Research in the School of Education newsletter
RiSE April 2010
Trinity College, Dublin (Project Iris partner)
Developing new teaching skills
Inaugural PhD Student Conference
By PhD students, for PhD students
Also inside: PhD news, Forthcoming research conferences, AFID conference, Recent staff publications
Conference challenges Forthcoming
education researchers conferences
Professor Richard Rose, from the School of Education, Irish Association of Teachers
was recently invited to be one of the keynote speakers in Special Education Annual
at the 19th Asian Federation on Intellectual Disabilities Conference
St Patrick’s College, Drumcondra
Conference (AFID). 10-12 June 2010
presentations given by young people www.iatse.ie/conference.aspx
with learning disabilities from India, American Educational
Japan, Bangladesh and Malaysia. They Research Association
spoke about the impact of current
developments in education on their lives
and how their opportunities are affected Denver, Colorado
by the actions of education policy 30 April to 4 May 2010
makers, teachers and researchers. International Conference on
Researchers attending the conference Special Education
The conference, held every two years,
were challenged to consider how they Kyrenia, North Cyprus
took place in Singapore in November
consult and engage with people with 16-18 April 2010
2009 and brought together researchers
learning disabilities when planning and www.icose2010.org
and teachers from around the Asian
conducting research. They were also
region. Keynote presentations were also London International
reminded of the need to ensure that
given by Professor Tai-Hwa Emily Lu from Conference on Education
research reports were accessible to a
Taiwan, Professor Libby Cohen from the
diverse audience of potential users. This (LICE-2010)
US and Professors Trevor Pamenter and
is an important point for all who are London, UK
Nicholas Lennox from Australia.
involved in research with children and 6-8 September 2010
However, for many of the delegates, the young people. The next AFID conference www.liceducation.org
highlights of the conference were the will be held in South Korea in 2011.
20th European Early
Research student conference Birmingham
6-8 September 2010
In May 2010, research students from the School of www.eecera2010.org
Education will host a conference for fellow research The British Educational
students, supervisors and MA students who wish to learn Research Association
more about PhD research. Warwick University
1-4 September 2010
Professor Richard Rose, both from www.bera.ac.uk
the School of Education, and External
PhD Supervisor and Visiting Professor The Inclusive and Supportive
Roy Evans – will give feedback on Education Conference (ISEC)
the presentations. Belfast
The keynote address will be given by 2-5 August 2010
Dr Jo-Anne Dillabough, a Canadian www.isec2010.org
researcher currently working at the The European Conference on
University of Cambridge, whose work Educational Research
has focused on cross-national social and
The theme of the conference is Helsinki
cultural exclusions, particularly in cities.
‘Researching learning; learning 25-27 August 2010
to research’. It will feature papers Professor Ann Shelton Mayes, Dean of www.eera--ecer.eu
presented by research students from the School of Education, will open the
both The University of Northampton day’s events. 20th Asian Conference on
and other universities, and a series Intellectual Disabilities
Conference organisers, Mellina
of poster presentations by Doctoral Ramada Plaza Jeju Hotel, Julu
Ferro-Costa Aston, Dr Mary Feng Yan
student supervisors. Island, South Korea
and Dr Johnson Jament will oversee
After the presentations – a panel electronic publication of conference 21-26 August 2011
including Professor Philip Garner and proceedings for delegates. www.acid2011korea.org
Web www.northampton.ac.uk/education l Email firstname.lastname@example.org l RiSE l 3
Supporting personal and
social development in Estonia
Staff from The University of Northampton’s Centre for Special Needs Education
and Research (CeSNER) have been working with colleagues at the University of
Tartu and the University of Tallinn in Estonia, in the research and development
of provision and practice for young people with Emotional and Behavioural
Difficulties (EBD) since 2001.
An essential part of this collaboration In 2009 the school was awarded focus, through creative expression, on
has been to support Estonian EBD funding from the European Social issues that impact on the students’ lives
schools in extending their skills and Fund. This will help to develop the and experiences. The group process
experiences in supporting the personal social educational curriculum to provides opportunities for students to
and social development of young include innovative approaches that work through difficulties and tensions
people. CeSNER have provided schools engage students in a range of activities as well as experience group cohesion,
with a range of supportive professional promoting self-esteem, co-operative emotional security and trust.
activities including training seminars, working and creative expression. It will
The collaboration is due to continue
research partnerships, exchanges also support a focused professional
until September 2011. CeSNER will lead
and the development of practice development and training programme
on providing advice on appropriate
based initiatives. for staff.
social curriculum activities related to
Successful practice related to Barry Groom, Senior Lecturer with the students’ social and emotional
education for young people with CeSNER, has been working with learning; supporting the school in the
EBD, across international contexts, the school for several years. He has development of strategies to embed
indicates that the school curriculum helped to support the introduction of approaches within professional
should include activities that promote creative group work which provides practice; and undertaking professional
social and emotional aspects of students with a safe structure to build development and training initiatives
learning. This provides students with self-esteem and friendship; promote with staff.
positive experiences that help build co-operation and trust; consider issues
Four teachers from Kaagvere
independent lives. such as conflict resolution, resilience
school recently spent ten days in
building and anger management; and
One school to have benefitted Northamptonshire, and Barry will be
to develop emotional expression and
is Kaagvere School in Tartu, a visiting Estonia in March with a number
school for girls with a range of of students from The University of
psychological, social, emotional and A range of pro-social skills are Northampton who have volunteered to
behavioural difficulties. developed through the activities that work in the school.
