Staff Profile:Professor Rebecca Harris

Name:

Professor R Harris

Job Title:

Professor

Responsibilities:

University Responsibilities:

• Member of Senate

Institute of Education Responsibilities:

• Director of Teaching and Learning
• Member of the Senior Management Group
• Senior Academic Manager

Areas of Interest:

Expertise and Research Interest:

• Theory and practice of history teaching
• Action research
• Curriculum policy and development
• Diversity
• Citizenship
• Trainee teacher/teacher development
• Transgender issues

Masters, PhD and EdD Level Supervision offered in these areas:

All of the above.

Current and Recent PhD Students, with Topics/Titles of their Research:

Completions

• Leah Muteru - Parental participation in English state schools: the case for Kenyan points-based system (PBS) migrants.
• Marlon Moncrieffe - Examining experiences and perceptions of mass-migration and settlement in Britain over the ages: How can this assist teaching and learning in Key stage 2 history?
• Hilal Al-Shandudi - Teachers’ self-perceptions of their professional learning in the context of recent educational reforms in Oman.
• Oğuzhan Hazır - Implementing school based teacher training: the case study of departments of education for intellectually disabled students in Turkey.
• Ruth Samuel - Teacher values and value construction among low income female teachers in Bangalore, India: implications for reflective practice in teacher education in India.
• Ahlam Alatiq - Exploring resistance to change and teacher attitude towards new educational reform in female schools in the Kingdom of Saudi Arabia.

Current

• Jill Matterface – An action research project to promote an adult learning environment in a phase one military setting.
• Julie Cracknell – Teacher reflection in an age of performativity.
• Zeynep Butun – ELT teachers’ professional learning in Turkey.
• Eda Kuzuca - Exploration of history teachers’ expertise in teaching historical thinking.
• Christina Thompson – Objectivity, law and emotion.
• Alison Oliver - A case study of teachers’ professional identity and professional learning in a secondary school which can be regarded as a learning organisation.
• Albert Mususa - How do teachers in the alternative provision perceive their role in relation to being able to care properly for their pupils.
• Oliver Ward - Affecting change - trauma informed care in alternative provision education.

Current and Recent Research Projects:

• 2019 An exploratory study of UG students’ experience of different assessment models within the University of Reading (£1200 UoR funding).
• 2019 Exploring the school experience of LGBT+ youth: an examination of LGBT+ policy espousal, enactment and experience in secondary schools (£4500 UoR funding).
• 2017 The impact of an outdoor learning pedagogy on primary school pupils’ knowledge of and attitude towards history (£1500 Ufton Court).
• 2017 Exploring the issues: An exploration of the issues that affect how LGBT teenagers feel about themselves (£700 UoR funding).
• 2015 An examination of history teachers' rationale for content selection (£2000 UoR funded).
• 2015 An analysis of longitudinal data from the Historical Association's annual surveys (£1500 UoR funded).
• 2014 Fragmentation in Initial Teacher Education (£1500, UoR funded).
• 2012-13 An evaluation of the Langley Academy's museum learning curriculum (£10000, Arts Council).
• 2012-13 What role does the choice of history curriculum topics play in promoting a sense of identity and social cohesion amongst young people? (£2000, UoR funded).
• 2009-2012 Annual national survey of history in secondary schools (on behalf of the Historical Association - £1500 funding in 2010 from the HEA).

Research groups / Centres:

• Improving Equity and Inclusion through Education.

Publications:

Y

Jump to: 2020 | 2019 | 2018 | 2017 | 2016 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000

Number of items: 53.

2020

• Harris, R., Courtney, L., Ul-Abadin, Z. and Burn, K. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528

2019

• Harris, R. and Graham, S. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570
• Harris, R. and Ormond, B. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764
• Harris, R. and Bilton, H. (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416

2018

• Harris, R. and Reynolds, R. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498

2017

• Harris, R. (2017) British values, citizenship and the teaching of history. In: Davies, I. (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597
• Harris, R. (2017) Exploring youth civic engagement: a view from England. In: Broom, C. (ed.) Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective. Palgrave studies in global citizenship education and democracy. Palgrave Macmillan, New York, pp. 37-58. ISBN 9781137565327 doi: https://doi.org/10.1057/978-1-137-56533-4

2016

• Harris, R. and Burn, K. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091

