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Caroline Sharp
BSc
Principal Research Officer
c.sharp@nfer.ac.uk
+44 (0)1753 637321

Caroline has worked at the NFER for several years, and is currently a Principal Research Officer in the Department of Professional and Curriculum Studies. Her responsibilities include the direction of research projects and line management of research staff. She is a member of the Foundation’s Dissemination Working Group and has delivered training courses to colleagues on research skills, including writing, interviewing and literature reviews. She is a member of the Topic editorial panel.

Caroline has a degree in Sociology from the University of Leicester. She took up a research position at the NFER soon after graduation. During her time at the NFER, she has been involved in numerous research and evaluation projects in diverse areas, but much of her work has focused on one of four areas, namely: early years and primary education; leadership and educational management; arts education; and study support. She is particularly interested in making research accessible, and in practitioners’ use of research.

In relation to early years and primary education, Caroline’s work includes studies on the effects of season of birth and school starting age on children’s educational attainment, parents’ view of preschool and children’s transition from the Foundation Stage to key stage 1. 

Caroline’s work on leadership and educational management includes reviews of research into early headship (see reports 1 and 2) and leading schools in urban and challenging contexts. She has also directed projects evaluating the work of the national remodelling team.

Study support has become recognised as an important aspect of educational provision. Caroline’s work in this area includes a review of research on study support, a qualitative study of the effects of study support, a review of the effects of homework and several evaluation studies of Playing for Success.

Caroline’s work on arts and creativity includes studies of arts training for primary teachers, instrumental music provision and schools broadcasts; an evaluation of the work of artists in schools; a review of research into creativity in the early years; and the national evaluation of Creative Partnerships.

Caroline’s interest in practitioners’ use of research led to a study of local authorities’ role in encouraging schools to use research and a research and development programme investigating the Research-engaged School.

Arts, creative and cultural education, early childhood, educational leadership, out of school hours learning, research-engaged school, learning support.

For more publications click here

White, K., Eames, A. and Sharp, C. (2007). A Qualitative Evaluation of the IntoUniversity Programme. Slough: NFER [online].

Sharp, C. (2006). ‘Becoming a research-engaged school: using whiteboards and ICT’, practical research for education, 35, 56-61.

Sharp, C., White G., Burge, B. and Eames, A. (2006). ‘Making a successful transition to year 1’, practical research for education, 35, 20-7.

Easton, C., Eames, A., Wilson, R., Walker, M. and Sharp, C. (2006). Evaluation of the National Remodelling Team: Year 3. Final Report [online].

Eames, A., Sharp, C., Sanders, D. and Tomlinson, K. (2006). Using Research in Your School and Your Teaching. Research-engaged Professional Practice (The Teachers’ Professional Learning Framework Series TPLF06). London: GTC. [Report details]

Sharp, C., Handscomb, G. and Webster, M. (2006). ‘Broadening horizons: research-engaged schools.’ Paper presented at the 19th International Congress for School Effectiveness and Improvement, Fort Lauderdale, Florida, 4 January [online].

Sharp, C., White, G., Burge, B. and Eames, A. (2006). 'Trouble-free transition', Child Education, 83, 4, 20-1.

 Sharp, C., Eames, A., Sanders, D. and Tomlinson, K. (2005). Postcards from Research-Engaged Schools. Slough: NFER. Report details

Eanes, A. and Sharp, C. (2005). ‘Becoming a research-engaged school: a journey into new and exciting territory’, NFER News, Winter, 4-5. [online]

Easton, C., Wilson, R. and Sharp, C. (2005). National Remodelling Team: Evaluation Study (Year 2). Final Report [online]

Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McEune, R. and Grayson, H. (2005). A Study of the Transition from the Foundation Stage to Key Stage 1 (DfES Research Report SSU/2005/FR/013). London: DfES. [online].

Sanders, D., White, K., Sharp, C. and Taggart, G. (2005). Evaluation of the NERF Bulletin Trial: Phase Two Report [online]

Sharp, C. (2005). ‘Why should teachers be interested in research?’ SPARK - Secondary Practitioners Action Research Knowsley, 1, 2, 5-8. [online]

Taggart, G., Whitby, K. and Sharp, C. (2004). Curriculum and Progression in the Arts: an International Study [online]

Sharp, C. (2004). ‘Developing young children's creativity: what can we learn from research?’ TOPIC, 32, 5-12.

Sharp, C. (2004). 'Accountability and school and LEA self-evaluation: how can research engagement contribute?' Paper presented at the NFER/ConfEd Annual Research Conference, Cafe Royal, London, 8 October. [online].

Sharp, C. (2004). 'Evaluating the impact of Playing for Success.' Paper presented at the Department for Education and Skills Research Conference 2004 'Research in Education: What Works?', The QEII Conference Centre, Broad Sanctuary, Westminster, 19 November [online].

Sharp, C., Schagen, I. and Scott, E. (2004). Playing for Success: the Longer Term Impact. A Multilevel Analysis (DfES Research Report 593). London: DfES.

Keys, W., Sharp, C., Greene, K. and Grayson, H. (2003). Successful Leadership of Schools in Urban and Challenging Contexts: a Review of Literature Carried Out for NCSL. Full Report Spring 2003 [online].

Sharp, C., Kendall, L. and Schagen, I. (2003). ‘Different for girls? An exploration of the impact of Playing for Success’, Educational Research, 45, 3, 309-24.

Sharp, C., Pocklington, K. and Weindling, D. (2002). ‘Study support and the development of the self-regulated learner’, Educational Research, 44, 1, 29-41.

Sharp, C. (2000). ‘When should children start school and what should we teach them?’ TOPIC, Issue 23, Item 10.

Sharp, C. and Le Metais, J. (2000). The Arts, Creativity and Cultural Education: an International Perspective (International Review of Curriculum and Assessment Frameworks). London: QCA. [online] Available: http://www.inca.org.uk/pdf/finalreport.pdf

Sharp, C. and Hutchison, D. (1997). How Do Season of Birth and Length of Schooling Affect Children’s Attainment at Key Stage 1? A Question Revisited. Slough: NFER. [Report details]

Sharp, C. and Benefield, P. (1995). Research into Season of Birth and School Achievement: a Select Annotated Bibliography. Slough: NFER. [online]

Sharp, C. (1990). ‘Artists in schools: issues and implications’, Educational Research, 32, 2, 140-3.

Wilson, R., Hemsley-Brown, J., Easton, C. and Sharp, C. (2003). Using Research for School Improvement: the LEA’s Role (LGA Research Report 42). Slough: NFER. [Report details]