Education

  • Abigail Marchant

    Education

    PhD Researcher in Education (ESRC+3)
    University of Bath, Department of Education

    Start date: September 2017

    Research topic: A Narrative Exploration of Excluded Pupil's Motivational Histories: Using a Qualitative approach to Self-Determination Theory

    My research is an exploration into the motivation for learning of pupils who have been excluded from school. I have selected a narrative design to investigate the complex nature of motivation for learning by investigating how a pupil’s motivational journey has resulted in their exclusion and lack of engagement with their education.

    Research supervisors: Dr Sam Carr, Dr Ceri Brown

    Email: A.E.Marchant@bath.ac.uk

    LinkedIn: https://www.linkedin.com/in/abigailmarchant/


  • Alison Pearson

    Education

    PhD Researcher in Education (ESRC +3)
    University of Exeter, Graduate School of Education

    Start date: September 2017

    Research topic: Resilient Professionals? Teacher perspectives on the role of initial training and early career experiences in their professional formation

    My research is concerned with teacher resilience, principally focusing on the contribution of initial teacher training and early career experiences to resilience development. My research explores this important area from the perspective of secondary school teachers who are five to ten years post qualification: teachers viewed as “survivors”, having successfully navigated their early careers.  I hope that my project will support the development of policy and practice in initial training and early career support for teachers, as well as contributing to a better understanding of the complex topic of professional resilience.

     

    Research supervisors: Professor Vivienne Baumfield, Dr Karen Walshe

    Email: ap638@exeter.ac.uk

    LinkedIn: https://www.linkedin.com/in/ali-pearson-0b2748b/

    Twitter: https://twitter.com/alisonpearsonSW

    Website/Blog: https://www.researchgate.net/profile/Alison_Pearson4


  • Cecile Jagoo

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, College of Social Sciences and International Studies

    Start date: September 2014

    Research topic: Language Socialization and Minority Communities. A comparison of language socialization in the Somali heritage community in the UK and in Italy

    Research supervisors: Dr Gabriela Meier

    Email: cj304@exeter.ac.uk


  • Claire Lee

    Education

    PhD Researcher in Education (ESRC+3)
    University of Bristol, Graduate School of Education

    Start date: September 2016

    Research topic: An ethnographic investigation into the needs and concerns of service children in UK primary schools

    Children from armed forces families have unique needs and face uncommon challenges. Yet their experiences are under-researched and too frequently overlooked in UK educational policy and practice. My research aim is to sharpen our understanding of service children’s needs and inform policy and practice in schools. Using an ethnographic and participant, task-centred approach I seek to explore children’s experiences, identities and agency, and how these intersect with policy and practice in schools and the military.  My personal history informs this research, as a former service child and a teacher in a school that serves an RAF community.

    Research supervisors: Dr Malcolm Reed, Dr Frances Giampapa

    Email: claire.lee@bristol.ac.uk


  • Dan Northover

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2015

    Research topic: Progression in Learning Skills: Developing a formative assessment framework to track, support and inform planning for the progression of Learning Skills in primary education

    My research will primarily seek to create a formative assessment framework for tracking the progress of ‘Learning Skills’ (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. This will take the form of a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years.

    Research supervisors: Dr Shirley Larkin

    Email: dn271@exeter.ac.uk

    Twitter: https://twitter.com/dan_northover


  • Denise Rogers

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Bristol, Graduate School of Education

    Start date: September 2013

    Research topic: Beating the odds: Journey from 'bad school' to postgraduate education and beyond

    Research supervisors: Dr Lisa Lucas, Dr Sheila Trahar

    Email: dr13261@my.bristol.ac.uk


  • Friederike Grosse

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2016

    Research topic: 'The role of organic linguistic repertoires and complimentary schooling in young people's identity construction: Doing linguistic ethnography in a German Saturday school in London.

    My PhD thesis explores the complex linguistic identities which are constructed by young people attending a complementary language school in London. In this study, over a period of 4-5 months, I am investigating the way in which young people attending a German Saturday school use language to construct and negotiate their identities. It is a linguistic ethnographic study based in one North-London Saturday school. The research focuses on four students’ language practices within the environment of the Saturday school. By sharing my findings with teachers in complementary schools, I aim to help to increase their awareness of their students’ organic linguistic repertoires and complex identities.

