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Proudly introducing the 2022/23 Warwick Teacher Researchers!

Grace Laszlo - 'What wellbeing strategies do ECTs learn across the two years of their course, and how do these help them manage workload and mental wellbeing effectively?'

G.Laszlo

RDL:

Dr. Andy HindLink opens in a new window

Contact:

g.laszlo@bishopchalloner.bham.sch.uk

Profile:

I have nine years experience teaching English and English Literature from KS3 to A Level. Having graduated with an English Literature degree and an MA in English Literature and Creative Writing from the University of Manchester in 2013, I completed teacher training through the Teach First graduate training route. After holding a variety of different positions in comprehensive secondary schools in Birmingham, I am currently Deputy Head of the English Department at Bishop Challoner Catholic College as well as being part of the Lead Teacher team, which aims to improve teaching and learning across the school by offering research-driven CPD to staff. My research project is in ECT well-being and mental health. From my experience working with ECTs, I am aware that Early Career Teachers suffer from challenges with wellbeing and mental health particularly acutely and this can lead to staff leaving the profession within their first five years. Across the first year, I aim to collect data about how ECTs manage wellbeing and workload in order visualise and design a model of wellbeing which articulates ways schools might better support ECTs and the ways ECTs might better look after their mental health.

Further Reading:

Education Support: Teacher Wellbeing Index 2021 - Mental Health of Education StaffLink opens in a new window

Department for Education: Reducing Workload: Supporting teachers in the early stages of their career (March 2019)Link opens in a new window

Rushton, E.A.C., Gibbons, S., Brock, R., Cao, Y., Finesilver, C., Hesketh, R., Jones, J., Manning, A., Marshall, B., Richardson, C., Steadman, S., Suh, S. and Towers, E. (2021). Supporting Early Career Teachers to Thrive in their first Year; A Guide for Schools. Kings College: London.Link opens in a new window

Rushton, E., Gibbons, S., and Hesketh, R. (2021). Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools: Recommendations to ensure teacher quality and enable retention. Kings College: London.Link opens in a new window

McLean, L., Abry, T., Taylor, M., and L. Gaias (2020) The influence of adverse classroom and school experiences on first year teachers mental health and career optimism. Teacher and Teaching Education. Volume 87 (January). Article 102956.Link opens in a new window


Alison Marsh - 'Cross-curricular teachers as experts in teaching reading: improving classroom approaches for teaching of reading to close the Covid gap'.

A. Marsh

RDL:

Rebecca FriesenLink opens in a new window

Contact:

a.marsh@bishopchalloner.bham.sch.uk

Profile:

I have twenty one years’ experience teaching English and English Literature from Key Stage 3 to A level. Having graduated with a degree in English Literature in 1996, I completed my PGCE in teaching and joined the teaching profession. I later went on to complete a Masters’ degree in English Literature from Birmingham University. I have been Head of Department in English for 9 years in total across two schools. I have also held wider whole school responsibilities for teaching and learning as a Lead Teacher, delivering whole school inset on a range of research. I was appointed to Associate Principal in 2021 and is involved in the planning of whole school teaching and learning across the year. My areas of expertise include research in education including motivation, cognitive science and English pedagogy and practice. In particular this year I have been focused on developing whole school reading strategies.

Further Reading:

Willingham, D. (2018). The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads, Wiley: London

Jossey-Bass Willingham, D. and Lovette, G. (2014). Can Reading Comprehension Be Taught?. Teachers College Record, September 26 2014Link opens in a new window

Quigley, A. (2020) Closing the Reading Gap, Routledge: London

Department for Education (January 2022) The reading framework: Teaching the foundations of literacy.Link opens in a new window


Martyn Colliver - 'Linking STEM education to real-world industry for project based learning – a case study around an energy from waste (eFw) plant'.

