Centre for Research on the Wider Benefits of Learning

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Rodie Akerman                                              

Policy Research Officer (WBL), Dept. of Quantitative Social Science

• Qualifications and position:
  • Policy Research Officer
• Faculty:
  • Faculty of Policy and Society
• Department:
  • Department of Quantitative Social Science
• Summary:
  • Rodie is WBL's link with the policy world, ensuring the centre is informed about emerging issues and priorities and advising the policy community on findings related to WBL's work. She was previously at the National Literacy Trust, and is currently studying for an MA in Policy Studies in Education.
• Research Projects:
  • Rodie is currently contributing to the following WBL projects: A Typology of Non-cognitive Skills (DSCF); Influences and Leverages on Attainment: A Review of Literature and Policy Initiatives (DCSF); Nurturing Parenting Capability: The Early Years (DCSF); Social Benefits of Vocational Education and Training (Vet) for Individuals in a European Context (CEDEFOP)
• Conferences/presentations:
  • Aspirations and Attainment (with Leslie Morrison Gutman), Cabinet Office Expert Seminar: Community Aspirations and Educational Attainment, 10.09.2008 What determines and influences pupils' aspirations to succeed in learning and life?, DCSF seminar, 05.06.2008
• Languages Spoken:
  • Russian; advanced
• Languages Written:
  • Russian; advanced

• Publications

  • Gutman, L. and Akerman, R. (2008) Aspirations and Attainment: a review for the Social Exclusion Taskforce. London: Centre for Research on the Wider Benefits of Learning/Cabinet Office.
    
  • Gutman, L. and Akerman, R. (2008) Determinants of Aspirations. London: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London.
    
  • Akerman, R., Salter, E.,  Gutman, L. and Lupton, R. (2008) ''Well-being and perceptions of school: an analysis of psychological well-being in two inner London secondary schools' In WBL Discussion Paper 08-04, Young people, their social networks and school support: exploratory analyses of friendships, well-being and multi-agency working in two secondary schools. London: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London..
    
  • Clark, C. and Akerman, R. (2008) Being a reader: The relationship with gender. London: National Literacy Trust.
    
  • Clark, C., Osborne, S. and Akerman, R. (2008) Young people's self-perceptions as readers. London: National Literacy Trust.
    
  • Akerman, R. (ed.) (2007) Getting the Blokes on Board: Involving fathers and male carers in reading with their children. London: National Literacy Trust.
    
  • Clark, C. and Akerman, R. (2006) Social inclusion and reading: An exploration. London: National Literacy Trust.
    
  • Bird, V. and Akerman, R. (2005) Literacy and Social Inclusion: The Handbook. London: National Literacy Trust.
    
  • Bird, V. and Akerman, R. (2005) 'Every which way we can' – A Literacy and Social Inclusion Position Paper. London: National Literacy Trust.