2014

• Harris, R., Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440
• Harris, R. and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925

2013

• Harris, R. (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551

2012

• Harris, R., Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614
• Harris, R. (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218
• Harris, R. and Haydn, T. (2012) What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK. Research Papers in Education, 27 (1). pp. 81-101. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903513217

2011

• Burn, K. and Harris, R., (2011) History in secondary schools 2011 survey. Report. The Historical Association
• Harris, R., Harrison, S. and McFahn, R. (2011) Cross-curricular teaching and learning in the secondary school...humanities: history, geography, religious studies and citizenship. Cross-Curricular Teaching and Learning in.... Routledge, London, pp163. ISBN 9780415561891
• Harris, R. and Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy, 26 (2). pp. 245-261. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2010.498902
• Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. The Cambridge Journal of Education, 41 (2). pp. 159-175. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2011.572863
• Harris, R. (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785
• Harris, R. and Lazar, I. (2011) Overcoming resistance. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 91-104. ISBN 9789287170200
• Harris, R., Cain, T. and Kinchin, G. D. (2011) Teacher research: transforming practice or re-arranging the deckchairs? In: British Educational Research Association Conference, 6-8 September 2011, London. (Unpublished)
• Harris, R. and Lazar, I. (2011) Ways to bring about change. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 105-116. ISBN 9789287170200

2010

• Harris, R. (2010) Citizenship and history - uncomfortable bedfellows? In: Davies, I. (ed.) Debates in history teaching. The Debates in Subject Teaching. Routledge, London, pp. 186-196. ISBN 9780415571623
• Burn, K. and Harris, R., (2010) 2010 Survey into History Teaching. Report. The Historical Association
• Harris, R. (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: British Educational Research Association, 1-4 September 2010. (Unpublished)
• Harris, R. (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton.
• Harris, R. (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: History Teacher Educator Network Conference, 19-20 July 2010, Newport. (Unpublished)
• Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2). pp. 241-261. ISSN 1366-5839 doi: https://doi.org/10.1080/00220270903403189 (special issue: National history and beyond—part two )

2009

• Bhopal, K., Harris, R. and Rhamie, J. (2009) ‘Race’, diversity and inclusion: student perspectives. In: ECER Annual Conference, 28-30September 2009, Vienna. (Unpublished)
• Bhopal, K., Harris, R. and Rhamie, J. (2009) Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis. In: BERA Annual Conference, 2-5 September 2009, Manchester. (Unpublished)
• Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134. pp. 27-35. ISSN 0040-0610
• Haydn, T. and Harris, R. (2009) Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom. International Journal of Historical Learning, Teaching and Research, 8 (2). pp. 26-39. ISSN 1472-9466
• Burn, K. and Harris, R., (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association
• Haydn, T. and Harris, R. (2009) What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom. In: American Educational Research Association Annual Meeting (AERA 2009), 13 - 18 April 2009, San Diego. (Unpublished)

2008

• Harris, R. and Haydn, T. (2008) Children's ideas about school history and why they matter. Teaching History, 132. pp. 40-49. ISSN 0040-0610
• Harris, R. and Haydn, T. (2008) Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view. In: American Educational Research Association (AERA 2008), Mar 2008, NY. (Unpublished)

2007

• Harris, R. and Hatdn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: ECER 2007, 18-22 September 2007, Belguim. (Unpublished)
• Harris, R. and Haydn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: BERA Annual Conference 2007, 5-8 September 2007, London. (Unpublished)

2006

• Harris, R. and Rea, A. (2006) Making history meaningful: helping pupils to see why history matters. Teaching History, 125. pp. 28-36. ISSN 0040-0610
• Harris, R. (2006) Editorial. Citizenship education. Prospero, 12 (3). pp. 3-5. ISSN 1358-6785
• Harris, R. and Haydn, T. (2006) Pupil perceptions of history as a school subject. In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva. (Unpublished)
• Harris, R. and Haydn, T. (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? Curriculum Journal, 17 (4). pp. 315-333. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170601072544

2005

• Ratcliffe, M., Harris, R. and McWhirter, J. (2005) Cross-curricular collaboration in teaching social aspects of genetics. In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.) Research and the Quality of Science Education. Springer, Netherlands, pp. 77-88. ISBN 9781402036729
• Harris, R. (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610
• Harris, R. and Ratcliffe, M. (2005) Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project? The Curriculum Journal, 16 (4). pp. 439-453. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170500384396

