Lucy Clague PG Cert. BA
Senior Ï㽶ÊÓƵ Fellow
Summary
Lucy Clague (nee Shipton) is a researcher with 25 years' of commissioned research and programme evaluation experience. Lucy is based within Ï㽶ÊÓƵ's Institute of Education with expertise in higher education, widening participation, and theory of change methodology.
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 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 is an experienced Project Manager and Principal Investigator who has managed both small and large-scale RCT, process and impact evaluations 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 Ï㽶ÊÓƵ 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. 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, and UKCGE as well as with colleagues from across the Sheffield Institute of Education and the wider university.
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.
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
Ï㽶ÊÓƵ
Lucy is currently working on the following research projects:
- the four-year evaluation of a Ï㽶ÊÓƵ England Development Fund project led by University of York, Ï㽶ÊÓƵ SuperVision Project (RSVP), to improve PGR research supervision across the UK (Principal Investigator)
- the four-year evaluation of an OfS/Ï㽶ÊÓƵ 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 project to develop and deliver a comprehensive theory of change for the DfE’s Teacher Development activity, building on the Department’s existing logic models and evaluation/monitoring (Principal Investigator and project manager);
- Frames for Learning (F4L), an EEF funded CPD programme to improve science attainment by scaffolding how teachers and pupils approach working scientifically using cognitive science principles (project manager)
Publications
Key Publications
Clague, L. (2023). .
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.
Clague, L.F., & Williamson, S. (2018). . Higher Education Progression Partnership South Yorkshire Plus.
Journal articles
Willis, B., Clague, L., & Coldwell, M. (2013). . Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31 (2), 99-111.
Furey, R., Kay, J., Barley, R., Cripps, C., Shipton, L., & Steill, B. (2010). . Ï㽶ÊÓƵ Ethics, 6 (4), 120-127.
Coldron, J., Cripps, C., & Shipton, L. (2010). Journal of education policy, 25 (1), 19-35.
Conference papers
Clague, L., Coldron, J., & Cripps, C. (2009). Why are secondary schools socially segregated? In European Conference of Educational Ï㽶ÊÓƵers (ECER), Gothenburg, 9 September 2009 - 11 September 2009.
Coldron, J., Cripps, C., Shipton, L., & Stiell, B. (2009). . In British Education Ï㽶ÊÓƵ 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.
Reports
Boodt, S., Stiell, B., & Clague, L. (2022). Ï㽶ÊÓƵing the professional development needs of FE teacher educators and the impact of Covid on FE ITE. Education and Training Foundation.
Clague, L., Squire, R., & Brown, G. (2019). HeppSY school and college staff views. HeppSY.
Clague, L., Williamson, S., & Rew, J. (2019). HE Can: an impact evaluation for Phase 1 activity. HeppSY.
Clague, L. (2019). What works in Widening Participation: evidence from the literature. (5). 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). . https://educationendowmentfoundation.org.uk: Education Endowment Foundation.
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). . London, UK: Education Endowment Foundation.
Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). . London: Education Endowment Foundation.
McCaig, C., Clague, L., Hogarth, T., & Gambin, L. (2014). . London: Department for Business, Innovation and Skills.
Bashir, N., Dayson, C., Batty, E., Pearson, S., Sanderson, E., Wilson, I., ... Wolstenholme, C. (2013). . Centre for Regional Economic and Social Ï㽶ÊÓƵ, Ï㽶ÊÓƵ. /centre-regional-economic-social-research/publications/evaluation-of-myplace
Clague, L., & Levy, R. (2013). Bookbuzz: evidence of best practice. Booktrust.
Clague, L. (2012). Evaluation of Bookstart England: Survey of operational and strategic stakeholders.
Clague, L., Merchant, G., & Levy, R. (2012). Evaluation of Booked Up. Booktrust.
Formby, E., Coldwell, M., Stiell, B., Demack, S., Stevens, A., Shipton, L., ... Willis, B. (2011). . London: Department for Education.
Clague, L. (2011). Improving e-safety in primary schools: a guidance document. TDA.
Clague, L., Coldwell, M., Stevens, A., Stiell, B., Willis, B., & Wolstenholme, C. (2011). Process evaluation of the Year 1 Phonics Screening Check Pilot. DfE.
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). . London: Department for Children, Schools and Families.
Stiell, B., Clague, L., Coldron, J., & Coldwell, M. (2008). . Department for Children, Schools and Families.
Clague, L., Stiell, B., Willis, B., Wolstenholme, C., & Coldron, J. (2008). . DCSF.
Coldron, J.H., Stephenson, K., Williams, J., Shipton, L., & Demack, S. (2002). . London: Department for Education and Skills.
Internet Publications
Clague, L. (2023). .
Clague, L. (2021). .
Clague, L. (2021). .
Perry, E., Booth, J., & Clague, L. (2020). .
Clague, L., & Woodward-Baker, S. (2019). .
Other activities
Advance HE Associate