M. Colliver

RDL:

Will HaywoodLink opens in a new window

Contact:

m.colliver@natmatsci.ac.uk

Profile

I have worked at a variety of schools in the Midlands including 19 years as the Head of Computing at Warwick School. During my time teaching I have developed a passion for looking at how the theory of computer science can also be explored practically at all levels. When looking at trying to take apart the challenge of learning to program I was awarded a ‘Best Practice Scholarship’ from the Department for Education and linked up with Sony using their AIBO robotic dogs as part of my Master’s degree by research from the University of Warwick. The final title of the dissertation was ‘Using robotics as a window into how children learn to program’. I have recently moved to the National Mathematics and Science College and my current project is looking at how we can engage our college in a period of cross-subject project work looking to bring all of our STEM subjects together for a period of time. Working in groups we will be exploring topics from across the subjects demonstrating the linkages and richness that can be secured by considering STEM as whole rather than individual subject areas. We have secured an industry partner, an energy from waste site, to further enhance this work by bringing the topics to be explored into a real-world scenario with site visits and the aim of replicating some of the industrial processes in the classroom. I have also worked closely with exam boards over the last 20 years and over this period managed teams of examiners, written A-level and GCSE computer science papers and currently I am the lead moderator for A-level computer science. I am also on the A-level Subject Practitioner Panel for the National Centre for Computing Education, a keen contributor to many computing education discussion groups, a Raspberry Pi certified educator, a Microsoft Certified Educator (MCE) and a Microsoft Innovative Educator Expert (MIEE).

“The National Mathematics and Science College couldn’t have asked for a more inspirational and experienced Computer Science teacher, Martyn is truly exceptional and at the top of his field. We can’t wait to see how he will take our work in this area to the next level and inspire the next generation of computer scientists through the College” - Dr. Andy Kemp (NATMATSCI Principal)

Media:

The NatMatSci Podcast #3 'Talking to Martyn Colliver, the new head of computing'Link opens in a new window

Youtube: Martyn ColliverLink opens in a new window

Further Reading:

Hey, T., Tansley, S., and K. Tolle (2009) The Fourth Paradigm: Data-Intensive Scientific Discovery, Microsoft Research Press: WashingtonLink opens in a new window

Bybee, R. (2013) The Case for STEM Education: Challenges and Opportunities, NSTA Press: Arlington

21st Century Learning Design (Microsoft)Link opens in a new window

The Challenges of STEM Education By Stephen Portz 2013-2014 Albert Einstein Distinguished Educator Fellow Presented to the 43rd Space Congress, Cape Canaveral, Florida, April 29, 2015Link opens in a new window


Helen Cooke - 'Instructional coaching using the Teaching Walkthrus'.

H. Cooke

RDL:

Kate MawsonLink opens in a new window

Contact:

h.cooke@finhampark.co.uk

Profile

I am a Assistant Headteacher at Finham Park School with responsibility for Teaching and Learning. With over 25 years teaching experience, my subject specialism is English. I have been Director of English, KS3 coordinator, leads on CPD and coordinates the ECT programme. I have worked for many years as a Lead Practitioner with the SSATLink opens in a new window, working as a consultant on their Embedding Formative Assessment research projectLink opens in a new window, advising schools across the country on setting up Teaching and Learning Communities. With a passion for professional learning, the focus of my research project is Instructional Coaching and how this can be a powerful tool for Professional Development.

Further Reading

Knight, J. (2006) 'Instructional Coaching: Eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning', The Schools Superintendent Association (AASA) School Administrator, 63(4), p.36.Link opens in a new window

Rosenshine, B. (2012) 'Principles of Instruction: Research Based Strategies that All Teachers Should Know', American Educator, Spring Ed., p.12-39. Link opens in a new window

Sherrington, T. and O. Caviglioli (2020) 'Teaching WalkThrus 1: Five-step guides to instructional coaching'. John Catt Educational Ltd.: Woodbridge.Link opens in a new window

Sherrington, T. and O. Caviglioli (2020) 'Teaching WalkThrus 2: Five-step guides to instructional coaching'. John Catt Educational Ltd.: Woodbridge.Link opens in a new window

Sherrington, T. and O. Caviglioli (2020) 'Teaching WalkThrus 3: Five-step guides to instructional coaching'. John Catt Educational Ltd.: Woodbridge.Link opens in a new window


Iain Green - 'Impact on culture of the development of a professional development strategy'.

I. Green

RDL:

Kate MawsonLink opens in a new window

Contact:

iain.green@rugbyfreesecondary.co.uk

Further Reading:

Evidence Based Education (EBE) - Great Evidence Teaching Toolkit Evidence Review (June 2020)Link opens in a new window

Confederation of School Trusts - Knowledge-Building: School Improvement at Scale White Paper (2021)Link opens in a new window

Confederation of School Trusts - What is a strong trust? A CST Discussion Paper (2022)Link opens in a new window

Education Endowment Foundation (EEF) - Effective Professional Development: Guidance ReportLink opens in a new window


Katie Collins - 'Efficacy of school based interventions to support the development of self esteem in secondary school children to reduce suspension rates and negative behaviours'.