2004

• Ratcliffe, M., Harris, R. and McWhirter, J. (2004) Teaching ethical aspects of science - is cross-curricular collaboration the answer? School Science Review, 86 (315). pp. 39-44. ISSN 0036-6811
• Harris, R. and Luff, I. (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633
• Harris, R. and Foreman-Peck, L. (2004) 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum. International Journal of Historical Learning, Teaching and Research, 4 (2). pp. 1-14. ISSN 1472-9466

2003

• Harris, R. (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785

2002

• Harris, R. and Kitson, A. (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610

2001

• Harris, R. and Foreman-Peck, L. (2001) Learning to teach history writing: discovering what works. Educational Action Research, 9 (1). pp. 97-109. ISSN 1747-5074 doi: https://doi.org/10.1080/09650790100200141
• Harris, R. (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610

2000

• Harris, R. (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785

This list was generated on Fri May 29 15:16:04 2020 UTC.

Conference Presentations:

International conference papers:

• Harris, R., Wilson-Daily, A. and Fuller, G. (2019) Exploring the school experience of LGBT+ youth: An examination of school culture, climate as understood by teachers and experienced by LGBT+ students in secondary schools. In International Association of Intercultural Education (IAIE), 2019, DENISE, 11-15 Nov.
• Harris, R. (2018) Symposium Title: History teachers as curriculum makes 1. In History Education International Research Network (HEIRNET) 2018, The Ionian University, Corfu, 31 Aug-3 Sep.
• Harris, R. (2018) Symposium Title: History teachers as curriculum makes 2. In HEIRNET 2018, The Ionian University, Corfu, 31 Aug-3 Sep.
• Harris, R. and Reynolds, R. (2016) So what? History teachers’ rationale when designing school history curricula. European Conference on Educational Research (ECER), Dublin, Ireland.
• Harris, R., Heighes, D., Hopper, G., Jay, M. and Francis-Brophy, E. (2014) The successes and challenges of implementing a museum learning curriculum: a study of teachers’ responses and engagement with innovation. In ECER, Porto, Portugal, 1-5 Sep.
• Harris, R. and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. In ECER, Porto, Portugal, 1-5 Sep.
• Burn, K. and Harris, R. (2012) History education denied: the unheralded growth of a two tier education system in England. In American Educational Research Association (AERA), Vancouver, Canada, 13-17 April
• Bhopal, K., Harris, R. and Rhamie, J. (2009) ‘Race’, diversity and inclusion: student perspectives. In ECER, Vienna, Austria, 28-30 Sep.
• Haydn, T. and Harris, R. (2009) What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom. In AERA, San Diego, USA, 13-18 April.
• Haydn, T. and Harris, R. (2008) Children’s ideas about what it means ‘to get better’ at history: a view from the UK. In Empirical Research on History Learning - International Society for History Didactics, Tutzing, Germany, 8-10 Sep.
• Haydn, T. and Harris, R. (2008) Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view. In AERA, New York, USA, 24-28 March.
• Haydn, T. and Harris, R. (2007) Getting pupils to ‘see the point’ of school subjects: history, a case study. In ECER, Ghent, Belgium, 18-22 Sep.
• Haydn, T. and Harris, R. (2006) Pupil perceptions of history as a school subject. In ECER, Geneva, Switzerland, 13-16 Sep.

National conference papers:

