Academics from several disciplinary backgrounds explore all aspects of the learning and development process, ranging from its cognitive and psychological aspects to its sociological and technological dimensions.
Whether located in the more empirical or the more theoretical end of the research spectrum, their work is supported by both quantitative and qualitative scientific research methods, providing critical analysis and evidence to inform policy makers and practitioners in the field.
Here are some examples of recent or current research projects from the Learning research strand:
Philosophy in Mental Health Education
The project involves the creation of a podcast series, Disquieted Life, which aims to raise awareness of philosophical approaches to mental health amongst young people. The podcast features conversations on mental health with public thinkers from the worlds of philosophy, literature and the arts.
Headsprout: Early Reading in Special Schools
Many children with SEND struggle to learn to read, and the considerable attainment gap in reading for children with SEND increases across the key stages. This project, undertaken in collaboration with CEDAR, evaluates the effects of a computer-based early reading programme on reading skills for children in special schools.
Back to secondary school for children with neurodevelopmental disorders in the times of COVID-19
Going back to secondary school after school closures due to coronavirus pandemic may be particularly challenging for children with neurodevelopmental disorders, including those with Autism, Williams Syndrome and Down Syndrome. In this study, we examine the effect of the pandemic on the educational, social and mental health outcomes of these children. Our aim is to produce guidelines and resources needed urgently to support children with neurodevelopmental disorders and their families during these critical circumstances.
FLASH marking: feedback in GCSE English
This project tests the impact of a new approach to feedback in English GCSE classes that involves teachers awarding skills based feedback rather than grades. The intervention was developed by Meols Cop High School, with Warwick carrying out the evaluation on behalf of the EEF.