Capacity building
One of TLRP's core aims was to work to enhance capacity for all forms of research on teaching and learning, and for research-informed policy and practice.
This section of the TLRP website provides resources, links and information to help promote, embed and sustain the development of research expertise within and beyond the TLRP community. It offers support for individuals and groups to share knowledge, tools and practices. By the autumn of 2009 BERA, BEI, HEA and the ESRC will each take responsibility for the resources relevant to their missions.
Other resources and opportunities are to be found by clicking:
For a brief account of the development of the capacity building strand of TLRP click here.
These resources will be made freely available for educational use in the UK under a Creative Commons license. HEIs and others will be able to use the material to support teaching, submissions to the ESRC and other capacity building activities.
Using open source software developed by the Centre for Applied Research in Educational Technologies (CARET) at the University of Cambridge, these capacity building materials can be readily customised to the particular substantive interests of groups wishing to use them.
TLRP Showcase
Overview
TLRP project discussions about methodological frameworks
Early Career Learning at Work (LiNEA) Project Methodology and Theoretical Frameworks
Stephen Steadman (2004) produced the paper as an example of an extended commentary on methodological issues associated with researching learning at work. It is drawn from the TLRP project on Early Career Learning . The researchers on this project had to devise a methodology to address the problems of accessing hard information on what people need to know at work when most learning at work is informal and therefore unlikely to be readily acknowledged or scarcely remembered without some pertinent prompting.
Discussion on the nature of cause:effect models
The role of cause and effect in education as a social science is discussed by by Stephen Gorard in TLRP RCBN Occasional Paper 43.
Discussion on the nature of generalisation
Fuzzy generalisations and best estimates of trustworthiness: a step towards transforming research knowledge about learning into effective teaching practice
by Michael Bassey (2000), former Academic Secretary of British Educational Research Association.
Qualitative Research
Making qualitative judgements of qualityDiscussions on nature of qualitative research
The May 2004 special issue (8) of ' Building Research Capacity' on Making qualitative judgements of quality features responses to the Cabinet Office document Quality in Qualitative Evaluation: A framework for assessing research evidence by Liz Spencer, Jane Ritchie, Jane Lewis and Lucy Dillon of the National Centre for Social Research (2003).
Qualitative research on learning at work
The following paper is an example of an extended commentary on methodological issues associated with researching learning at work. It is drawn from the TLRP project on Early Career Learning . The researchers on this project had to devise a methodology to address the problems of accessing hard information on what people need to know at work when most learning at work is informal and therefore unlikely to be readily acknowledged or scarcely remembered without some pertinent prompting. Stephen Steadman (2005) produced the following: Early Career Learning at Work (LiNEA) Project Methodology and Theoretical Frameworks .
Use of photos, charts and documents in the interview process
The TLRP Learning as Work and Early Career Learning projects both used photo-elicitation and other charts and documents to help get respondents talking about aspects of their work, see for example the Steadman (2005) paper on Methodolgy and theoretical frameworks from the latter project detailing how this approach worked in practice.
Using vignettes in qualitative research
Emma Renold, writing in the July 2002 issue (3) of Building Research Capacity, gives an overview of Using vignettes in qualitative research .
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