Improving Equity and Inclusion through Education Research Group

About the research group

This group brings together researchers who are interested in a range of issues all linked to the broad area of 'Improving Equity and Inclusion through Education'. Specific areas of interest for group members include: education and social mobility; young people's educational choices; special educational needs, inclusion and social justice; the role of parents, class, ethnicity and gender in educational engagement; outdoor play and provision; engagement, attainment and educational leadership and management to name just a few. Group members are interested in researching issues across a range of levels and sectors including early years provision, schools, FE, and HE as well through particular subject areas and disciplines including science, mathematics, drama sociology, and psychology for example. The IEIE research group aligns with the University's Prosperity and Resilience theme which recognises that, 'creating and sustaining prosperity while also enabling resilience is key to individual and social wellbeing. Both are complex challenges' and this complexity is recognised in the research and interests of the IEIE group.

If you would like more information about the group and its activities, please contact the convenors, Dr Karen Jones and Professor Jill Porter.

A few examples of some of our current and recent research projects

      • Outdoor adventure activities and its impact on the educational attainment and aspirations of underachieving children from lower socio-economic groups: a pilot study
      • Leadership development in a Small Island Developing State: the Jamaican context
      • Personalised learning for SEN learners: ensuring ITT staff expertise
      • SENCOs' views on SEN provision
      • Student experiences of higher education
      • Leaders of Maths and Professional Identity
      • The Aims and Facilities of Early Years Outdoor Education in England: A Conceptual and Empirical Investigation.
      • The Early Years outdoor teaching and learning environment- teacher attitudes.
      • Girl and their identification as mathematicians
      • Literature and teaching maths
      • LASAR (Learning about Science and Religion)
      • Drama and SEN
      • Heads of Departments' attitudes towards their leadership role
      • The History and Philosophy in Science Teaching European Project
      • Music ability in primary schools (MAPS )
      • Teachers' perceptions of the value of ICT in teaching sciences and English in the UK and Malaysia
      • Professional Identities of Mathematics Specialist at Primary schools.
      Click here for recent publications of group members

Group members and their research interests

Dr Rebecca Berkley: Music Education, Musical Cognition, Choral Education, Musicianship and developing a skilled workforce in the music classroom.

Professor Helen Bilton: Early years education; outdoor play and provision for the early years and primary; the environment for learning and teaching; teaching assistants (nursery, primary and secondary) - roles and responsibilities; communicating with children; gender.

Dr Fiona Curtis: Teaching and learning of Secondary Mathematics; Introducing algebra in primary schools; Social justice in secondary schools; Gender and mathematics; Alternative pedagogies.

Jane Fieldsend: Science subject matter knowledge (especially for no specialist teacher), its links with pedagogical content knowledge and the implications for teaching the 'sciences' across different key Stages. Climate Change and the need for societal behaviour change. Associate of the Walker Institute for Climate Change. Has been part of a Comenius-funded European education project on raising the profile of Climate change through curriculum links. Working on developing new pedagogies for the teaching of Climate Change. Presented at conferences about climate change education.

Dr Alan Floyd

Dr Catherine Foley: Primary mathematics education; mathematical identities; capturing children's perspectives in education; gender and mathematics.

Dr Carol Fuller: Choices, attitudes, values and aspirations in education alongside the theory that helps explain these; the link between identity and educational outcomes; class and gender and sociology of education more broadly.

Dr Richard Harris: History education; diversity; inclusive education; curriculum issues; teacher education and development; action research; transgender issues.

Dr Gill Hopper: Art and design in education; pedagogies in art education; art and gender; art and feminism; women artists, art practice and aspiration; art and identity.

Dr Karen Jones: Women's leadership; the learning of leadership; evaluation of leadership development; learning transfer and impact; lived experience; Gender.

Dr Maria Kambouri-Danos: Early years education; parents and teachers/practitioners as partners in education; science in the early years; misconceptions; play in the early years; gender and gender stereotypes.

Nasreen Majid: Teaching and Learning of Primary Mathematics; Assessment for Learning; Impact of Mathematics Specialism Teachers in Primary Schools; Culture and mathematics pedagogy; Leadership and Management of mathematics in Primary schools including professional development.

