Theory and empirical evidence in relation to:
Multidisciplinary analysis of participation, choice and engagement in secondary and higher education.
Private and public finance of education.
Conceptual change with particular reference to understanding in economics.
Relationships between different theoretical perspectives on conceptual change, particularly Variation Theory and Threshold Concepts.
Development of teachers’ thinking and practice through ‘Learning Study’.
2011-2013 Labour market expectations, relative performance and subject choice, The Nuffield Foundation, £142,200.
2004-2007 ‘Developing first year economics undergraduates’ understanding of threshold concepts’ (leading consortium including Universities of Durham, Coventry and West of England), HEFCE £249,780.
2006-2007 ‘Knowing where to study? Fess, bursaries and fair access, The Sutton Trust, £28,500.
2007-2008 Continuing Professional Development to Support Subject Networks of Teachers in Secondary Schools, Teacher Development Agency, £40,000.
2007-2009 Research Informed Teaching: The impact of enquiry modules in undergraduate programmes, Staffordshire University, £105,000
2008-2009 Evaluation of Flexible Degree Routes, Higher Education Funding Council for England, £60,000.
2009-2010 Private School Bursaries, The Sutton Trust, £15,700.
2009-2010 Information Needs of Undergraduate Students (with Oakleigh Consulting), Higher Education Funding Council for England, £130,070
Knowledge exchange and impact
Research on student finance was featured in the lead article of the Guardian on 14th February 2008 and was subsequently widely cited, including the report on social mobility from Alan Milburn for the Cabinet Office.
Research on Flexible Degrees indicated the cost effectiveness of Fast-Track degrees which were subsequently identified by the Secretary of State as a promising area for development in Higher Education (December 2009).
Research in 2010 identified students’ information preferences when choosing where to study in higher education. These priorities were reflected in the policy manifesto published by the new coalition government in May 2010.
Collett-Scmitt, K., Guest, R. & Davies, P. (2014). Assessing Student Understanding of Price and Opportunity Cost through a Hybrid Test Instrument: An exploratory study, Journal of Economics and Economics Education, (in press).
Davies P. (2015). Towards a framework for financial literacy in the context of democracy. Journal of Curriculum Studies, 47, 2, pp. 300-316. DOI:10.1080/00220272.2014.934717
Davies, P. and Davies, N. (2014). Paying for Quality? Associations between private school fees, performance and use of resources. British Educational Research Journal, 40, 3, pp. 421-440. DOI: 10.1002/berj.3107
Davies, P., Qiu, T. and Davies, N. (2014). Cultural and Human Capital, Information and Higher Education Choices, Journal of Education Policy 29, 6, pp804-825. DOI: 10.1080/02680939.2014.891762
Davies, P. and Hughes, A. (2013). Defining and assessing enterprise capability. Journal of Education and Work. DOI:10.1080/13639080.2013.805188.
Davies, P. (2013). A response to Entwistle and Nisbet. Psychology of Education Review, 37, 1, pp. 15-17.
Ignell, C., Davies, P. and Lundholm, C. (2013). Swedish upper secondary school students’ conceptions of negative environmental impact and pricing. Sustainability, 5(3), pp. 982-996; doi:10.3390/su5030982.
Davies, P., Mangan, J., Hughes, A. and Slack, K. (2013) Labour market motivation and students’ choice of degree subject. British Educational Research Journal. 32, 2. pp.361-382 DOI: 10.1080/01411926.2011.646239
Slack, K., Mangan, J., Hughes, A. and Davies, P. (2012). ‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making. British Journal of Sociology of Education, iFirst. DOI: 10.1080/01425692.2012.741803.
Davies, P. and Lundholm, C. (2012). Students' understanding of socio-economic phenomena: conceptions about the free provision of goods and services. Journal of Economic Psychology, 33, 1, pp. 79-89. DOI:10.1016/j.joep.2011.08.003
Davies, P., Slack. K. and Howard, C. (2012). Variation in the length of an undergraduate degree: participation and outcomes, Studies in Higher Education, 37, 4, pp. 431-447. DOI: 10.1080/03075079.2010.520698
Davies, K. and Davies, P. (2012). Tensions in Commissioning: services for children’s speech, language and communication needs in one English Region, Journal of Health Service Research and Policy, 17, 2, pp. 37-44. DOI:10.1258/jhsrp.2012.011121
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