The construction of English as a school subject, with particular reference to the teaching of reading and writing.
Social justice and English education.
Teacher education and development, informed by sociocultural and activity theory.
MSc Learning and Teaching
Advanced and Specialist Courses in Cultural Historical Activity Theory (CHAT) and Sociocultural Theory (DPhil): Oxford Centre for Sociocultural and Activity Theory Research
A Social Network Analysis of School Advice-Seeking Patterns to Support Vulnerable Learners: A Critical Methodological Account
Conference paper
After Warnock: The effects of perverse incentives in policies in England for students with special educational need
Journal article
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Frontiers in Education
Challenging Beginning Teachers’ Misconceptions of the Effects of Poverty on Educational Attainment in an Initial Teacher Education Programme in England.
Chapter
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Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities
Double Stimulation for Reluctant Readers: a Literature Circle Intervention in a Secondary English Classroom.
Chapter
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Classroom-based Interventions in Different Subject Areas.
The research reported on in this chapter explored the impact of literature circles on reluctant readers aged 11-12. The aim of this intervention was to determine whether literature circles could be more effective if older students (aged 17-18) acted as facilitators to students’ discussions. This research arose from discussions on a master’s in learning and teaching course between a practising English teacher and his academic supervisor.
The research adopted Vygotsky’s principle of double stimulation as a methodological tool to research interaction and development. Findings showed that older students as positive and successful readers can, in certain circumstances, positively contribute to improving younger students’ attitudes to reading when working in literature circles by becoming a secondary stimulus. The research represents an example of a theoretically driven reading intervention in a particularly challenging context.
Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience.
