Mark joined the Department of Education Studies as Director of Undergraduate Studies in January 2019, having previously taught on education programmes at the University of Sheffield and De Montfort University. After a first career in marketing research, Mark worked as a primary school teacher in London and Leicester before his university roles.
He is a Senior Fellow of the Higher Education Academy with an interest in assessment approaches and academic integrity as they relate to learner identity and belonging. He presented on co-creation and authentic assessment at the Advance HE innovation in teaching and learning conference 2019.
Mark leads the undergraduate modules Education Today, Social Contexts of Childhood and Education, and Masculinities, Fatherhood and Young Children. He supervises undergraduate and Master's dissertation students and is keen to supervise doctoral students in areas that align with his research interests.
These interests include teachers' careers and identities, gender and inclusion - for example (but not limited to), the ways in which education policy, school practices, masculinities and ableism assemble in and through school communities. This overlaps with a research interest in fatherhood and education.
Mark recently co-edited a special issue of Power & Education on neoliberalism in primary education, and has published research on men who work as primary school teachers and Special Educational Needs Coordinators in the journals Gender & Education, Education 3-13: International Journal of Primary Education, and Power & Education. He has recently completed a project about the impact of policy changes in Initial Teacher Education. Currently he is working on research funded by the British Education Studies Association exploring undergraduate course leaders' views and experiences, as well as a project about fathers' and homeschooling during the Coronavirus lockdown.
|Title||Funder||Award start||Award end|
|The health, status and future of undergraduate Education programmes: a comparison of course leaders' views on leading and developing the subject within different institutions||British Education Studies Association (BESA)||01 Jul 2019||31 Dec 2020|