Professor Elizabeth McCrum: All aspects of history education; teacher knowledge and beliefs; initial teacher education; mentorship; historiography; historical research in education postmodernism.

Professor Jill Porter: Understanding barriers and supports to participation for disabled children and young people; Collection and Responses to Disability Data in different cultures and contexts; Policy, Pedagogy and Curriculum for Children and Young People with Complex Learning Difficulties; Organisation of Inclusive and Special Schooling; Early Mathematical Development and Learning; Research Methodologies and Special Populations.

Janet Thompson: Using Subject Knowledge Enhancement courses to increase diversity in Initial Teacher Training; use of models in science education; assessment systems.

Professor Catherine Tissot: Special education theory and practice; autistic spectrum disorders; inclusive education; international perspectives on inclusion.

Dr Natthapoj Vincent Trakulphadetkrai: Primary mathematics teaching and learning; mathematics teachers' epistemological and pedagogical beliefs; use of children's literature to help enhance mathematics teaching and learning; use of comic books to help enhance introductory statistics teaching and learning; international perspectives on mathematics teaching and learning; reading comprehension and mathematics achievements.

Dr Tim Williams: Developmental disabilities, behaviour and learning; Mental health in children and its treatment; Behaviour problems and their management; Music cognition; Repetitive behaviour (aka stereotyped behaviours) or habits.

Teresa Wilson: All aspects of early years care and education; the development and maintenance of successful partnerships between parents and practitioners; professional development of early years practitioners.

Dr Billy Wong: Educational and career aspirations from the lens of social identities and inequalities, such as gender, class and ‘race’/ethnicity. Current research in STEM (Science, Technology, Engineering and Mathematics) education and higher education.

Postgraduate research students

Postgraduate research proposals are welcomed in all the above areas. Detailed information about postgraduate research and how to make an application can be found in the Institute of Education's Postgraduate Research web page.

Doctoral students associated with the research group have close contact with academic staff members and are invited to participate in group meetings and seminars in the area. The group provides a supportive space to allow students to discuss their research, practise for conference/seminar presentations as well as benefit from the knowledge and skills of more experienced academics with similar research interests

