We host a Research Engagement Group (REG) comprised of practitioners and others with experience of, and interest in, research in the areas of teaching and learning in order to:
- Support our work in the area of research, including facilitating critical access by teachers to research
- Promote engagement by practitioners in, and with, research
- Promote engagement between practitioners and others engaging in research, including HEI-based researchers.
Research engagement group membership profiles
Dr Andrew James Davies; Acting Director of Research, Institute of the Arts and Humanties, Senior Lecturer in Education Aberystwyth University, Wales
Anne Reardon-James; Professional Doctorate student at Cardiff University
Anne has taught in a wide variety of adult education settings for the last ten years, including the delivery of literacy, numeracy, ESOL (English for Speakers of Other Languages) and digital literacy courses, as well as training of Essential Skills Practitioners. She started her career in education through teaching arts and crafts voluntarily with MIND, whilst undertaking a PGCE (Post-Compulsory Education and Training) with Barry College/University of Wales, Newport. This progressed to part-time paid employment with the Workers Educational Association (WEA), developing and teaching accredited and non-accredited entry to level 3 (A-level standard) courses in English, mathematics, employability, ESOL, psychology, arts and crafts to adults of all ages. She has delivered short and long-term training in a variety of settings, in partnership with other organisations across Cardiff, the Vale and the Valleys, such as Barry College, the Probation Service, the Stroke Association, the Salvation Army, Sure-start/Flying-start and the NHS.
She is currently working towards a Professional Doctorate in Education at Cardiff University.
2014 Quality award – Wales TUC (Trade Union Congress)
2016 – CWU (Communication Workers Union) WULF (Wales Union Learners Fund) Project
Reardon-James, A. (2016) ‘Digital Literacy: An Update from a Welsh Perspective’ Research and Practice in Adult Literacies (RaPAL), Vol 90 (Winter 2016). Available from https://rapal2012.files.wordpress.com/2016/12/rowa-rapal-90.pdf (accessed 22 January 2017).
Reardon-James, A. (2016) ‘Digital literacy - the new standards’. LinkedIn. August 30, 2016. Available from https://www.linkedin.com/pulse/digital-literacy-new-standards-anne-reardon-james (accessed 22 January 2017).
Research areas of interest
From 2008 until 2010, Anne completed a postgraduate Master of Arts in Education degree with the Open University. This involved undertaking an action research project, looking at the significance and relevance of the language used in essential skills lessons (particularly numeracy). ‘Pitching’ the language used in resources used for each maths lesson, with differentiation to suit the literacy levels of the learners was found to make a difference in understanding and problem-solving of tasks.
Since 2013, she has been working towards a Professional Doctorate in Education at Cardiff University. This involves critically analysing and evaluating the effectiveness, quality and impact of essential skills workplace programmes in Cardiff and the Vale of Glamorgan; primarily from the perspectives of business owners, HR managers, team managers and trade union learning representatives. This comprises looking at what Welsh and UK government policies have set out to do and how this has been enacted in practice, with regards to curriculum and pedagogy; examining the similarities and differences in perception and discourses between the relevant stakeholders. For example, what employers feel has been the effect on those who have received training, especially with regards to retention of staff, job performance, career progression and general wellbeing. The thesis will aim to compare the deficit model of essential skills (arguably favoured by the policy-makers) and literacy as a social practice, alongside the themes of marketization, measurement of skills, qualifications and professionalism. This will involve a small number of high-quality organisational case studies, with between ten and twenty qualitative interviews planned to be completed. Transcribing, coding and referencing of qualitative methods should help to generate new insights into how employers interpret top-down governmental educational workplace programmes targeted at low skilled workers.
