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

James M, A.J Pollard

Research output: Contribution to journalArticle (Academic Journal)

45 Citations (Scopus)

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.
Translated title of the contributionTLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact
Original languageEnglish
Pages (from-to)275 - 328
Number of pages54
JournalResearch Papers in Education
Volume26
Issue number3
DOIs
Publication statusPublished - Jul 2011

Bibliographical note

Other identifier: with Mary James (Cambridge)
Other: Focus of a special issue of RPIE with international responses. Also published by Routledge as a book

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