Professional Doctorate in Education EdD

My supervisory interests encompass a range of topics within primary mathematics pedagogy and the application of policy in the primary classroom. I have a particular interest in social factors influencing the learning of mathematics and issues of equity in mathematics learning particularly relating to the learning experiences of those identified as lower attaining. I am also interested in reserach focusing on school governance and school improvement and research from a critical realist perspective. I am interested in supervision of research which utilises  qualitative and mixed methods approaches as well as that utilisting large quantitative data sets.

Current and recent supervision at Masters and Doctoral level includes collaborative teacher learning in primary schools, the development of fluency in calculation in primary school mathematics, mathematics anxiety in high school students, primary school leadership in response to inspection, values in secondary mathematics education.

Alison’s supervisory interests include learning and teaching in schools and higher education, mathematics education pedagogy and learning, including the role of affect and emotions, and intervention approaches to research. She is interested in supervising students with interests related to these areas.

Alison is co-leader of the Professional Doctorate in Education. She supervises students on the PhD, EdD and MA programmes in the UK and the Mauritius Institute of Education.

My supervisory interests encompass a range of topics within primary mathematics pedagogy and the application of policy in the primary classroom. I have a particular interest in social factors influencing the learning of mathematics and issues of equity in mathematics learning particularly relating to the learning experiences of those identified as lower attaining. I am also interested in reserach focusing on school governance and school improvement and research from a critical realist perspective. I am interested in supervision of research which utilises  qualitative and mixed methods approaches as well as that utilisting large quantitative data sets.

Current and recent supervision at Masters and Doctoral level includes collaborative teacher learning in primary schools, the development of fluency in calculation in primary school mathematics, mathematics anxiety in high school students, primary school leadership in response to inspection, values in secondary mathematics education.

My research interests and supervisory interests include: Science education, formative assessment, classroom assessment, teacher assessment literacy. Science teaching and learning: including the nervous system, learning about the brain, microscopes in the classroom and moss.  organisms. Science teachers, teacher well-being, teacher recruitment and retention, emotional needs of teachers.

Amongst others, I have supervised studies dealing with:

• Issues of Race and Ethnicity
• Students (of all ages) designated with Learning and/or Disability 'Difficulties'
• Imprisoned and otherwise institutionally alienated learners
• The situation of Early Childhood difficulties
• The experiences of gay learners and teachers
• Dysfunctional Leaders/Institutions 
• The Life Study of Professional Educators
• Leadership in 'Faith' Schools
• Arts-Based Enquiry in the Social Sciences

I have examined in excess of sixty full doctoral theses within my specialist area and I welcome enquires from prospective candidates wishing to study with me for a doctorate in the field of Education. 

I am keen to supervise projects aligned to my own expertise and interests in the theory and practice of secondary English. 

Previously, I have supervised students on the UoB MA Education programme, exploring a broad range of pedagogical topics.  I am currently supervising an English teacher in Stage 1 of the EdD.  

My supervisory interests include a wide variety of topics in higher education pedagogies. My main interests are in doctoral learning and teaching, postgraduate and undergraduate student journeys and transitions, and interactions of life and learning in student journeys and experiences. My interests also include research into lecturers' experiences of professional development, and changing higher education contexts. I am interested in supervising research that adopts qualitative  methodologies.

Andy is interested to work with applicants seeking to conduct research relating to the professional learning, development and/or well-being of teachers, leaders and other professionals. Specific foci may include but are not restricted to studies of:

• Mentoring and/or coaching for early career teachers / professionals
• Mentoring and/or coaching across professions
• Judgementoring
• ONSIDE Mentoring
• Co-mentoring (collaborative, compassionate mentoring and coaching)

I would like to hear from prospective students who are interested in undertaking research in areas such as addressing disadvantage in education, leadership and school improvement, vulnerability and wellbeing, and (post)digital technologies in education. Other areas in which I have supervised include:

• Theory and mythology in teaching and learning
• Digital ethnography and pedagogy
• Pupil voice and classroom talk in secondary schools
• The self-improving school system
• Challenging school readiness
• Inclusive practice

One of my key passions is working with PhD students on creative practice, autoethnography and creative writing pedagogy. I have supported doctoral students working on transdisciplinary projects and work that seeks to challenge conventional academic discourse. At the moment, I am honoured to be working with students who are looking at queering the colonial, creativity and Bronte, Santiago de Cuba as moving archive, diverse narratives from Brexit, feminist romance, autoethnographic arts-based work, stories from care, autoethno-drag, identity and hybridity in fiction, and queer bodies in performance.

I am working with PhD and EdD students within the field of Early Years and I welcome enquiries from prospective candidates who are interested in my specific areas of specialism which include:

• 'Professional Love'
• Infants, toddlers & children under 3 years of age
• Attachment based relationships -  Love, Care and Intimacy
• Theory, policy and practices with infants and toddlers
• Quality and learning/ policy, practice and pedagogy
• The Rights of babies and young children
• Professional adult roles – e.g primary caregiving/key person approach
• Parent roles

I have supervised nine students to successful completion of their doctorates and examined 17 full doctoral theses.

Widening Participation; Employability; Learning Support; Early Years

Soo is registered to supervise doctoral students and welcomes enquiries. She regularly supervise students on the Doctorate and MA programmes, both in the UK and in partnership with the Mauritius Institute of Education. She is involved in progression panels on the PhD. She also works with PG and UG students on extended projects at both level 6 and 7. 

Her particular interests are in critical policy research, primary and secondary education, insider research and primary English education.

Keith is interested in supervising doctoral students in various aspects relating to teacher education and development, pedagogy and innovation, digital technologies in higher education and technology supported pedagogy.

Keith is co-leader of the Professional Doctorate in Education (EdD) and an experienced doctoral supervisor and examiner. He has conducted doctoral examinations both nationally and internationally and has supervised students to successful completion.

Early Childhood Teacher Education

1. Issues surrounding early childhood teacher education and training pedagogy within online, blended and face-to-face learning modalities. To what extent are these learning and teaching modalities preparing a competent early childhood worforce?

The Dynamics of Relationships

2. Issues surrounding the different relationship dynamics within the early childhood context; parent-child, teacher-child & parent-teacher relationships. How are these relationships addressed within early childhood centres and national policies? 

Inclusivity & Multiculturalism

3. Issues surrounding the integration of inclusivity & multiculturalism in early childhood teacher training modules, and in early childhood programmes and curricula. 

Authentic Voices

4. Issues surrounding the inclusion of authentic voices within research projects that focus on young children and their families.