4 l RiSE l Web www.northampton.ac.uk/education l Email email@example.com
Researchers from The University of Northampton’s
Centre for Special Needs Education and Research
(CeSNER) are currently working on a three-year study of
special and inclusive education in Ireland.
Project IRIS (Inclusive Research in focus groups with key service users
Irish Schools) will explore the way in and providers, and the construction of
which support services and resources case studies in a sample of schools.
are used by primary, post-primary
This project, the largest ever funded
and special schools, and how the
in Ireland, builds upon a long
curriculum is delivered to those with
established partnership between
special educational needs.
researchers from Northampton and
Professor Richard Rose and Mary Dublin. Details of the project can be
Doveston are working with colleagues found at www.projectiris.org
Interview with Michael
from Trinity College, Dublin, and Shevlin, Senior Lecturer in
For details of other research projects
the Institute of Child Education and
at the School of Education, please visit
Special Education at Trinity
Psychology Europe on the project, College, Dublin
the school’s web pages at
which is funded by the National
Council for Special Education What kind of work have you
done with The University of
The project is looking at all aspects Northampton?
of special and inclusive education Richard Rose and I began working
through a national survey, interviews, together on a project for the Irish
Disability Authority, which resulted in
a book called ‘Encouraging Voices’ –
about pupil participation.
Currently we are collaborating on
Project IRIS, a study of special and
inclusive education in Ireland .
What kind of outputs have you
seen on the research?
There have been a number of
conference presentations, published
papers in international journals and
chapters in books. Richard and I have
also joint authored a book which is due
to be published in May.
What are the advantages of
working in partnership with The
University of Northampton?
The key advantage is that no matter
what you bring to the party, there is
a lot coming back. It’s a reciprocal
relationship and you find out what
informs your colleagues, which is very
In academia there is an over-emphasis
on the individual, as the expert or
the star. In education, we learn an
enormous amount from each other. I
feel the advantage lies in working with
like-minded people, exploring issues,
developing different perspectives
and then bringing that expertise to
Web www.northampton.ac.uk/education l Email firstname.lastname@example.org l RiSE l 5
At the School of Education we
are proud of the successes of our
Doctoral students. Dr Mary Feng is
just one example of the outstanding
quality of students we see.
Mary originally came to Northampton to study for
the MA Education. On completion of this degree she
decided to stay here to develop her research for a
Doctorate. She received her PhD at the graduation
ceremony at Northampton’s The Derngate Theatre in
Her thesis explored Chinese teachers’ understanding
of special educational needs and their responses to
the need to increase their skills and responsibilities in
addressing the requirements of such pupils. This is a
relatively new research area in China and Mary’s work
makes an important contribution to our understanding
of the subject within this context.
During her time at The University of Northampton,
Mary worked alongside researchers on several projects,
including research into extended services in schools.
She has published papers in several academic journals
and currently has a contract to write a book based Dr Paul Bracey is a PhD supervisor in the
upon her thesis.
School of Education.
For more information on how to apply for an M.Phil or
PhD programme, please visit our School web pages at Paul’s teaching career has included a number of years in an
www.northampton.ac.uk/education inner city Birmingham school and two years lecturing at the
University of Birmingham.
He completed his PhD at Birmingham in 2008, where
he undertook research into teacher perceptions of an
Irish dimension to the history curriculum in primary and
secondary schools. Since joining the School of Education
at The University of Northampton in 1997 he has been
involved in writing a number of articles which relate an Irish
dimension to issues associated with diversity in teaching.
Paul is a director of the Northampton Black History
Association, which has investigated historical materials
related to the population of black people in Northampton.
He was greatly involved in producing teaching resources
based on these materials – some of which have been
provided to schools in the county and most are on sale
through the Northamptonshire Black History Association.
