Andrew Pollard
Encyclopedia
Professor Andrew Pollard is Director of ESCalate, the Education Subject Centre of the UK's Higher Education Academy
at the University of Bristol
, and supports research impact at the Institute of Education
, University of London. He chairs the Education Sub-panel for the 2014 Research Excellence Framework on behalf of UK Higher Education Funding Councils. Formerly, he was Director of the Teaching and Learning Research Programme
from 2002-09 — the UK's largest ever research investment in education - and of the UK Strategic Forum for Research in Education from 2008-11.
He received his BA in Sociology and Economics from the University of Leeds
, PGCE in Education from the University of Lancaster, M.Ed from the University of Sheffield
and PhD in the Sociology of Education from the University of Sheffield
.
As a former school teacher, Pollard's research interests include teaching-learning processes and learner perspectives, as well as the development of evidence-based classroom practice. He is responsible for a popular textbook and support materials on reflective teaching within primary and secondary schooling.
He has worked extensively on the effects of national and institutional policies on learning. For instance, he led the impact work of TLRP, focusing project findings on contemporary issues in lifelong and workplace learning, higher and further education and in schooling. Previously, he co-directed the Primary, Assessment, Curriculum and Experience project (PACE) tracking the impact of education legislation on practices and experiences in English primary school classrooms. His early research developed into the Identity and Learning Programme (ILP), a longitudinal ethnographic study of the interaction of identity, learning, assessment, career and social differentiation in children's experiences of schooling from age 4 to 16.
With a long-standing interest in the design, management and evaluation of research projects in education, Pollard has worked extensively with schools and local authorities including many UK education agencies and funding bodies such as ESRC, Training and Development Agency for Schools, QCA
, the Esmee Fairbairn Foundation and HEFCE.
Reflective Teaching, 3nd edition, London: Continuum (with contributors)(2008)
Principles into Practice: a teacher's guide to research evidence on teaching and learning, TLRP, London (2007)
Teaching and Learning in Schools, A TLRP Commentary (edited with Mary James) (2006)
Learning and Teaching Where Worldviews Meet, Stoke-on-Trent: Trentham (2002)
Readings for Reflective Teaching, 2nd edition, London: Continuum (2002)
Policy, Practice and Teacher Experience: Changing English Primary Education, London: Continuum (2000)
Policy, Practice and Pupil Experience: Changing English Primary Education, London: Continuum (2000)
The Social World of Pupil Assessment: Processes and Contexts in Primary Schooling, London: Cassell (2000)
The Social World of Pupil Careers: Strategic Biographies through Primary School, London: Cassell (1999)
Reflective Teaching in Secondary Education, London: Cassell (1997)
Work and Identity in the Primary School: A Post-Fordist Analysis, Buckingham: Open University Press (1996)
Teachers, Pupils and Primary Schooling London: Cassell (1996)
Children and Their Curriculum, London: Falmer (1996)
Readings for Reflective Teaching in the Primary School, London: Cassell (1996)
An Introduction to Primary Education, London: Cassell (1996)
The Social World of Children's Learning; Case Studies of Pupils from Four to Seven (1996)
Changing English Primary Schools? The Impact of the National Curriculum and Assessment, London: Cassell (1994)
Look Before You Leap? Research for the National Curriculum at Key Stage Two London: Tufnell Press (1994)
Reflective Teaching in the Primary School (2nd edition), London: Cassell (1993)
Teaching and Learning in the Primary School, London: Routledge (1993)
Assessment for Learning in Primary Schools A School Development Programme, Bristol: Redland Centre for Primary Education (1990)
Learning in Primary Schools, London: Cassell (1990)
Education, Training and the New Vocationalism: Experience and Policy, Milton Keynes: Open University Press (1988)
Sociology and Teaching: A New Challenge for the Sociology of Education London: Croom Helm (1988)
Reflective Teaching in the Primary School, London: Cassell (1987)
Children and Their Primary Schools, London: Falmer Press (1987)
The Social World of the Primary School, London: Holt, Rinehart and Winston (1985)
Higher Education Academy
The Higher Education Academy is an independent organisation in the United Kingdom that supports higher education institutions with strategies for the development of research and evaluation to improve the learning experience for students.-History:...
at the University of Bristol
University of Bristol
The University of Bristol is a public research university located in Bristol, United Kingdom. One of the so-called "red brick" universities, it received its Royal Charter in 1909, although its predecessor institution, University College, Bristol, had been in existence since 1876.The University is...
, and supports research impact at the Institute of Education
Institute of Education
The Institute of Education is a public research university located in London, United Kingdom specialised in postgraduate study and research in the field of education and a constituent college of the federal University of London. It is the largest education research body in the United Kingdom, with...