     

    Research supervisors: Dr Gabriela Meier, Dr Alexandra Allan

    Email: fg291@exeter.ac.uk

    LinkedIn: https://www.linkedin.com/in/friederike-grosse-02736624


  • Helen Foster-Collins

    Education

    PhD Researcher in Education (ESRC +3)
    University of Exeter, College of Social Sciences and International Studies (Centre for Research in Professional Learning)

    Start date: September 2016

    Research topic: Interprofessional learning, support and feedback, in early career professionals

    Previous research suggests that much professional learning takes place within informal workplace contexts, and that inter-professional support may be an important aspect of this learning.

    The first stage of my PhD project seeks to explore the support, advice and feedback that junior doctors receive during their first year, using qualitative analytical methods, and specifically:

    (i)            which other staff members provide support;

    (ii)           what factors influence whether support is sought, when and how it is provided, and

    (iii)          if such assistance positively influences doctor’s learning and patient outcomes.

    Research supervisors: Dr Vivienne Marie Baumfield, Dr Karen Mattick

    Professional memberships/Positions held: The British Psychological Society (Graduate member)

    Email: hf270@exeter.ac.uk

    LinkedIn: https://uk.linkedin.com/in/helen-foster-collins-87540224

    Twitter: https://twitter.com/helzfc123


  • Jessica Bowyer

    Education

    PhD Researcher in Education (ESRC +3)
    University of Exeter, Graduate School of Education

    Start date: September 2016

    Research topic: Closing the attainment gap in rural and coastal schools

    The attainment gap between disadvantaged students and their peers is persistent.  Recent research suggests that the gap is largest in rural and coastal schools.  My research explores the attainment gap from three perspectives:

    • Secondary analysis of the National Pupil Database;
    • The use of Pupil Premium funding in secondary schools in the South West and the strategies schools employ to the close the attainment gap;
    • The ways in which students in rural and coastal areas construct and mediate their identities as  learners and young people, drawing on hybridised theories of identity, rooted in the the work of Bauman and Bourdieu.

    Research supervisors: Dr Alexandra Allen, Dr James Hall

    Email: jb865@exeter.ac.uk

    Twitter: https://twitter.com/jessbowy

    Website/Blog: https://www.researchgate.net/profile/Jessica_Bowyer


  • Jill Court

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Bristol, Graduate School of Education

    Start date: September 2015

    Research topic: The barriers and facilitators to learning English and integration for adult migrant and refugee ESOL learners in the UK

    My research involves exploring language learning, identity and integration amongst adult migrant and refugee learners of English in the UK. I seek to better understand how language learning and integration inter-relate, and the barriers and facilitators to both these processes. I am particularly interested in migrant and refugee English language learners’ perspectives of what successful integration might look like for them; as well as political discourse and policy on English language and integration. I am also interested in how identity negotiation, identity positions and agency interact with the processes of language learning and integration.

    My research includes exploring the use of participatory tools for researching with ‘non-proficient’ speakers of English, as well as combining qualitative and quantitative research methods.

    Research supervisors: Dr Frances Giampapa, Dr Liz Washbrook

    Professional memberships/Positions held: NATECLA (National Association for Teaching English and other Community Languages to Adults)

    Email: jill.court@bristol.ac.uk


  • Jill Noakes

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2015

    Research topic: Understanding teachers’ and pupils’ perspectives on participation in project-based science activities

    The emphasis on STEM in schools has led to conflicting pressures on science teachers to deliver high-stakes exam performance and to foster enthusiasm and career aspirations by making science relevant and meaningful to pupils. Some teachers run project-based activities spanning weeks or months, generally in addition to the standard curriculum and often in the ‘gaps’ or neglected spaces of the school timetable. I am using cultural-historical activity theory to understand how such activities develop, the various motives teachers and pupils bring to the activities, why difficulties arise and how (if) they are resolved. Agency is a key theme in my research.

    Research supervisors: Dr Nasser Mansour, Dr Lindsay Hetherington

    Professional memberships/Positions held: Member of BERA Member of the Institute of Physics (MInstP) PGCE Tutor in Secondary Science at Exeter University (GTA position)

    Email: jn326@exeter.ac.uk


  • Jordan Maynard

    Education

    PhD Researcher in Education (ESRC +3)
    University of Bristol, Graduate School of Education

    Start date: September 2016

    Research topic: Facilitating inclusive identity discourse through co­authored personal writing in the primary classroom: an empowerment inquiry in collaboration with Bristol City Council’s Gypsy Roma Traveller Support Team.

    In collaboration with Bristol City Council’s Gypsy, Roma, Traveller Team, I am investigating the potential benefits of identity discourse between Gypsy Roma Traveller pupils and their teachers through the production of co­authored inclusive literature. Cooperative and creative projects that facilitate identity discourse through story­-sharing could offer an opportunity to develop important cultural understanding between pupil and teacher and, importantly, offer Gypsy Roma Traveller pupils a chance for their voice to be heard in the education system from which they are too often excluded.