RDL:

Rachel CooperLink opens in a new window

Contact:

kcollins@avonvalleyschool.uk

Further Reading:

Valdebenito, S., Eisner, M., Farrington, D.P., Ttofi, M.M. and Sutherland, A. (2019) What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis. Journal of experimental criminology, 15(3), pp.253-28Link opens in a new window

Wells, A.E., Hunnikin, L.M., Ash, D.P. and Van Goozen, S.H. (2020) Low self-esteem and impairments in emotion recognition predict behavioural problems in children. Journal of Psychopathology and Behavioral Assessment, 42(4), pp.693-701Link opens in a new window

Rose, J., Gilbert, L., and McGuire-Snieckus, R. (2015). Emotion Coaching-a strategy for promoting behavioural self-regulation in children/young people in schools: A pilot study. The European Journal of Social and Behavioural Sciences. Volume 13. Issue 2, p. 1766-1790.Link opens in a new window

Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., and Higgins, A. (2015) The Educational Progress of Looked After Children in England: Linking Care and Educational Data. Nuffield Foundation. Link opens in a new window

Dingwall, N., and J. Sebba (2018) The Rees Centre - Evaluation of The Attachment Aware Schools Programme Final Report. Oxford University Press: Oxford.Link opens in a new window


Helen Ward - 'Boys Achievement Action Research Group'.

H. Ward

RDL:

Jen Rowan-LancasterLink opens in a new window

Contact:

helen.ward@rugbyfreesecondary.co.uk

Profile:

I have worked at Rugby Free Secondary school for over 4 years. I have been faculty leader for Humanities and I am currently History Subject Lead and the ITT and ECT Lead. My project is looking at the issues surrounding Boys Achievement and in particular the role of Peer Pressure in the engagement / attainment of our male students.

Further Reading:

Roberts, M. and M. Pinkett (2019) Boys Don't Try?: Rethinking Masculinity in Schools, Routledge: London

Mccrea, P. (2020) Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom, Createspace Independent Publishing Platform: Scotts Valley, CA.

Younger, M. and M. Warrington (2005) Research Report RR 636: Raising Boys' Achievement. University of Cambridge Faculty of EducationLink opens in a new window


Matt Hornsey - 'Building solid foundations for Disadvantaged Pupils'.

M. Hornsey

RDL:

Kirsty WeeksLink opens in a new window

Contact:

s25mhornsey@greswold.solihull.sch.uk

Profile:

I graduated from the University of Central England in 1998 with a BA(Hons) Primary Education with Qualified Teacher Status and was a KS1 and KS2 class teacher for 17 years until 2015 when I became a Deputy Headteacher. During that time, I also held the voluntary role of Chair of the South Solihull Schools' Sports' Council between 2010 and 2016. As well as Deputy Headteacher, I'm also Inclusion Lead which has allowed me to deepen my experience and understanding of this area, hence the focus of my research project, 'Working in partnership with disadvantaged pupils and their families'.

Further Reading:


James Luton - 'Equality and Diversity'.

J. Luton

RDL:

Alison MorganLink opens in a new window

Contact:

s201jluton@alderbrook.solihull.sch.uk

Profile:

I have been a teacher of History for 3 years having worked previously with SEN pupils in mainstream education and special provisions. I graduated from the University of Nottingham in Politics in 2014 and went on to complete my PGCE at the University of Birmingham in 2019. I have also recently completed my masters, also at Birmingham, looking into the impacts of Covid lockdowns on pupil happiness and engagement. In my time at my current school I have worked to identify and prevent homophobic incidents. Through this project I hope to collect data on the prevalence of these incidents and the potential culture surrounding homophobia in school. Using this data we can implement new policies in September to tackle these issues and make the school a more inclusive place for all pupils.

Further Reading:

Pearson 2020 Annual ReportLink opens in a new window

Misson, R. (1999) The closet and the classroom; strategies of heterosexist discourse. Critical Studies in Education, 40(2), p. 75-88.Link opens in a new window

Bradshaw, D. (1998) Knowledge of Texts: theory and practice in critical literacy. Language Australia Limited: Melbourne.Link opens in a new window

Miller, sj. (2015) A Queer Literacy Framework Promoting (A)Gender and (A)Sexuality Self-Determination and Justice. The English Journal, 104(5), p. 37-44.Link opens in a new window