Development, Engagement and Attainment

Development, Engagement and Attainment

Focus of our research

Positive outcomes in education, and in life more generally, depend on a wide range of skills and experiences.

Students must be able to understand a broad range of data, including written texts and complex numerical information. They must be able to communicate their ideas clearly both in writing and verbally. They also must have a range of ‘soft skills’ in terms of their abilities to engage with different learning environments, work with others and understand their own strengths and weaknesses. These skills are important, in different forms, right through the arc of education.

We are interested in how these various skills develop over time, and how learning environments can best support and develop those skills. We are particularly interested in the interplay of environment, psychological factors and underlying skills in predicting learning pathways from the early school years to university and beyond.

A primary aim of the theme is to reduce the inequalities that result from limitations
in processing written and numerical information. Attainment gaps between different groups are widespread and persistent at every level of education, and a major element of our work is to help to overcome these gaps.

We argue that the best way to overcome attainment gaps is to try to understand the potential multiple causes of these gaps, and to take a lifespan approach to addressing these causes. This fits well with the ethos of Coventry University to support access and participation in learning throughout development.

If you wish to find out more about this theme, please get in contact with Professor Julia Carroll.

Project spotlight

Our research is interested in the interplay of environment, psychological factors and underlying skills in predicting learning pathways from the early school years to university and beyond.

Learn more about some of our projects:

Girl writing at desk in classroom

Specific Learning Difficulties

Professor Julia Carroll was invited to provide a rapid evidence review on recent research on Specific Learning Difficulties (SpLDs) for the UK government as part of a move to review available support.

ENTENDER project team

ENTENDER

Working with partners in Latin America to introduce interventions that will support students with neurodiversity to have positive experiences, promote their strengths, and succeed in Higher Education and beyond.

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