He is currently involved in a project to evaluate the use
of these teaching resources and identify examples of how
teachers are relating their knowledge of black history to
Paul is involved in PhD supervision as well as teaching
undergraduate programmes in the School of Education. To
contact Paul, email email@example.com
6 l RiSE l Web www.northampton.ac.uk/education l Email firstname.lastname@example.org
PhD student group Recent staff publications
PhD students and supervisors
from the School of Education Staff from the School of Education (highlighted)
meet once a month to share have had the following works published recently.
ideas, issues and experiences. McPhillips T, Bell S and Doveston M (2009) Identification and
intervention for primary pupils with dyslexia in Ireland and England: finding
The informal meetings enable researchers a path through the maze. Reach, Journal of Special Needs Education
to bring along their work, seek opinions and in Ireland.
ideas or simply catch up with what others are
doing. The meetings run from 4.30-6pm on a Bell S (2009) Exploring support for dyslexic adults in the English workforce:
Thursday and are open to all PhD students, lessons learnt from the story of an adult dyslexia group Support for
potential students and supervisors. Learning 24 (2) Pp. 73-80.
The dates of meetings this academic year are Garner P (2009) Research Report: Boy Friendly Teaching. Funded by the
22 April, 27 May, 17 June and 15 July. Training and Development Agency for Schools (TDA).
Jones K, Doveston M and Rose R (2009) The motivations of mentors:
promoting relationships, supporting pupils, engaging with communities.
PhD training days Pastoral Care in Education. 27(1), Pp. 41-51.
The School of Education runs Murray J (2009) Studying the Worlds of Young Children, in Waller, T.
(Ed.) An Introduction to Early Childhood (2nd edition) London: Sage.
PhD training days for students, Pp. 138-151.
potential students and Foreman-Peck L and Murray J (2009) Action Research and Policy. In
supervisors which cover a range Bridges, D., Smeyers, P. and Smith, R. Evidence-Based Education Policy:
of issues. What Evidence? What Basis? Whose Policy? Oxford: Blackwell. Pp. 138-156.
Rose R, Smith A and Feng Y (2009) Supporting pupils and families: A
Wherever possible we take a lead on subjects case study of two English extended secondary schools. Management in
for the meetings from our students. A recent Education. 23 (2), Pp. 57-62.
training day included a session on constructing
literature reviews which was suggested by two Rose R, Howley M, Fergusson A and Jament J (2009) Mental health
of our students. and special educational needs: exploring a complex relationship. British
Journal of Special Education. 36 (1) Pp. 3-8.
The training days take place termly and
provide: Rose R (2009) Encouraging engagement: an emerging role for school
• n opportunity for students to
A based family workers in English secondary schools International Journal of
exchange information School Disaffection 6 (1) Pp. 5-11.
• he chance for students to hear from
T Rose R and O’Neill A (2009) Classroom support for inclusion in England
established researchers on matters of and Ireland: an evaluation of contrasting models. Research in Comparative
interest or concern to them and International Education. 4 (3) Pp. 250-261.
• n opportunity for potential students to find
A Rose R and O’Neill A (2009) Research Report: A Value
out what it is like to study for a PhD for Money and Policy Review Initiative, Special Needs
• platform for students to disseminate their
A Assistant Scheme. Funded by the Department of
work and receive feedback in a supportive Education and Science, Ireland.
environment Burgess H and Shelton Mayes A (2009) An
• chance for PhD supervisors to keep
A exploration of higher level teaching assistants
abreast of the work of students and tutors perceptions of their training and development in
with whom they may not have significant the context of school workforce reform. Support for
contact Learning. 24 (1), Pp. 19-25.
PhD training days are as follows: Smith A, Griffiths S and Rose R (2009)
Extended Schools: An Investigation into the
14 May 2010, Annual Research Student
Development and Enhancement of Initial Teacher
Conference, 9am-4pm, Knowledge
Education Capacity. Funded by the Training and
Exchange Conference Room
Development Agency for Schools.
7 October 2010, 2-4.30pm
Smith A (2009) Darren: a case study in
10 February 2011, 2-4.30pm school-college liaison. Support for Learning. 24 (4)
12 May 2011, Annual Research Pp. 185-190.
Loxley P, Dawes L, Nicolls L and Dore B Teaching
Primary Science: Promoting Enjoyment and Developing
Web www.northampton.ac.uk/education l Email email@example.com l RiSE l 7
School of Education
research seminar series
‘Engaging young children
in research on inclusion’
27 May 2010, The University of Northampton
The University of Northampton’s School of Education is running a series of research
seminars throughout 2010. The next seminar will be looking at ongoing research
into engaging children in conversations about joining in and learning together in
the classroom – concepts linked to notions of belonging and participation that are
fundamental to successful inclusive experiences.
Guest Speaker Dr Phyllis Jones, Associate Professor,
the University of South Florida
Dr Phyllis Jones is an active researcher with interests related to parents, inclusion, teacher learning
and the voices of children and families. Her PhD research related to teacher thinking about pupils
with profound and multiple learning disabilities.
During the seminar, Phyllis will share the methodology she has developed to support greater
involvement of young children, including those with disability labels, in the inclusion discourse.
She will also share some of the insights gained from the children about the value of joining in and
learning together, and what factors help and hinder this process.
For further information and to book a place, please contact Pam Cormack
Telephone 01604 893401, email firstname.lastname@example.org