Professional Doctorate in Education EdD

Becky is happy to hear from prospective students who are interested in studying research areas that are aligned with her own interests, particularly if they plan to conduct some quantitative analysis as part of their studies.

Alison’s supervisory interests include learning and teaching in primary schools and in particular, mathematics pedagogy and learning, including  the role of affect and emotions. She is interested in supervising studies in these areas and those adopting intervention or action research methodologies.

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.

I currently supervise doctoral students (PhD and EdD), and am interested in supervising new doctoral students, in the following areas:

Professionalism/professional identities/professional development and learning;

Higher Education pedagogy and policy;

Diversity and inclusion in Higher Education;

The development of learning and professional knowledge through postgraduate study.

I am a critical realist and welcome supporting research from that perspective. 

I supervise students across a range of social science disciplines, although my main discipline is sociology.  I am interested in supervising projects in sociology of science and technology / science and technology studies, sociology of work and employment, social theory. Projects I currently supervise are researching science and technology, work and employment, climate change / emergency, communing / the commons, trade union studies, gender and design, children and migration, and mental health.

Applications to the following proposal are very welcome: Managing science: workers and management in the replication and reproduction of scientific knowledge

Despite Wajcman’s exhortation for management studies and science studies to combine to understand science and technology better (1) there has been very little collaboration or cross fertilization between these two areas of social science in the past two decades. Studies of the working practices of professional, academic scientists are rare, despite the importance of these workers in the knowledge economy, and there is little understanding of the relationship between HR practices, labour process and scientific knowledge production and reproduction.

This project will use a management studies perspective to consider a contemporary ‘crisis’ in formal science. The crisis of reproducibility – the inability for one research team to replicate the results obtained by another research team – has received considerable attention in the scientific press in recent years (2, 3). A recent survey in Nature found that 50% of scientists have failed to reproduce one of their own experiments (4).

This problem threatens to undermine public confidence in scientific expertise and opinion, a very major problem given the legitimised discourse of climate change denial (5). The project will investigate the management of scientists involved in knowledge production work, and will examine the labour process surrounding knowledge production (6, 7). It will consider whether it is constraints of work, managerial and institutional imperatives (8), an instrumental orientation to career (9), and a ‘publish or perish’ culture (10) that are barriers to replication and factors in low reproducibility rates.

This research will address these issues from a combined management studies and sociology of work perspective. In particular the research will consider the relationship between the construction of occupational identities, managerial control of work time and the decision making processes that take place inside work teams regarding identification of experiments to replicated and / or reproduced (10). The project will adopt a qualitative approach, including semi-structured interviews and an ethnography, and documentary analysis deployed across a range of disciplines and trans-disciplines.

Research questions

1. How is the academic science labour process organised, managed and resisted?

2. How do teams of scientists in different disciplines decide on replication experiments and how is this work allocated?

3. What is the role of reproducibility/ replication in the formation of occupational identities by academic scientists?

References

1. Wajcman, J. (2006) 'New connections: social studies of science and technology and studies of work', Work, Employment and Society, 20, 4, 773-786. 2. Harris, R. (2017) Rigor Mortis. How sloppy science, worthless cures, crushes hope and wastes billions, New York: Basic Books. 3. Freedman, L.P., et al (2015) 'The Economics of Reproducibility in Preclinical Research', PLoS Biol, 13, 6. 4. Baker, M. (2016) ‘Is there a reproducibility crisis? Nature 533, 452–454 (26 May 2016)  5. Makri, A. (2017) ‘Give the public the tools to trust scientists’ Nature 541, 261 (19 January 2017)  6. Thompson, P. (1983) The Nature of Work.  An introduction to debates on the labour process, London: Macmillan. 7. Thompson, P. and Ackroyd, P. (1995) 'All quiet on the workplace front?', Sociology, 29, 4, 615-633. 8. Bradley, H., Erickson, M., Stephenson, C. and Williams, S. (2000) Myths at work, Cambridge: Polity.  9. Erickson, M., Bradley, H., Stephenson, C. and Williams, S. (2009) Business in society: people, work and organizations, Cambridge: Polity 10. Erickson, M. (2015) Science, culture and society: understanding science in the twenty-first century. 2nd edition, Cambridge: Polity.

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

• Teachers’ early professional learning
• Teacher well-being
• 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)

My supervisory interests include teaching and learning in primary schools and wider society, particularly in primary and early years mathematics. I am interested in the social/cultural context of schooling, policy and assessment, including interests related to ability-grouping, popular images of mathematics and equity issues. I am interested in supervising projects involving a range of approaches including mixed methods, as well as large-scale literature reviews including meta-analyses.

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 seven students to successful completion of their doctorates and examined 17 full doctoral theses.

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.