, University of London. He chairs the Education Sub-panel for the 2014 Research Excellence Framework on behalf of UK Higher Education Funding Councils. Formerly, he was Director of the Teaching and Learning Research Programme
Teaching and Learning Research Programme
The Teaching and Learning Research Programme is the United Kingdom's Economic and Social Research Council's largest investment in education research. It was initiated in 2000 and is expected to end in 2011. The programme incorporates 700 researchers in 70 projects, which cover all education...
from 2002-09 — the UK's largest ever research investment in education - and of the UK Strategic Forum for Research in Education from 2008-11.
He received his BA in Sociology and Economics from the University of Leeds
University of Leeds
The University of Leeds is a British Redbrick university located in the city of Leeds, West Yorkshire, England...
, PGCE in Education from the University of Lancaster, M.Ed from the University of Sheffield
University of Sheffield
The University of Sheffield is a research university based in the city of Sheffield in South Yorkshire, England. It is one of the original 'red brick' universities and is a member of the Russell Group of leading research intensive universities...
and PhD in the Sociology of Education from the University of Sheffield
University of Sheffield
The University of Sheffield is a research university based in the city of Sheffield in South Yorkshire, England. It is one of the original 'red brick' universities and is a member of the Russell Group of leading research intensive universities...
.
As a former school teacher, Pollard's research interests include teaching-learning processes and learner perspectives, as well as the development of evidence-based classroom practice. He is responsible for a popular textbook and support materials on reflective teaching within primary and secondary schooling.
He has worked extensively on the effects of national and institutional policies on learning. For instance, he led the impact work of TLRP, focusing project findings on contemporary issues in lifelong and workplace learning, higher and further education and in schooling. Previously, he co-directed the Primary, Assessment, Curriculum and Experience project (PACE) tracking the impact of education legislation on practices and experiences in English primary school classrooms. His early research developed into the Identity and Learning Programme (ILP), a longitudinal ethnographic study of the interaction of identity, learning, assessment, career and social differentiation in children's experiences of schooling from age 4 to 16.
With a long-standing interest in the design, management and evaluation of research projects in education, Pollard has worked extensively with schools and local authorities including many UK education agencies and funding bodies such as ESRC, Training and Development Agency for Schools, QCA
Qualifications and Curriculum Authority
The Qualifications and Curriculum Development Agency is an exempt charity, and an executive non-departmental public body of the Department for Children, Schools and Families...
, the Esmee Fairbairn Foundation and HEFCE.
Publications
Professionalism and Pedagogy: a contemporary opportunity, A TLRP Commentary (2010)Reflective Teaching, 3nd edition, London: Continuum (with contributors)(2008)
Principles into Practice: a teacher's guide to research evidence on teaching and learning, TLRP, London (2007)
Teaching and Learning in Schools, A TLRP Commentary (edited with Mary James) (2006)
Learning and Teaching Where Worldviews Meet, Stoke-on-Trent: Trentham (2002)
Readings for Reflective Teaching, 2nd edition, London: Continuum (2002)
Policy, Practice and Teacher Experience: Changing English Primary Education, London: Continuum (2000)
Policy, Practice and Pupil Experience: Changing English Primary Education, London: Continuum (2000)
The Social World of Pupil Assessment: Processes and Contexts in Primary Schooling, London: Cassell (2000)
The Social World of Pupil Careers: Strategic Biographies through Primary School, London: Cassell (1999)
Reflective Teaching in Secondary Education, London: Cassell (1997)
Work and Identity in the Primary School: A Post-Fordist Analysis, Buckingham: Open University Press (1996)
Teachers, Pupils and Primary Schooling London: Cassell (1996)
Children and Their Curriculum, London: Falmer (1996)
Readings for Reflective Teaching in the Primary School, London: Cassell (1996)
An Introduction to Primary Education, London: Cassell (1996)
The Social World of Children's Learning; Case Studies of Pupils from Four to Seven (1996)
Changing English Primary Schools? The Impact of the National Curriculum and Assessment, London: Cassell (1994)
Look Before You Leap? Research for the National Curriculum at Key Stage Two London: Tufnell Press (1994)
Reflective Teaching in the Primary School (2nd edition), London: Cassell (1993)
Teaching and Learning in the Primary School, London: Routledge (1993)
Assessment for Learning in Primary Schools A School Development Programme, Bristol: Redland Centre for Primary Education (1990)
Learning in Primary Schools, London: Cassell (1990)
Education, Training and the New Vocationalism: Experience and Policy, Milton Keynes: Open University Press (1988)
Sociology and Teaching: A New Challenge for the Sociology of Education London: Croom Helm (1988)
Reflective Teaching in the Primary School, London: Cassell (1987)
Children and Their Primary Schools, London: Falmer Press (1987)
The Social World of the Primary School, London: Holt, Rinehart and Winston (1985)