Dr Caroline Daly; Reader in Education, UCL Institute of Education. Honorary Visiting Professor, Cardiff University
Dr Caroline Daly is Reader in Education at University College London Institute of Education (IOE), where she co-directs Initial Teacher Education, and is an Honorary Visiting Professor at Cardiff University. Caroline taught in secondary schools for ten years before moving into Higher Education as a lecturer in PGCE Secondary English. She currently co-directs the Welsh Government-funded Masters in Educational Practice, a major national qualification initiative aimed at providing accredited professional learning for new teachers. Between 2007-2010 she was Assistant Director for the IOE Centre for Work-Based Learning, managing research and development projects in a range of accreditation contexts related to work-place learning. She has worked extensively in wide-scale programme design for teachers’ continuing professional development, leading the IOE Master of Teaching and the Masters in Teaching and Learning programme for the London region.
Maxwell, B., Tremblay-Laprise, A., Filion, M., Boon, H., Daly, C., van den Hoven, M., Heilbronn, R., Lenselink, M. and Walters, S. (2016) ‘A Five-Country Survey on Ethics Education in Preservice Teaching Programs’ Journal of Teacher Education 67(2) 135–151.
Davison, J. and Daly, C. (eds) (2014) Learning to Teach English in the Secondary School London; Routledge.
Daly, C. (2012) ‘Narrative methodology: understanding learning experiences in an online programme of professional development’ in V. Cook, C. Daly and M. Newman (eds) Work-based Learning in Clinical Settings: insights from socio-cultural perspectives London: Radcliffe Medical.
Daly, C. (2011) ‘The ‘real world’ of technologies. What kinds of professional development are needed for English teachers?’ in J. Davison, C. Daly and J. Moss, Debates in English Teaching Routledge.
Davison, J., Daly, C. and Moss, J. (eds) (2011) Debates in English Teaching London: Routledge
Pachler, N. and Daly, C. (2011) Key issues in e-learning research and practice London: Continuum.
Daly, C., Pachler, N., Mor, Y. and Mellar, H. (2010) ‘Exploring formative e-assessment using case stories and design patterns’ Assessment & Evaluation in Higher Education 35 (5) 619-636.
Daly, C., Pachler, N. and Pelletier, C. (2009) Continuing Professional Development in Information and Communications Technology for school teachers. Coventry: Becta.
Daly, C., Pachler, N. and Pelletier, C. (2009) ICT CPD for school teachers. Literature review
Daly, C. (2008) ‘Evaluation for new learning contexts – how can it be ‘fit for purpose’?’ Reflecting
Education 4 (1) 127-138.
Daly, C. and Pachler, N. (2007) ‘Learning with others in mind’ in J. Pickering, C. Daly and N.
(eds) New Designs for Teachers’ Professional Learning London: Bedford Way Papers, Institute of
Daly, C., Pachler, N., Pickering, J. and Bezemer, J. (2007) ‘Teachers as e-learners: exploring the experiences of teachers in an online professional master’s programme’ Journal of In-service
Education 33 (4) 443-462.
Research areas of interest
Caroline’s research background is in teachers’ professional learning, e-learning and teacher education. Her particular interests are in teacher agency and collaborative professional development which impacts on pupils’ learning. She is currently working on a research project with the University of Auckland, exploring the role of mentoring in the learning of early career teachers. Her research has explored participants’ learning in distance programmes, the role of ethics in initial teacher education and teachers’ use of technologies in classrooms. She has also undertaken commissioned evaluation projects related to the effectiveness of programme and assessment design of professional courses offered by online providers
Professor J. Carl Hughes: Deputy Head, Teaching and Learning, College of Health and Behavioural Science (CoHaBS), Director, Collaborative Institute for Education Research, Evidence and Impact (CIEREI), Director, Wales Centre for Behaviour Change, Bangor University
Professor David Egan; Emeritus Professor of Education, Cardiff School of Education, Cardiff Metropolitan University
David’s career can be captured in the following brief chronology:
1970-1976: PhD student/Research Fellow/Lecturer; Department of History, Swansea University.
1976-1989: History and Politics Teacher/Head of Department/Assistant Head; Comprehensive schools in Rhondda Cynon Taff.
1989-2017 (with break 2013-16): Senior Lecturer in Education/Principal Lecturer/Head of School/Professor/Emeritus Professor; Cardiff Metropolitan University.
2005-2008: Seconded to the Welsh Government to be Special Adviser on Education to the First Minister and Cabinet.
