Dr Judith Hanks is Associate Professor at the School of Education, University of Leeds, UK. She started teaching in 1987 and has worked as a language teacher and teacher educator in China, Italy, Singapore and the UK. She has worked with international colleagues to develop a framework of principles for fully inclusive practitioner research (https://www.fullyinclusivepr.com/). This culminated in two key books: The Developing Language Learner: an introduction to Exploratory Practice (Allwright & Hanks, 2009), and Exploratory Practice in Language Teaching: Puzzling about principles and practices (Hanks, 2017). Judith is co-convenor of the AILA Fully Inclusive Practitioner Research Network, and her research interests encompass: exploratory practice, wellbeing and burnout, intercultural issues and co-production in practitioner research, professional development and teacher education.
Her recent projects include:
- ‘Teacher Wellbeing and Burnout’ https://leedsteacherwellbeing.leeds.ac.uk/profiles/
- ‘Sticky Objects and Pathways to Wellbeing’ https://www.teachingenglish.org.uk/article/%E2%80%98sticky-objects%E2%80%99-pathways-well-being-resilience-teacher-understandings-practices-positive
My current research interests are in the areas of pre-service teacher education and the use of language in science learning. My doctoral research was on student teachers’ experiences and subject knowledge conceptualisations during a pre-service Physics Subject Knowledge Enhancement (SKE) course. I am a Co-Investigator on The Linguistic Challenges of the Transition from Primary to Secondary School, a 3-year project funded by ESRC and led by Prof. Alice Deignan. I was also a Co-Investigator on the ASCENTS 121 Support for Science project (1-2-1 Academically Asymmetrical Paired Tutoring in Science), an intervention funded by EEF and Wellcome. I have contributed chapters for a recent book about implementing effective practical work in school science, edited by Ian Abrahams and Michael Reiss.
Dr Matt Homer is associate professor at the Centre for Curriculum, Pedagogy and Policy at the School of Education, University of Leeds.
Matt taught mathematics and statistics in further and higher education before joining the University of Leeds as a researcher in 2002. His academic research interests include aspects of science and mathematics education curriculum reform, and medical education assessment. Over the years, he has worked on a number of mixed-methods projects where, as a statistician, his speciality has been analysis of the national pupil database. Most recently, he has been principal investigator on the large-scale, longitudinal core maths project (2017–2020) funded by the Nuffield Foundation.
Some of Matt’s time is spent in the Leeds Institute of Medical Education within the School of Medicine, carrying out assessment-related research, and he holds three external assessment-related advisory positions with the General Medical Council.
Matt has a PhD in mathematics, an MSc in applied statistics, and is a chartered statistician.
I am currently in the third year of my part-time PhD exploring reading self-efficacy and task value, school connectedness and pupils’ perceptions of successful reading during the primary to secondary transition. My research aims to take a participatory approach and draws upon the multiliteracies theoretical framework. My background is in psychology and education and my wider research interests include reading, dyslexia, mental health and wellbeing in education, applying psychological concepts to education, transitions, motivation and engagement, inclusion and participation. Before beginning my post graduate research, I worked as a primary school teacher and Special Educational Needs (SEN) Coordinator in a mainstream school for a number years before completing my MA in SEN in 2014. Since 2015 I have worked as a specialist teacher across a local authority supporting pupils with cognition and learning difficulties in mainstream primary and secondary schools.
I am interested in the acquisition of multiple languages and communication strategies of d/Deaf and Hard of Hearing children, with or without cochlear implants. My doctoral research is part of a wider organisation of 15 Postgraduate Researchers, respectively studying a specific aspect of Deafness in children.
With my colleague Nathalie Czeke, I also collaborate with the team of the Yorkshire Auditory Implant Centre (YAIS) in Bradford.
I am a final year doctoral researcher exploring inclusive beliefs and practices in the context of early childhood education. The research has been inspired by my previous role as an autism advisory teacher in the northwest of England – and capitalises on the apparent dearth of literature concerning nursery practitioners and children with SEN, aged under 5. The study uses qualitative and quantitative methods to capture participant views, experiences and beliefs and principally collects data through an online survey, interviews and the technique known as photovoice.
I’m currently in the final year of my PhD and my longitudinal case-study investigates the Year Abroad experience from the personal perspective of UK undergraduate students of languages during their time in Italy. My research interests include (but are not limited to): the Year Abroad experience, affective challenges in the Year Abroad, teaching and learning methods, language teaching and learning, the concepts of identity and culture. I am also very interested in the researcher-participant relationship and the co-creation of reality in qualitative research projects.
I am a PGR in Education at the University of Leeds. I am also an English teacher in South Korea. My PhD research centres on the motivational factors that influence the decisions of English teachers like myself to learn Korean while living in Korea, or not to do so. I also conduct research into practical methods of encouraging EFL students to be creative while learning English.
After twelve years of teaching secondary mathematics in some of the most deprived areas of England, my passion for serving the community has led me on a journey for solutions. All children deserve the best education, where they come from or their family’s socioeconomic status should not determine this. A passing grade in mathematics unlocks several opportunities for children who would otherwise be limited to a life of poverty and disadvantage. As such, I am interested in researching community and out-of-school interventions to improve outcomes in mathematics for disadvantaged children.
I have a broad interest in mood and wellbeing in young people who have Autism Spectrum Condition and my doctoral research will explore how students at a specialist school experience wellbeing. A key priority of my research is to involve participants who have severe communication difficulties and/or a learning disability and to use multimodal methods that do not rely on spoken language.
As well as being in the first year of the PhD, I work on various projects in universities and schools to evaluate outreach, widening participation, and social mobility, and with the Chartered Institute of Educational Assessors (CIEA), based at the University of Hertfordshire, where I design and lead professional development courses for assessors working in a wide variety of assessment contexts.
My research interests are in the professional development of teachers, post-qualification, as their experience and expertise deepen and broaden over time, specifically in relation to assessment and all the associated processes before, during and after assessment takes place. I am interested in teachers’ knowledge and understanding of assessment, their application of concepts such as validity, reliability, fairness, and comparability, and in the similarities and differences in their use of formative and summative assessment. More specifically, I want to understand the impact of Chartered Educational Assessors on their own and others’ assessment practice.
I am a Chartered Educational Assessor myself, a Fellow of the CIEA, a Fellow of the Higher Education Academy, and a primary school governor. I live in Warwickshire with my husband, my teenage daughter, and our ginger cat, Arlo.
The main focus of my research interest concerns the status of teacher’s assessments in high stakes accountability systems. The increased use of assessments as accountability measures in the compulsory phase of education in England has resulted in a level of mistrust in some quarters over the reliability of teacher-based assessments. This has also been linked to concerns about the lack of expertise in assessment theory and practice within the teaching profession. My aim is to gain a deeper understanding of issues around trust in teacher assessment and the development of a strategy to provide more public and professional confidence in teacher assessment outcomes used in high stakes assessment and in supporting teaching and learning.