Lucy Clague PG Cert. BA

Research Fellow

Summary

Lucy Clague (nee Shipton) is a researcher with over 20 years' of commissioned research and programme evaluation experience. Lucy is currently based within Sheffield Hallam University's Institute of Education with research interests around the sociology of education, social mobility, higher education, widening participation, and children and young people.

Lucy is an experienced project manager who has managed both small and large-scale research projects for government departments such as the DfE and BIS as well as organisations such as OfS, the Education Endowment Foundation, TDA, the National College and Booktrust. She is particularly effective at managing research teams, keeping projects to time, even within short timescales, maintaining positive relationships with clients and has the ability to work collaboratively with a range of individuals.

From 2017 to 2019 Lucy took a three year secondment with the Higher Education Progression Partnership for South Yorkshire (HeppSY), where she led the monitoring and impact and process evaluations of the local UniConnect Programme (formerly known as the National Collaborative Outreach Programme or NCOP)

About

Lucy has a Realist evaluative approach, exploring what works for whom, in what context and why. She is a mixed methods researcher who employs the triangulation of qualitative methods - including the use of innovative methods to enable the participation of a range of children - and quantitative methods such as pre and post surveys. Lucy is keen to see insights from her research making real impact on the ground, and has a strong iterative evaluative approach in terms of driving forward recommendations with practitioners.

Lucy has managed many commissioned projects including a number of Education Endowment Foundation projects incorporating Randomised Control Trial (RCT) and process evaluation methodologies. She has collaborated with colleagues from organisations including University of Warwick, University of Sheffield, University of Nottingham and Queen's University Belfast as well as with colleagues from across the Sheffield Institute of Education. She has also held a lead role in relation to information governance and data protection for a number of years.

Lucy's specialist areas of interest include sociology of education, children and young people, widening participation, higher education, equality and diversity, and wellbeing.

Teaching

Sheffield Institute of Education

College of Social Sciences and Arts

Modules taught:

Data protection and GDPR

Research

Social and Economic Research Institute

Lucy has research interests around the sociology of education, social mobility, widening participation, and children and young people. Lucy is currently working on the following research projects:

- the evaluation of an OfS/Research England funded region-wide project led by the University of York, the Yorkshire Consortium for Equity in Doctoral Education (YCEDE), to improve Black, Asian and minority ethnic students’ access to postgraduate research (Principal Investigator and project manager);
- A scoping project funded by TASO to explore how type 3 methods (e.g. RCTs and quasi-experimental methods) might be applied to learning analytics programmes on student outcomes;
-the developmental and evaluative analysis of the Future Heroes resources, a set of careers tools based around four of the key employability sectors during COVID (project manager);
- A Youth Endowment Fund (YEF) project to evaluate the Roots of Empathy (ROE) programme using an RCT approach (project manager);
- A collaborative project with the Chartered College of Teaching, exploring how a blended CPDL approach can best contribute to the Teacher Development Fund’s purpose. Funded by Paul Hamlyn Foundation (SHU project manager)
- A research project to quantify and assess the quality and effectiveness of the support FE and training sector employers provide to ITE providers to enable them to provide high quality ITE, and explore the impact of Covid on the training of newly qualified teachers, funded by the Education and Training Foundation (ETF).

Lucy collaborates with colleagues from organisations including University of Warwick, University of Sheffield and Queen's University Belfast and Paul Hamlyn Foundation as well as with colleagues from across the Sheffield Institute of Education.

Publications

Journal articles

Willis, B., Clague, L., & Coldwell, M. (2013). Effective PSHE education: values, purposes and future directions. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31 (2), 99-111. http://doi.org/10.1080/02643944.2012.747556

Furey, R., Kay, J., Barley, R., Cripps, C., Shipton, L., & Steill, B. (2010). Developing Ethical Guidelines for Safeguarding Children during Social Research. Research Ethics, 6 (4), 120-127. http://doi.org/10.1177/174701611000600403

Coldron, J., Cripps, C., & Shipton, L. (2010). Why are English secondary schools socially segregated? Journal of education policy, 25 (1), 19-35. http://doi.org/10.1080/02680930903314285

Conference papers

Coldron, J., Cripps, C., Shipton, L., & Stiell, B. (2009). Fair school admissions: What is the contribution of the Choice Advice initiative. In British Education Research Conference, Manchester, 1 September 2009 (pp. 1-28).

Reports

Boodt, S., Stiell, B., & Clague, L. (2022). researching the professional development needs of FE teacher educators and the impact of Covid on FE ITE. Education and Training Foundation.

Clague, L., Demack, S., & Lebihan, J. (2022). Scoping the impact evaluation of learning analytics in Higher Education. TASO.

Clague, L., & Williamson, S. (2019). 2018/19 HeppSY Partnership Report. HeppSY. https://extra.shu.ac.uk/heppsy/assets/2019/02/190201-HeppSY-201819-Partnership-Report-V1D3.pdf

Clague, L., Squire, R., & Brown, G. (2019). HeppSY school and college staff views. HeppSY.

Clague, L., & Williamson, S. (2019). What Works in Widening Participation: evidence from the literature. HeppSY.

Clague, L., Williamson, S., & Rew, J. (2019). HE Can: an impact evaluation for Phase 1 activity. HeppSY.

Clague, L., & Williamson, S. (2019). Art and Design Summer School Focus Group Findings. (2). HeppSY.

Clague, L. (2019). What works in Widening Participation: evidence from the literature. (5). HeppSY.

Clague, L., Williamson, S., & Rew, J. (2019). HE Can An impact evaluation for Phase 1 activity. (6).