2013-16: Director Wales Centre for Equity in Education; University of Wales Trinity Saint David.
His key publications over the last 5 years are the following:
Reducing the Impact of Poverty on Educational Achievement. Cardiff: Save the Children, 2012.
School Effectiveness in The Learning Country’ in Chapman, C. et al, School Effectiveness and Improvement: Research, Policy and Practice. London: Routledge, 2012.
Creating the Curriculum. London: Routledge, 2012.
Poverty and Low Educational Achievement in Wales: Student, Family and Community Interventions. York: Joseph Rowntree Foundation, 2013.
Making Effective Use of the Pupil Deprivation Grant: A Resource for Educational Leaders and Practitioners. Cardiff: Wales Centre for Equity in Education, 2014
Reducing the Impact of Poverty on Educational Achievement: Policy Observatory Project Report: Cardiff: Welsh Government, 2014.
Making Effective Use of the Early Years Pupil Deprivation Grant. Cardiff: Wales Centre for Equity in Education; 2015.
The Good News: What Schools in Wales Are Doing to Break the Link Between Poverty and Educational Achievement. Cardiff: Wales Centre for Equity in Education, 2015.
What Really Works for the Early Years. Cardiff: Welsh Government, 2015.
‘The State of the Nation: Education in a Devolved Wales’, Wales Journal of Education. Cardiff: University of Wales Press, 2016.
‘Educational Equity in Wales’, Wales Journal of Education. Cardiff: University of Wales Press, 2016
‘Developing Educational Research in Wales’, Wales Journal of Education. Cardiff:
University of Wales Press, 2016.
‘Professional Learning for Teachers in Wales’, Wales Journal of Education, 2017.
‘After PISA’: A Way Forward for Education in Wales?; Bevan Foundation, 2017.
Research areas of interest
Welsh education policy and practice with particular interests in educational equity, professional learning, educational leadership and enterprise education.
Poverty and educational achievement
Dr Dylan Jones; Dean of Education and Director of the Athrofa at UWTSD
Having completed his PhD at Aberystwyth, Dylan was appointed head of history and then became head of humanities, head of sixth form and deputy head in various Welsh-medium secondary schools. He was appointed Headteacher at 34 in the Rhondda valley and then went on to establish a new secondary school in the Vale of Glamorgan in the year 2000. It is now an all age, 3-18, school. He was awarded a distinction in 2012 in the headteacher section of the Welsh Teaching Awards. He has always believed that each of us has a commitment to the whole education system and he has participated in many whole system activities, e.g. chair of the education minister’s school practitioner panel and member of the shadow and interim Qualifications Wales board. His present role as dean of education and director of the Athrofa at UWTSD provides an excellent opportunity to make a whole system contribution to securing the highest quality education for the young people of Wales. It is an honour to be given this opportunity. For more information go to: http://athrofa.cymru/
Emma Jackson-Phillips; Associate Adviser for Languages, Literacy and Communication for Central South Consortium
Emma is the Associate Adviser for Languages, Literacy and Communication with Central South Consortium. Her primary role will be to support over 50 schools in South Wales with reducing areas of under-performance and advise on matters relating to their implementation of the New Curriculum.
She is an experienced English Teacher with a demonstrated history of working in academia and several educational contexts. She worked for five years in one of the highest-performing schools in Wales, Cwmtawe Community School, before gaining the position of Teaching and Learning Specialist in Maesteg Comprehensive School.
Emma was part of the first cohort of Masters in Educational Practice students and graduated in July 2016 with a Distinction.
Education Workforce Council: ‘The Five Benefits of Research whilst Teaching’
Wales Journal of Education: ‘Personal Reflections on the Masters in Educational Practice’
Action Research Project as part of Masters in Educational Practice: ‘How can I help Year 8 learners to engage with written feedback on spelling?’
Research areas of interest
Attitudes to Learning
Hannah Thomas; Art teacher
Hannah is from Cardiff and is currently in her fifth year of teaching art in an 11-18 secondary school. She trained in Fine Art at Cardiff Metropolitan University, and recently completed the Masters in Educational Practice (MEP) at Cardiff University.
