Centre
Centre for Research in Language, Education and Developmental Inequalities
Unit(s) of assessment: Psychology, Psychiatry and Neuroscience; Education
Research theme: Health and Wellbeing
School: School of Social Sciences
Overview
The Centre for Research in Language, Education and Developmental Inequalities (CLEDI) is an interdisciplinary research centre which aims to understand different perspectives of language and education at child, family and community levels, including those which contribute to inequalities in developmental and educational outcomes across the lifespan.
We use research to design and evaluate novel approaches to countering inequalities, and are working to ultimately increase our theoretical knowledge and practical understanding, and to develop recommendations for local and national policy makers and professionals with respect to reducing and eliminating inequalities in life chances and educational outcomes.
An important aspect of our work is uniting practitioners, academics and researchers within and outside NTU to reflect on the implications of research for the education, care and CPD of relevant professionals.
As part of this, we are co-developing research projects, and with our community partners are fostering national and international academic partnerships that will support collaborative bids and cross-cultural and cross-sector programmes of work.
Selected current and recent funded projects
A Movement and Storytelling (MAST) Intervention for Reception Children
Peer-Assisted Learning Strategies (PALS) (Education Endowment Foundation)
FORTITUDE (ERC) with the University of Sheffield
The Longer-Term Impact of Covid-19 on Pupil Attainment and Wellbeing (Nuffield Foundation)
Young Poets' Stories (Foyle Foundation)
Abracadabra (Education Endowment Foundation)
Design and technology curriculum consultation service
School curriculum leaders are expected to have a comprehensive understanding of all school subject, including design and technology. If you are a senior curriculum leader in a secondary school, we can help you understand the design and technology curriculum, its objective and how design and technology can effectively be organised in your school.
Further reading
Blogs
White papers
- White papers on the long-term impact of the pandemic on pupil attainment and wellbeing (Rising Stars/Nuffield Foundation)
Press coverage
- What's up with Year 3 and what can we do about it? (SchoolsWeek.co.uk, January 2023)
- Children lost one-third of a year's of learning due to COVID, new study shows (The Conversation, January 2023)
Collaboration
The following research groups are part of the Centre for Research in Language, Education and Development Inequalities.
- Language, Literacy and Psycholinguistics - Lead: Professor Gary Jones
- Education, Policy and Practice - Lead: Dr Sue Dymoke
- Education, Motivation and Learning - Lead: Dr Richard Remidios
- Autism and Neurodiversity - Lead: Dr Lai-Sang (Linda) Iao.
Related staff
Publications
Introducing Young Poets' Stories by Sue Dymoke and Anthony Wilson, published in Teaching English, the National Association of Teaching English's (NATE) Spring 2023 journal.
Doak, L. (2023) 'Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship'. Literacy. https://doi.org/10.1111/lit.12317
Jones, G., Cabiddu, F., Barrett, D.J.K., Castro, A. and Lee, B., 2023. How the characteristics of words in child-directed speech differ from adult-directed speech to influence children's productive vocabularies. First Language. ISSN 0142-7237
Putwain, D. W., Symes, W. Nicholson, L. J., and Remedios, R. (2020). Teacher Motivational Messages Used Prior to Examinations: What Are They, How Are They Evaluated, And What Are Their Educational Outcomes? Advances in Motivation Science. Advances in Motivation Science, Elsevier. https://doi.org/10.1016/bs.adms.2020.01.001.
Ferhat Tura, Clare Wood, Rebecca Thompson & Clare Lushey (2023) Evaluating the impact of book gifting on the reading behaviours of parents and young children, Early Years, 43:1, 75-90, DOI: 10.1080/09575146.2021.1908234
Vousden, J., Cunningham, A., Johnson, H., Waldron, S., Ammi, S., Pillinger, C., Savage, R., & Wood, C. (2021). Decoding and comprehension skills mediate the link between a small-group reading programme and English national literacy assessments. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.12441.
Lin, Y.-N., Iao, L.-S., Lee, Y.-H. and Wu, C.-C., 2020. Parenting stress and child behavior problems in young children with autism spectrum disorder: transactional relations across time. Journal of Autism and Developmental Disorders. ISSN 0162-3257
Quickfall, A., Wood, P. & Clarke, E. (2022) 'The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts.' London Review of Education. Vol. 20(1). DOI: 10.14324/LRE.20.1.50