    Research supervisors: Dr Sue Timmis, Mrs Helen Knowler

    Email: jm15578@bristol.ac.uk

    Twitter: https://twitter.com/j_maynard_ed


  • Rebecca Clarkson

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2015

    Research topic: Is the combination of a grammar test and teacher assessment at the end of Key Stage 2 a valid and reliable assessment of writing?

    Given the changed policy context in England for the assessment of writing over the past five years, and the high-stakes assessment context in which it occurs, I want to investigate the validity and reliability of the current assessment of writing at the end of KS2. Currently, this combines an external test of grammar and teacher assessment of writing.

    Key theoretical thinking from assessment research will be used to consider writing assessment. The research will be routed in a sociocultural perspective of writing.

    Data collection will consist of interviews with teachers, observations of moderation meetings, and statistical analysis of the relationship between the KS2 test results and the teacher assessment results. The statistical analysis will look at the correlation between the teacher assessment results and KS2 results. A qualitative analysis of ten pupils’ teacher assessed writing portfolios and their KS2 test results to investigate the relationship between the two will also be conducted.

    Research supervisors: Professor Debra Myhill, Dr Susan Jones

    Email: rc474@exeter.ac.uk

    LinkedIn: https://uk.linkedin.com/in/rebecca-clarkson-85909237


  • Richard D’Souza

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2018

    Research topic: The Creative and the Critical: Effective Assessment of Creativity in Writing

    I have been fascinated by the ‘creativity question’ since re-entering education as a teacher-researcher. With rapid changes in technology, economics, politics, and globalized societies, there has been increasing interest in the role of education in shaping the knowledge and skills of our future citizens in a more applied and purposeful way. Yet, there is little consensus as to how to define, assess, and ultimately achieve ‘progress’ in the classroom with regard to creativity. My research brings together the processes and attitudes of professional writers, lecturers, and teachers to illuminate ways forward for formative assessment and feedback for creativity in writing.

    Research supervisors: Dr Anthony Wilson, Dr Susan Jones

    Email: rsc214@exeter.ac.uk

    Website/Blog: https://www.scoop.it/t/primary-education-7


  • Sam Whewall

    Education

    PhD Researcher in Education (ESRC +3)
    University of Bath, Graduate School of Education

    Start date: September 2016

    Research topic: The role of imagined geographies in young people's higher education participation

    My research explores the role geography plays in young people’s higher education (HE) participation. I am interested in the range of geographical perceptions and imaginaries underpinning individual trajectories. I am also concerned with the individual’s sense of their social and spatial proximity to/distance from other places and institutions, and how this bears on the decisions they make.

    Using participatory cognitive mapping methods, I am working with British young people in state, private and elite international schools in the UK, Cyprus and Singapore to explore how different scales of imagined geographies shape youth transitions into HE.

     

    Research supervisors: Dr Michael Donnelly, Professor Hugh Lauder

    Email: s.whewall@bath.ac.uk

    LinkedIn: https://uk.linkedin.com/in/samuelwhewall

    Twitter: https://twitter.com/SamWhewall

    Website/Blog: https://www.researchgate.net/profile/Samuel_Whewall2


  • Samantha Stone

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Bath, Graduate School of Education

    Start date: September 2015

    Research topic: Ethnographic research into school mealtimes to understand processes of socialisation

    Much of school mealtime policy and research has been shaped and continues to be shaped by the promotion of nutrition and health.  However, this does not capture the social significance of school mealtimes or the role it plays in children’s socialisation processes.  My research takes an ethnographic approach to explore school mealtimes as important cultural sites that socialise children into mealtime comportment, commensality, communicative expectations, sociality, morality and understandings of diverse and complex relationships.  Its considers how school mealtimes are replete with social messages of appropriate ways to think, act and feel in the world, recognising the multiplicity of the avenues through which children get to know the social world and their place within it.

     

    Research supervisors: Dr Michael Donnelly, Professor Steve Gough

    Email: sls27@bath.ac.uk

    LinkedIn: https://www.linkedin.com/in/sam-stone-4b5700aa?trk=nav_responsive_tab_profile

    Twitter: https://twitter.com/Sam_L_Stone


  • Sian Ephgrave

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Bristol, Graduate School of Education

    Start date: September 2015

    Research topic: Teacher wellbeing

    Having been a secondary school teacher for about ten years, I am interested in finding ways to meaningfully involve teachers in educational research. My work explores the connection between sustainability, wellbeing and participatory approaches to research. I believe teacher wellbeing is an important area of investigation in and of itself and not only because its cultivation has been linked to improved exam results. I aim to work with and develop methodologies that allow for the meaningful inclusion of stakeholders at each level of the research process. My most recent work involved the use of poetic inquiry.