Education Workforce Council: The summer Starbucks became my home
Research areas of interest
Hannah is particularly interested in the use of visual scaffolding, the use of feedback, and the wellbeing of pupils.
John Luker; Principal Lecturer Wrexham Glyndŵr University
John graduated from Middlesex Polytechnic in 1979 with a degree in Business Studies, specialising in Industrial Relations and Employment Law. After four years management training and development at Newsweek Magazine, In 1983 he took on the role of international circulation sales and marketing manager at The Economist Newspaper until 1987. For the next seventeen years, he ran his own specialist scientific, technical and medical international publishing agency, working with publishers in the UK and USA on their sales and marketing programmes.
In 2002 he was in a position to make a career change and began the in-service PGCE (PcET), qualifying as a FE college lecturer in 2004. In 2005 he went on to complete a Graduate Teacher Programme to gain Qualified Teacher Status in ICT and Business Studies as a secondary school teacher. He started teaching on Business Degree programmes for the Open University and Staffordshire University early in his new teaching career, drawing upon commercial experience. In 2006 he began a new career in Higher Education, teaching initial teacher training including PcET, Education and Primary QTS programmes for Glyndŵr and Edge Hill Universities.
His current role is Principal Lecturer and Academic Lead for Education with responsibility for ITE developments. He is also the programme leader for the MA Education
Bulkeley, J. and Luker, J. (2015), ‘Researching a New Model of Independent Learning Positioning in Education’. 6th TEAN Conference Knowing About Teaching. Birmingham: Aston University.
Gossman, P., Horder, S. and Luker. J. (2014), ‘HE in FE: An MA Education Module’, Educational Developments, Vol. 15, No. 1 pp.8-9 Luker, J. (2011), ‘Using Coaching Techniques for Mentoring’. Subject Specialist Mentor Conference. Ormskirk: Edge Hill University.
Luker, J. (2010), ‘Using ICT to Enhance Professional Development’. Subject
Specialist Mentor Conference. Ormskirk: Edge Hill University.
Bleakley, C. and Luker, J. (2008), ‘Changing Leadership Cultures through Appreciative Inquiry’. Leadership Foundation for Higher Education Conference. London: Royal College of Obstetrics and Gynaecology.
Research areas of interest
He is currently researching for a Professional Doctorate in Education. The research topic is based around the Higher Education teachers’ perceptions of student-centred learning and teaching practice. Other research interests include teaching and learning technologies as well as coaching as a teaching and learning approach. Consultancy interests include working with private and professional clients who wish to develop a strategic coaching culture for their organisations. These clients include both local authority and UK Government departments, where he specialises in working with senior leaders on change management projects.
Julia Buckley-Jones; Ysgol Glan Gele – Head teacher
Julia trained in Liverpool and taught in Manchester for a number of years before returning to Wales in the mid 90’s. She has been a Head teacher since 2002 and has led two schools. She has been in her current post for 10 years and still enjoys the challenge of Primary Head ship. She first engaged in research as a fourth Year BED student in Liverpool and both her schools made excellent use of the GTCW bursaries when available to research a variety of aspects of pedagogy and curriculum innovation.
Ysgol Glan Gele is currently a Pioneer School for Welsh Government.
Reducing the impact of Poverty on Educational Achievement – Policy Observatory – paper produced about the work of the school 2014
Research areas of interest
Boys attainment in literacy
Professor Sally Power; Director, WISERD Education, Cardiff University
Prior to joining the School of Social Sciences, Cardiff University in 2004 as a Professorial Fellow, Sally Power was based at the Institute of Education, University of London, where she was Head of the School of Educational Foundations and Policy Studies and Director of the Education Policy Research Unit. Before that she also worked at the Universities of Bristol, Warwick and West of England. She is currently Director of WISERD Education and Co-Director of WISERD (Wales Institute of Social and Economic Research, Data and Methods. She has extensive experience of working across the education community and with key stakeholders. She was an Elected Council Member of BERA (British Educational Research Association, from 2008-2014) and currently edits their flagship journal, the British Educational Research Journal. She is Chair of the ESRC Grants Assessment Panel B and served on the 2014 Research Excellence Framework for the Education Subpanel. She is also currently a member of the Sutton Trust Research Panel.