Clague, L., Squire, R., & Brown, G. (2019). HeppSY School and College Staff Views. (7).

Clague, L., & Williamson, S. (2018). The Listening Rooms Project Findings. (1).

Maxwell, B., Clague, L., Byrne, E., Culliney, M., Coldwell, M., Hobson, A., & Glentworth, A. (2018). Retain: CPD for Early Career Teachers of KS1Pilot report and executive summary. https://educationendowmentfoundation.org.uk: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf

Clague, L.F., & Williamson, S. (2018). HeppSY+ Baseline Survey Partnership Report. Higher Education Progression Partnership South Yorkshire Plus.

Formby, E., & Clague, L. (2016). SEF addressing HBT bullying through SRE grant evaluation: Final report.

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). Summer Active Reading Programme : evaluation report and executive summary. London, UK: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/uploads/pdf/EEF_Evaluation_Report_-_Summer_Active_Reading_Programme_-_October_2014.pdf

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). TextNow Transition Programme : evaluation report and executive summary. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/uploads/pdf/EEF_Evaluation_Report_-_TextNow_Transition_-_October_2014.pdf

McCaig, C., Clague, L., Hogarth, T., & Gambin, L. (2014). Technical apprenticeships : research into the need for and capacity to deliver STEM related Apprenticeship Provision in England. London: Department for Business, Innovation and Skills. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/297650/Research_into_the_need_for_and_capacity_to_deliver_STEM_related_Apprenticeship_Provision_in_England_-_Final_-_March_2014.pdf

Pearson, S., Bashir, N., Batty, E., Dayson, C., Sanderson, E., Wilson, I., ... Wolstenholme, C. (2013). myplace Impact Evaluation Report. Big Lottery Fund.

Bashir, N., Dayson, C., Batty, E., Pearson, S., Sanderson, E., Wilson, I., ... Wolstenholme, C. (2013). myplace evaluation: Final report. Centre for Regional Economic and Social Research, Sheffield Hallam University. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/evaluation-of-myplace

Bashir, N., Batty, E., Dayson, C., Pearson, S., Sanderson, E., Wilson, I., ... Wolstenholme, C. (2013). myplace evaluation: Summary report. Centre for Regional Economic and Social Research, Sheffield Hallam University. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/myplace-summary-report

Bashir, N., Batty, E., Dayson, C., Pearson, S., Sanderson, E., Wilson, I., ... Wolstenholme, C. (2013). Evaluation of myplace: Technical report. Centre for Regional Economic and Social Research, Sheffield Hallam University. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/myplace-technical-report

Bashir, N., Batty, E., Clague, L., Formby, E., Pearson, S., & Wolstenholme, C. (2013). myplace case study report. Centre for Regional Economic and Social Research, Sheffield Hallam University. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/myplace-case-study

Bashir, N., Batty, E., Dayson, C., Pearson, S., Platts-Fowler, D., Sanderson, E., ... Wolstenholme, C. (2012). myplace Impact Evaluation Interim Report. Sheffield Hallam University, Centre for Regional Economic and Social Research. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/myplace-impact-evaluation-interim-report

Clague, L. (2012). Evaluation of Bookstart England: Survey of operational and strategic stakeholders. https://www.academia.edu/21815913/Evaluation_of_Bookstart_England_Survey_of_operational_and_strategic_stakeholders_Booktrust_

Clague, L., Merchant, G., & Levy, R. (2012). Evaluation of Booked Up. Booktrust. https://www.researchgate.net/publication/275654239_Evaluation_of_Booked_Up_Booktrust

Bashir, N., Batty, E., Dayson, C., Pearson, S., Platts-Fowler, D., Sanderson, E., ... Wolstenholme, C. (2012). myplace impact evaluation interim report: executive summary. Centre for Regional Economic and Social Research, Sheffield Hallam University. https://www.shu.ac.uk/centre-regional-economic-social-research/publications/myplace-impact-evaluation-interim-report-executive-summary

Formby, E., Coldwell, M., Stiell, B., Demack, S., Stevens, A., Shipton, L., ... Willis, B. (2011). Personal, social, healthand economic (PSHE)education: A mappingstudy of the prevalentmodels of delivery andtheir effectiveness. London: Department for Education.

Clague, L. (2011). Improving e-safety in primary schools: a guidance document. CDARE. https://www4.shu.ac.uk/_assets/pdf/improving-esafety-in-primary.pdf

Clague, L., Coldwell, M., Stevens, A., Stiell, B., Willis, B., & Wolstenholme, C. (2011). Process evaluation of the Year 1 Phonics Screening Check Pilot. DfE. https://www.gov.uk/government/publications/year-1-phonics-screening-check-pilot-evaluation

Formby, E., Hirst, J., & Clague, L. (2010). Leicester city sex and relationships education audit and strategy development.

Formby, E., Hirst, J., & Clague, L. (2009). Leicester city sex and relationships education post 16 review and gap analysis.

Presentations

Coldron, J., Cripps, C., & Shipton, L. (2010). What can be done to mitigate the persistent social segregation of secondary schools in England? Presented at: Part of a Keynote Symposia, BERA, Warwick, 2010

Other publications

Coldron, J.H., Tanner, E., Finch, S., Shipton, L., Wolstenholme, C., Willis, B., ... Stiell, B. (2008). Secondary school admissions. London: Department for Children, Schools and Families: http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR020.pdf

Coldron, J.H., Stephenson, K., Williams, J., Shipton, L., & Demack, S. (2002). Admission appeal panels: research study into the operation of appeal panels' use of the code of practice and training for panel. London: Department for Education and Skills: http://publications.dcsf.gov.uk/eOrderingDownload/RR344.pdf

Lucy Clague