See Also Pedagogy, Policy and Place Research Group

Previous Teaching:

• 17 years in primary schools teaching pupils aged 4-11.  Last 7 years as Deputy Headteacher then Headteacher.
• 10 years at University of Chichester teaching curriculum English - core and specialism (FHEQ levels 4-9).  Last 3 years as Programme Leader for BA(hons) Initial Teacher Education.  

Current Teaching:

• Initial Teacher Education, BA(hons) programme (SCQF level 10)
• PGDE Programme (SCQF levels 10-11)
• Academic specialism lead (leadership) for the MEd Education Studies (Specialisms) (SCQF level 11)
• PhD and Professional Doctorate supervision, with a particular interest in school leadership and teacher professional development.

Research:

I completed doctoral research with a focus on newly-qualified teachers and dialogic teaching.  I published from a 2-year research project with an Academy school in England which considered the affordances and challenges of the use of teacher reflective video triads in seeking to develop dialogic teaching in the primary classroom and have written a book chapter in 'Dialogic Education: discourse in contexts from pre-school to university'.  I have also worked alongside a colleague in researching school/university partnership in support of teacher learning rounds.  More recently, I have been researching alongside colleagues from UWS, Cardiff Metropolitan and Birmingham City universities in areas of teacher workload, workload intensification, teacher turnover and teacher wellbeing.

Supervision:

I have examined doctoral work and am currently supervising (lead and second) PhDs and professional doctorates with titles as follows:

• Pupils’ engagement with Art and Design education in Scotland’s 
  curriculum: A multimodal ethnography.
• An Interpretative Phenomenological Analysis of Urdu-Speaking Primary Pupil's Transitions into London Schools.
• What is the experience of UWS academics and the menopause?
• Regulatory changes (2009-2023) and their impact on independent private higher education institutions in England: a case study
• A narrative inquiry of the intercultural experiences of Thai students and their learning in Scottish universities.

I have previously supervised (lead and second) PhDs and professional doctorates with titles as follows:

• Headteachers’ Leadership of School Improvement in Bangladeshi Government Primary Schools: An Ethnographic Study.
• Investigating teacher leadership within the Algerian context: Middle school EFL teachers' perspectives.
• The educational provision for learners with autism in primary mainstream state schools in Malta: Revealing the educators’ perspectives on the SWOTs.
• Communication and Parental Engagement During Transition to Primary School: A participatory case study in Scotland.
• How does undertaking a small-scale practitioner enquiry during the first year of teaching influence the formation of NQTs’ professional identity and their classroom practices?
• Learning selves in Chinese and Scottish contexts: how digital game playing shapes university students’ learner identity.