    Research supervisors: Professor Justin Dillon, Dr Angeline Mbogo Barrett

    Email: se1675@bristol.ac.uk


  • Suzannah Ferguson

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: October 2018

    Research topic: Metalinguistic modelling of writing: Re-framing classroom talk about writing

    My research will focus on the emergent concept of ‘metalinguistic modelling’, seeking to conceptualise it theoretically and to explore how it is operationalised pedagogically in the primary classroom. The research has the potential to change teachers’ practice in the management of talk about writing, and through this to make a material difference to children’s achievements in writing.

    The principal objectives of my study will be, firstly, to generate a theoretical conceptualisation of the term ‘metalinguistic modelling’, and secondly, to develop effective pedagogical practices in metalinguistic modelling which can be shared across the profession.

    Research supervisors: Professor Debra Myhill, Dr Annabel Watson

    Email: sf469@exeter.ac.uk

    LinkedIn: https://www.linkedin.com/in/suzannah-ferguson-10278133/

    Twitter: https://twitter.com/suffolkgirl26


  • Thomas S. Avery

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Bath, Department of Education

    Start date: October 2018

    Research topic: Refugee Children’s Experiences of Integration and Education through Language and Literacies

    I’m interested in the knowledges and literacies refugee-background children bring with them and how these are (not) used within our monolingual, monocultural curriculum, which often views non-English speakers as running at a “deficit”. Within this, I focus on how these assumptions affect refugee integration into society, their sense of belonging, and their developing identities within the label of refugee.

    At a broader level, I explore discourses of migration, particularly how mediatised political narratives of the migrant and the “refugee crisis” affect the influence of research on policy, pedagogy, and the interplay between these.

    Research supervisors: Dr Xiao Lan Curdt-Christiansen

    Professional memberships/Positions held: Volunteer @ Bath Welcomes Refugees

    Email: tsa36@bath.ac.uk

    LinkedIn: https://www.linkedin.com/in/thomas-avery-33a08237/

    Twitter: https://twitter.com/Toms_elt


  • Tony Clark

    Education

    PhD Researcher in Education (ESRC 1+3)
    University of Exeter, Graduate School of Education

    Start date: September 2014

    Research topic: Intensive IELTS Preparation in China and Japan

    The thesis ‘Intensive IELTS Writing Preparation in China and Japan’ was given a British Council Research Assessment Award in 2014. In 2015/16 he was a recipient of the Newton Fund Scholarship – a competitive grant to promote researcher mobility and encourage British-Chinese academic relations – as well as funding to support different sections of upcoming overseas research trips from the Worldwide Universities Network (WUN) and the ESRC. In 2016 Tony will spend two months at the British Council in Tokyo, and a subsequent six months working at Zhejiang University under the guidance of Professor Lianzhen He, Dean of International Studies.

    Research supervisors: Dr Guoxing Yu, Dr Talia Isaacs

    Professional memberships/Positions held: ALTE, EALTA

    Email: tc9734@bristol.ac.uk


  • Warren Speed

    Education

    PhD Researcher in Education (ESRC +3)
    University of Exeter, Graduate School of Education

    Start date: September 2017

    Research topic: Exploration into the interpretation and implementation on the current values education agenda (fundamental British values) in schools in England (working title)

    Since 2014 all school in England are required to actively promote ‘fundamental British values’ in line with the Counter-terrorism and Security Act and Ofsted inspections. Previous research highlights that the introduction of these “values” has led uncertainty and uneasiness about how they might be actively promoted.

    My research will take a bricolage approach and will:

    1. Critically examine the values education discourse in its relation to delivering character and moral education in schools in England.
    2. Apply Goodlad’s Curriculum framework and empirically explore how schools interpret and implement ‘fundamental British values’.
    3. Apply a critical lens to the current values education agenda to highlight the complexity in enacting values in school system and the implications with Ofsted Inspections.

    Research supervisors: Professor Rob Freathy , Dr Deborah Osberg

    Professional memberships/Positions held:

    • Equality Officer for the National Association of Schoolmasters and Woman Teachers
    • Graduate Teaching Assistant

    Email: w.speed@exeter.ac.uk

    LinkedIn: https://www.linkedin.com/in/warren-speed-b19b04169/

    Twitter: https://twitter.com/WarrenSpeed1

    Website/Blog: https://www.researchgate.net/profile/Warren_Speed