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Prof Colin Rogers: Motivational processes in educational contexts
with a focus on the development of motivational style throughout
the primary years of schooling. The motivational and self-esteem
consequences of transfer between different educational stages (eg
primary to secondary, secondary to tertiary). The relationship
between motivational style and classroom behaviour and the
consequential links between school ethos, motivation and the
behaviour of children. Following from this there is a development
interest in the development of school action plans intended to
improve problematic pupil behaviour on a whole school basis.
Prof Murray Saunders: Educational policy implementation and
change; work and the curriculum; national and international policy
evaluation.
Dr Julie-Ann Sime: Use of simulation-based training; cognitive
approaches to learning technology; human problem-solving and
the use of multiple representations in reasoning - implications for
learning technology; learner modelling; use of qualitative
STAFF RESEARCH INTERESTS
simulations in learning environments; support for authors in the
design of adaptive courseware.
Dr Paul Ashwin: Approaches to teaching and learning in higher
education, phenomenographic research methodology, academic
Dr Leanne Thompson: Perception (visual, haptic and
development in higher education, critical pedagogy in higher
intersensory), object recognition, mental representation, imagery,
education, and peer learning in further and higher education.
perceptual processes in reading and the educational implications of
this work for disabled/SEN learners. Perceptual representation in
Dr Sondra Cuban: Adult learning and literacy among women and
blindness and the design of tactile pictures, transition in early years
immigrants, health literacy, workplace literacy and learning,
education and play-based teaching and learning.
community-based education. Expertise in qualitative research,
especially ethnography.
Prof Malcolm Tight: Changing patterns of academic work; the
nature of the academic experience; the history and meaning of
Dr Catherine Fritz: Psychological study of learning and
higher education; alternative modes of study; the postgraduate
remembering, especially with respect to the role of practice and
and research student experience; mature and ‘non-traditional’
repetition, including laboratory and real world experiments; maths,
students; comparative studies; patterns of participation; the role of
stats and science learning; dyscalculia; constructive nature of
learning in adult life.
perception, memory and reasoning; memory improvement strategies;
remembering names.
Prof Paul Trowler: Higher education policy making and policy
implementation; the analysis of organisational and professional
Prof Mary Hamilton: Specialises in adult language, literacy and
cultures in universities, particularly as they relate to change-
numeracy education and the new literacy studies. Interested in
management processes; the reception and impact in differing social
informal adult learning and everyday practices; policy issues in ALLN
contexts of learning, teaching and assessment policies and
and comparative perspectives; media representations of educational
practices; discourse and identities in higher education;
issues. Particular interests in participatory research methodologies,
ethnographic research methodologies.
the use of visual data in research and computer assisted qualitative
analysis.
Dr Jo Warin: Early years care and education; home-school links;
the role of gender within the formation of identity/ies; family
Dr Carolyn Jackson: Gender issues in education; social
relationships and impact on identity formation.
psychological aspects of teaching and learning, particularly in
relation to academic self-concept; transitions in education; the PhD
Dr Maria Zenios: Design issues in technology-enhanced learning
examination process.
environments, learner experiences and pedagogy; teacher
development, computer-supported collaborative learning, learner
Dr Gale Parchoma: E-learning policy and practices in higher
autonomy and forms of reflection; networked open learning and
education, learner-centred instructional design, integrating human-
professional development, communities of practice.
computer interaction across curricula, blended learning models, and
acquisition of social capital in Web-based learning environments.
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