to ground them in a wider literature: to work in other sectors of education; and to the broader literature that has accumulated internationally and over time. Finally, the five years since the principles were first published provides some evidence of impact. Although direct impact on learner outcomes cannot be measured, it is possible to provide an account of take-up by mediating agencies and others. The piece has been prepared as a contribution to international dialogue on effective teaching and learning and to provide a focus for scholarly comment, sharing of expertise and knowledge accumulation.

What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore

“…This appears to be what good teaching ought to be about. Of course, there has been ample debate concerning what 'effective' teaching is and how it can be measured (for example, James and Pollard 2011;Norman 2010). However, in a highperforming education system like Singapore, teachers seem to view good teaching in a more down-to-earth manner.…”

An Attempt to Explore Effective Pedagogies and their Extensions in Context of Educational Sector of Developing Countries

“…Most writings on Critical pedagogy are incomplete if 'The Pedagogy of the Oppressed' by Paulo Friere is not mentioned. Friere [2] problematizes the dehumanizing banking concept of education and puts forth the idea and praxis for problem posing education and the investigation of generative themes for conscientization. Conscientization is about an attitude of awareness, it refers to learning to perceive social, political and economic contradictions and to take action against the oppressive elements of reality.…”

“…(1) recognizing a student's unified subjectivities through a pedagogy of integrity as an important strategy to counteract the way students and teachers are often fragmented in the classroom; (2) organizing an interdependent community for the development of humanity in classrooms in the face of Othering social relations based on race, class, gender, sexuality, language .…”

A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic

“…For other examples, see the following: Davies () article titled, ‘What is Evidence‐based Education?’ Slavin's (, ) articles titled, ‘Evidence‐based Educational Policies: Transforming Educational Research and Practice’, ‘Education Research Can and Must Address “What Works” Questions’, and James and Pollard's () article titled, ‘TLRP's Ten Principles for Effective Pedagogy: Rationale, Development, Evidence, Argument and Impact’ which was based on research conducted in the United Kingdom's Teaching and Learning Research Programme (TLRP).…”