A Research-engaged School and College
Dr Voldis Kudliskis, Research Coordinator at South Dartmoor Community College, had the privilege of accepting one of the first national awards to be presented to research-engaged schools and colleges by the National Foundation for Education Research (NfER) on behalf of the College. South Dartmoor is the first Community College, in the UK, to be recognised for its commitment to research at a national level.

The award was presented, in London, at the Learning and Skills Improvement Service (LSIS) Research Conference on Friday 26th February 2010. In his acceptance speech Voldis explained that the award very much reflected the commitment of both the Principal and staff at the College to a research ethos that served to inform and improve teaching and learning for all those involved in our teaching and learning community.
Voldis also indicated how the research ethos at South Dartmoor very much reflected the educational philosophy and principles promoted at the conference. A key theme at South Dartmoor is to utilise research to develop our thinking and understanding about how the role of teacher-research contributes to raising levels in teaching practice and standards; moreover, research at South Dartmoor provides opportunities to consider possible changes that will benefit both teachers and learners at a system level; this is again resonated with the themes of the conference.
Voldis went on to explain that South Dartmoor Community College was committed to developing a sustainable research culture that would continue to serve and inform practice. The thrust of ‘in-house’ research was to help develop expertise and to share findings with partners and various stakeholders.
Voldis explained that students, via the ‘Student Voice’, were contributing to, and embracing, the research culture that is developing at South Dartmoor. Students have been involved in conducting research through the implementation of student lesson observations. These observations have then contributed to curriculum development for both departments that have participated and for colleagues more generally. All this has served to enhance both learning and teaching.
Finally, Voldis concluded by speaking of his own personal philosophy which is to ensure that whilst he is passionate about educational research, his passion for teaching would mean that he would be a teacher-researcher who would continue to develop his research and teaching expertise in the classroom.
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