Institute of Education London

Professor Andrew Pollard

• Qualifications and position:
  • Professor of Education
  • ESRC Programme Research Fellow
• Faculty:
  • Faculty of Policy and Society
• Department:
  • Department of Quantitative Social Science
• Summary:
  • Andrew Pollard has a part-time role at the Institute of Education supporting the development of research impact strategies. He also 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. During 2011, he was Director of ESCalate, the Education Subject Centre of the UK's Higher Education Academy at the University of Bristol and a member of an Expert Panel advising on a government review of the National Curriculum for England.
• Research Projects:
  • 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.
    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 the Economic and Social Research Council, the Training and Development Agency for Schools, the Qualifications and Curriculum Authority, the Esmee Fairbairn Foundation and the Higher Education Funding Council for England.
• Professional Activities:
  • Andrew Pollard 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.
• Languages Spoken:
  • English
• Languages Written:
  • English