• Harris, R. (2017) Symposium Title: Building Powerful Knowledge in History: challenges and opportunities. In British Educational Research Association (BERA) 2017, University of Sussex, UK, 5-7 Sep.
• Harris, R. (2016) Symposium Title: History Teachers as Curriculum Makers: Hard choices and History Teaching. In BERA 2016, University of Leeds, UK, 13-15 Sep.
• Harris, R. and Burn, K. (2014) Symposium Title: Learning History Part I: The purposes, practices and professional knowledge of history teachers - and how they are developed. In BERA 2014, Institute of Education, University of London, UK, 23-25 Sep.
• Harris, R. Francis-Brophy, E., Heighes, D., Hopper, G. and Jay, M. (2014) An evaluation of an innovative curriculum: the benefits and challenges of implementing a museum learning curriculum in a secondary school. In BERA 2014, Institute of Education, University of London, UK, 23-25 Sep.
• Crolla, C., Harris, R. and Heighes, D. (2014) Fragmentation in Teacher Education - an examination of current policy and practice in England. In BERA 2014, Institute of Education, University of London, UK, 23-25 Sep.
• Harris, R. (2013) What role does the choice of history curriculum topics play in promoting a sense of identity and social cohesion amongst young people? In BERA 2013, University of Sussex, UK, 3-5 Sep 2013.
• Harris, R. (2012) Taking history forward: framing the debate 'correctly'. In Centre for Learner Identity Studies conference at Edge Hill University, 10-12 July 2012.
• Harris, R. (2010) Diversity and the history curriculum. In History Teacher Educator Network conference, University of Newport, UK, 19-20 July.
• Harris, R. (2010) Diversity and the history curriculum: An action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In BERA, University of Warwick, UK, 2-5 Sep 2010.
• Bhopal, K., Harris, R. and Rhamie, J. (2009) Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis. In BERA 2009, Manchester, 2-5 Sep 2009.
• Harris, R. (2009) Diversity and the history curriculum: An action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum – initial findings. In History Teacher Educator Network conference, University of Birmingham, UK, 17-19 July.
• Haydn, T. and Harris, R.(2007) Getting pupils to ‘see the point’ of school subjects: history, a case study. In BERA Annual Conference 2007, London, UK, 5-8 Sep 2007.
• Harris, R. (2005) Evaluations - what lessons can we learn from these? In BERA, University of Glamorgan, UK, 14-17 Sep 2005.

Any Further Information

Enterprise Activity, External Roles and Consultancy:

• Member of the Historical Association's Council - 2001-2003
• Member of the Historical Association's Secondary Executive Committee - 2001-2016
• Chair of the Historical Association's Secondary Executive Committee - 2007-2010
• Awarded Honorary Fellowship of the Historical Association - 2011
• Senior Follow of the Higher Education Academy - 2012
• Reviewer for journals - including British Educational Research Journal; Journal of Curriculum Studies; Journal of Education Policy; International Journal of Research and Method in Education; Teaching and Teacher Education; Cambridge Journal of Education; Educational Review
• QCA consultant for A level/IB history comparability study - 2002
• Past Forward: a vision for school history, 2002-2012 - conference organiser, and editor of conference papers - 2002
• Speaker at 2002 and 2004 Reading HA Sixth form conferences
• Plymouth LEA History conference - keynote speaker and workshops - 2003
• Project Director for History Initial Teacher Training project - HA project for the TDA to produce training materials for new history teacher trainers - 2003-2006
• Member of the QCA KS3 Review Board for the National Curriculum - 2006
• Researcher on Teaching Emotive and Controversial History (TEACH) - HA project funded by DfES - 2006
• School History Project workshop leader - 2008, 2010, 2012
• SSAT North West history in-service training - 2010
• Hampshire History Conference key note speaker - 2015, 2016
• International consultant for the Nile Schools Federation humanities curriculum - 2010
• Ofqual consultant for A level international comparability study - 2010-2011
• Council of Europe projects - Multiperspectivity in history - 2007-2008 (participant); THEO project - 2008 (author); Education for the Prevention of Crimes against Humanity - 2009-2010 (module leader); Teaching history in a changing world - 2011 (joint venture with the Arab League; module leader) Teaching history for a diverse community - 2012 (official observer for the Council of Europe); Teaching a common history in a divided community: Cyprus - 2013; 'Understanding diversity' Summer School - 2013 (part of a team of 4 coordinators and course leader for a series of workshops); Writer for the CoE' 'Teacher Manifesto for the C21st'; Remembrance of the Holocaust and Education for the Prevention of Crimes against Humanity – 2016-2017 (facilitator)
• Centre for Holocaust Education associate - 2012-2014
• Secondary PGCE history external examiner for University of Bath Spa 2004-08, University of Gloucestershire 2007-11, University of Bristol 2012-2014, University Trinity St David's 2013-2017, University of Ulster 2015-2019
• Secondary PGCE chief external examiner for University of Gloucestershire 2008-2011, and University of Reading 2008-2011
• MA Humanities Education external examiner, University College London - 2017-present
• Professional Training for Lefkoşa Türk Lisesi teachers 2014