Current doctoral students and their topics

  • Abdullah Alghulayqah - The leadership and management of private universities in Saudi Arabia
  • Ahmad Alsewiket - The changing role of public universities in Saudi Arabia: globalisation and cultural identity
  • Aliki MacDonald - The role of parents and place in aspirations
  • Anna Tsakalaki - Spelling difficulties of dyslexic English and Greek native speaking primary school pupils
  • Areej Makki M Al-jahani - Managerial Empowerment for Female Leaders in a Governmental University in Saudi Arabia
  • Aseel Alsharif - Staff perceptions and experiences of curriculum reform in primary schools in Kingdom of Saudi Arabia
  • Azzah Alsubaie - Investigating Quality approaches for Excellence in School Leadership in Saudi Arabia and the case of Women Educational Leaders
  • Beth Richards-Bray - International sojourning students' perceptions and experiences of pre-departure activities and host-culture adjustment
  • Blair McMurchy - The role of the President in Ontario Community Colleges
  • Charlotte Wilson – 'Affecting the Learner Identities of Pupil Premium Students: an investigation into the poverty of aspiration and the use of mentoring strategies to affect change'
  • Charmaine Lynch - Perceptions of the barriers and enablers for deputy and assistant head teachers when considering a primary headship in England
  • Chiu-Ling Lui - Restructuring inclusive education in Taiwan
  • Clare McCullagh - Female academic careers in UK Higher Education
  • Elida Kalpogianni - Preschool teachers’ attitudes and perceptions regarding play, in day care nurseries in Greece: the development of a play promotion programme and its’ effects on teachers’ attitudes and practice
  • Georgina Kilner - Resilience and its relationship to academic success
  • Hamda Almahadi - Careers Guidance in Saudi Arabia
  • Hamda Al-Naimi - How Qatari 12th grade students make career and educational decisions
  • Hayley Sae Kang - Exploring the role of LSAs in a UK special school: identity, culture and CPD
  • Husain Almalki - School principals' experiences and perceptions of autonomy and decision making in Saudi Arabia
  • Ilan Dwek – Study on the impact of mainstream education on the deaf school-leavers – by contrasting “achievement” with “underemployment” – and exploring whether “external factors” influence achievement or otherwise
  • Jiayi Zhao - Women’s leadership in Higher Education in China
  • Jie Liu - Bi/Trilingual education for ethnic minority college students in China
  • Kafa Alenezi - Educational leadership and the role of administrators in Kuwait
  • Karen Buckwell-Nutt - Understanding identity construction from practitioner to academic
  • Leah Muteru - Parental participation in English state schools: the case for Kenyans PBS migrants
  • Lisa Patterson – Accountability in Schools: Case studies of Jamaican and English Teachers
  • Louise Padgen - Free schools and social inclusion
  • Lynette Morris - A case study exploring emotional labour in early years professional practice
  • Manar Alarfaj - Teachers perspectives and views toward children with Autism and Asperger's syndrome and the implications this has on teaching practice in Saudi Arabia
  • Mary Morris - Exploring excluded learners' identities
  • Mathew Thorne - Why Sixth form students chose the A-Level subjects they are studying and the impact of Pupil Premium
  • Meliha Sakin - Comparative study of Instructional Leadership in secondary schools in Turkey and the UK
  • Meilun Yan – 'Left behind' children in rural China
  • Meltem Yige - Inclusive art education in primary schools: perceptions of pupils with SEN and their teachers
  • Mohammed Alduailej - Career decision making of first year university students in Saudia Arabia
  • Mohammad Alromaih - The impact of de-centralisation on the experiences of head teachers in Saudi Arabia
  • Muteb Alhammadi - Successful school principals in Saudi Arabia: practices, culture and leadership development
  • Najlaa Bajaber - Gifted girls in mainstream classrooms in Saudi Arabia
  • Nasreen Majid - How do primary teachers in England develop their professional identities as mathematics specialists?
  • Navin Puri - Teachers confidence in managing challenging behaviour
  • Nici Hunt - Advanced skills teachers and expertise
  • Nora Aljebreen – gender and leadership
  • Norah Alzahrani – Decision making: Placement of students with autism in inclusive settings in Saudi Arabia
  • Oguzhan (Ozi) Hazir - Implementing School Based Teacher Training: The Case of Departments of Education for Intellectually Disabled Students in Turkey
  • Patricia Day-Hookoomsing - Experiences and perceptions of both employers and employees in the ICT-BPO sector in Mauritius concerning the use of English?
  • Reem Balubaid - How do individuals with autism experience the transition from childhood to adulthood
  • Rfah Alyami - The impact of educational policy reform on Tatweer Schools in Saudi Arabia
  • Rachel Roberts Critical Conversations - Capturing the Impact of Evaluative Language in Mentor Meetings in Initial Teacher Training
  • Rosemary Reynolds - Chinese students' experiences and motivations for study in FE colleges in the UK
  • Saba Qadhi - Female English Language Teachers' perceptions and experiences of continuing professional development in Qatar
  • Sameer Lakhani - Marketing and impact on practice in HEIs
  • Sheralee Virdi - Understanding the use of intrinsic and extrinsic motivators in the Early Years
  • Sharifah Alghamdi - Managing Classroom Behaviour Using Gender-Specific Response Cards
  • Sufang Li - Student teachers’ perspectives of the impact of training on their teaching practice regarding inclusive education and special educational needs in a city in China
  • Tania Lyden Career Mentoring Relationships for UG students in HE
  • Thanda Mhlanga - The impact of current UK educational reform on the role and professional identities of the FE middle manager
  • Tomasz John - The internationalisation of Higher Education: enhancing the postgraduate student experience
  • Tricia McAfee - What factors of outdoor learning promote increased engagement with SEND/ASD pupils?
  • Valentina Bamber - Staff and student perceptions' and experiences' of using blended learning. for English Language Teaching in an Italian University
  • Wasilatu Harruna-Adam Understanding the Lived Experience of Children with A Disability
  • Wayne Rimmer - English language teachers and the role of Professional Associations
  • Winston Brookes - The Masters in Teaching and Learning (MTL): an examination of a new employment-based model for the professional development of teachers
  • Yang Hong - The educational aspirations of 'left behind' children in rural China
  • Zabim Visram - Exploring how cultural norms and values impact the multicultural groupwork assessment process

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