Biography

Becky joined the Department for Education Studies in January 2019, having previously worked at Durham University and the University of Birmingham. Prior to working in higher education, Becky was a secondary English teacher in Birmingham.

Current projects include:

• Evaluation of FLASH Marking, Funded by Education Endowment Foundation (PI)
• Complex determinants of teacher shortage and supply, Funded by ESRC (Co-I)
• Evaluation of Headsprout Reading Program, Funded by Education Endowment Foundation (Co-I)
• The Health and Status of Education Studies in English Universities, Funded by BESA (Co-I)
• The Determinants of Educational Disadvantage: Towards an Interdisciplinary Understanding, Funded by Warwick Research Development Fund (PI)
• Future Perfect Education Commission - part of Research Team

Becky is an editorial board member for the journal, Educational Review, and is a Fellow of the Higher Education Academy. She teaches on the undergraduate and MA courses within the department, and supervises Masters, EdD and PhD students.

Research Interests

Education and social policy, teaching and teacher education, social justice, assessment, literacy, widening participation, vocational education, evidence use in education, research methods.

Education

· PhD (Education)

· MA Teaching Studies

· PGCE Secondary English

· BA (Hons) English

Doctoral Supervision

Becky welcomes enquiries from students considering doctoral study within any of her areas of expertise and interest.

Publications

• Morris, R. and Dobson, G. (under review) Spending the Pupil Premium: what influences leaders’ decision-making? Education Management and Leadership.
• See, BH., Gorard, S., Morris, R. and El-Soufi, N. (forthcoming) How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence, in ‘Exploring Teacher Recruitment and Retention’, ed. Ovenden-Hope, T., Abingdon: Routledge
• See, B.H., Morris, R, Gorard, S. and Siddiqui, N. (2019) Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths, Educational Research and Evaluation,
• Mackenzie, H. and Morris, R. (2019) Students’ Voiced Experiences of Social Transitions: Facilitating a Sense of Belonging, in ‘Transitions from Vocational Qualifications to Higher Education: Examining Inequalities in Widening Participation’, ed. Myhill D., and Banerjee, P., Bingley: Emerald Publishing
• Myhill, D. and Morris, R. (2019) Assessment Practices: Student Voices on Their Experiences of Assessment across the Transition, in ‘Transitions from Vocational Qualifications to Higher Education: Examining Inequalities in Widening Participation’, ed. Myhill D., and Banerjee, P., Bingley: Emerald Publishing
• Morris, R., Perry, T. and Asquith, S. (2019) The Opportunities and Challenges of Leaders Using Evidence in Education, chapter in ‘Getting Evidence in to Education', ed. Gorard, S., Abingdon: Routledge
• Morris, R., Gorard, S., See, BH., and Siddiqui, N. (2019) The Write Across Project: Evaluation Report. Available on request from author.
• Morris R. and Perry, T. (2019) Private schools for free? Parents’ reasons for choosing a new Free School for their child, Cambridge Journal of Education, Available online here
• See, B.H., Morris, R, Gorard, S. and Siddiqui, N. (2018) Maths Counts: Evaluation Report, London: EEF
• Morris, R.& Perry, T. (2017). Reframing the English grammar schools debate. Educational Review 69(1): 1-24.
• See, B.H., Morris, R., Gorard, S.& Griffin, N. (2017). UK Space Agency Principia Education Programme Report: The reach and spread of its projects. Durham Durham University.
• Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P.& Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE?. Education working paper series
• Gorard, S., See, B.H.& Morris, R. (2016). The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching. Saarbrücken: LAP LAMBERT Academic Publishing.
• Morris, R.(2015). Free Schools and disadvantaged intakes. British Educational Research Journal 41(4): 535-552.
• Morris, R.(2014). The admissions criteria of secondary Free Schools. Oxford Review of Education 40(3): 389-409.