Research, policy and practice in education: some observations on SSRC‐funded education projects

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Abstract
The article reviews and assesses some aspects of a ‘grant‐stock’ of projects approved for support by the former Educational Research Board of the Social Science Research Council, (SSRC), and now the responsibility of the Education and Human Development Committee of the Economic and Social Research Council (ESRC). It analyses the methodology, subject matter and style of the approved projects and concludes that a somewhat broader range of work has been supported than critics of ESRC/SSRC might at first suppose. At the same time, the evaluation reveals certain areas of weakness too: insufficient use of theory, insufficient time allocated for analysis, and an overly strong reliance on methodological approaches akin to those employed in the natural sciences. The article concludes with a discussion of implications for policy and practice arising from the evaluation.