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 based within Sheffield Hallam University's Institute of Education with research interests in the sociology of education, social mobility, higher education, widening participation, and children and young people.

Lucy is an experienced Project Manager and Principal Investigator who has managed both small and large-scale research projects for organisations such as the DfE and OfS, the Education Endowment Foundation, TDA, the National College and Booktrust as well as a number of grant funded projects from Research England. She is particularly effective at developing theories of change/logic models, managing research teams, keeping projects to time, maintaining positive relationships with clients and has the ability to work collaboratively across 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, impact and process evaluations of the local UniConnect Programme.

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), process and impact evaluation methodologies. She has collaborated with colleagues from organisations including University of Warwick, University of York, 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

Current research projects

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 four year evaluation of a Research England Development Fund project led by University of York, Research SuperVision Project (RSVP), to improve PGR research supervision across the UK (Principal Investigator)

- the four year 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 is currently collaborating on funded projects with colleagues from organisations including University of York, University of Sheffield, University of Leeds, University of Bradford, Coventry University, University of Nottingham, Kings College London, UKCGE and Paul Hamlyn Foundation as well as with colleagues from across the Sheffield Institute of Education.

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

Clague, L., Coldron, J., & Cripps, C. (2009). Why are secondary schools socially segregated? In European Conference of Educational Researchers (ECER), Gothenburg, 9 September 2009 - 11 September 2009. https://www4.shu.ac.uk/_assets/pdf/ceir-WhySecSchoolsSocialSegArticle09.pdf

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).

Clague, L., & Coldron, J. (2010). What can be done to mitigate the persistent social segregation of secondary schools in England? In BERA, 7 September 2010. http://shura.shu.ac.uk/2693/

Reports

Clague, L., Mccaig, C., & Madriaga, M. (2024). The YCEDE Programme: midpoint interviews with key staff (2022-2024). YCEDE.

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., & 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

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

Clague, L., & Levy, R. (2013). Bookbuzz: evidence of best practice. Booktrust. https://www.culturehive.co.uk/wp-content/uploads/2014/04/Bookbuzz-2012-13-FINAL-report.pdf

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

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. TDA. 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.

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

Clague, L., Stiell, B., Coldron, J., & Coldwell, M. (2008). Choice Advice: an evaluation. DCSF. https://data.parliament.uk/DepositedPapers/Files/DEP2010-0595/DEP2010-0595.pdf

Clague, L., Stiell, B., Wolstenholme, C., Willis, B., & Coldron, J. (2008). Choice Advice: results of a pilot evaluation. DCSF. https://www4.shu.ac.uk/_assets/pdf/ceir-ChoiceAdviceBriefingPaperSecSchoolAdmsDCSF-RBX-11-08.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