Pearce, S., Power, S. and Taylor, C. (2017) ‘Private tutoring in Wales: patterns of private investment and public provision’, Research Papers in Education. DOI:10.1080/02671522.2016.1271000
Power, S., Taylor, C. and Horton, K. (2017) ‘Sleepless in school? Young people’s bedtime rest and routines’, Journal of Youth Studies. DOI: 10.1080/13676261.2016.1273522 Power, S. & Smith, K. (2016) ‘”Heroes” and “villains” in the lives of children and young people’. Discourse: Studies in the Cultural Politics of Education. 1-13. Power, S. (2016) ‘The politics of education and the misrecognition of Wales’. Oxford Review of Education 42(3), pp. 285-298.
Power, S. Allouch, A., Brown, P. & Tholen, G. (2016) ‘Giving something back? Sentiments of privilege and social responsibility among elite graduates from Britain and France’. International Sociology, pp. 1-18.
Power, S. & Smith, K. (2016) ‘Giving, saving, spending: what would children do with £1 million?’ Children and Society. .30(3), p.192-203
Brown, P., Power, S. Allouch, A & Tholen, G. (2016) ‘Credentials, talent and cultural capital: a comparative study of educational elites in England and France.’ British Journal of Sociology of Education 37.2, 191-211.
Power, S. & Whitty, G. (2015) ‘Selective, Comprehensive and Diversified Secondary Schooling in England: A Brief History’ in de Waal, A. (ed) The Ins and Outs of Selective Secondary Schools, London: Civitas.
Power, S. (2014) ‘Education in Wales: An overview’ in C. Brock (ed) Education in the UK, London: Bloomsbury.
Tholen, G., Brown, P., Power, S. & Allouch, A. (2013) ‘The role of networks and connections in educational elites' labour market entrance’. Research in Social Stratification and Mobility 34,pp. 142–154.
Power, S., Sims, S. & Whitty, G. (2013) Lasting Benefits: The Long Term Legacy of the Assisted Places Scheme for Assisted Place Holders, London: The Sutton Trust.
Power, S. Brown, P., Allouch, A. & Tholen, G. (2013) ‘Self, Career and Nationhood: The contrasting aspirations of British and French elite graduates’. British Journal of Sociology 64 (4) 578-96.
Power, S. & Taylor, C. (2013) ‘Social justice and education in the public and private spheres’.
Oxford Review of Education 39 (4) 464-79.
Power, S. (2012) ‘From redistribution to recognition to representation: social injustice and the changing politics of education’, Globalisation, Societies and Education, 10 (4), 473-492.
Power, S. & Frandji, D. (2010) ‘Education markets, the new politics of recognition and the increasing fatalism toward inequality’, Journal of Education Policy. 25, 3, 385–396.
Taylor, C., Power, S. & Rees, G (2010) ‘Out-of-school learning; the uneven distribution of school provision and local authority support’. British Educational Research Journal. 36(6),1017-1036.
Power, S., Curtis, A., Whitty, G. & Edwards, T. (2010) ‘Private education and disadvantage: the experiences of assisted place holders’ International Studies in Sociology of Education. 20 (01) 23-38.
Curtis, A., Power, S., Whitty, G., Exley, S., & Sasia, A. (2008). Primed for success: the characteristics and practices of state schools.
Research areas of interest
Sally Power’s research interests focus on the relationship between education and inequality, and particularly social class differentiation, as well as the relative success and failure of education policies designed to promote greater equality of opportunity. She has undertaken extensive research on the relationship between the middle classes and the education system and is currently exploring the relationship between education and civil society. She is also particularly interested in exploring the experiences of children and young people in Wales, whose progress she is following through the WISERD Education Multi-Cohort Study.