January sees the School of Education welcome a new year and a group of new staff.  Between December and March the School will welcome nine new members of academic staff: Anna Beck; Alan Huang; Karsten Kenklies; Markus Klein; David Lewin; Ian Rivers; Yvette Taylor; Virginie Theriault; and Kate Wall.  Read on to find about some of these new colleagues.  As our new colleagues arrive we’ll introduce them here on the News pages.

I have recently been appointed to the School of Education as Lecturer in Teacher Professional Learning. My background is in social psychology, and I completed my undergraduate and MRes here at the University of Strathclyde before beginning a PhD in education policy at the University of Glasgow. My PhD traced the development and implementation of ‘Teaching Scotland’s Future’ and explored the way in which key organisations can influence policy agendas. An additional focus of this research was the role of individual teachers in the formation and enactment of policy. 

My current research interests include public policy-making; network governance and policy networks; Scottish educational politics; teacher engagement; teacher professional learning; inclusion; and network ethnography.  I have recently been awarded a part-time Research Fellowship with Hutchesons’ Grammar Research Centre to explore the relationship between teacher professional learning and engagement with research. I am a member of the Scottish Education Research Association (SERA) Executive board where I lead the SERA Early Researcher Network. I am co-convenor of the British Education Research Association (BERA) Educational Research and Educational Policy-Making Special Interest Group, and I have recently become a link convenor for the European Education Research Association (EERA) Teacher Education Network. 

Beck, A. D. (2015). Secondary Schools in Scotland: Governance, Policy and Curriculum. In S. Capel, M. 

Leask & S. Younie (Eds.), Learning to teach in the secondary school. 7th Edition. Oxfordshire: Routledge.

Beck, A. D. (2014). Teacher education reform in Scotland: policy for diversity? ESRC Seminar Series:

Teacher Education for the Changing Demographics of Schooling: Policy, practice and research. Moray

House, University of Edinburgh. http://www.ed.ac.uk/files/imports/fileManager/ABeck%20-%20TE%20for%20Diversity%2C%20the%20Scottish%20Policy%20Context.pdf

I have been appointed to the School of Education as a Lecturer in Human Development and Education Policy. I am a quantitative sociologist who was previously employed as AQMEN (Applied Quantitative Methods Network) research fellow in Moray House School of Education, University of Edinburgh. I completed my PhD in Educational Sociology in the Graduate School of Economic and Social Sciences, University of Mannheim in 2013. My research interests include educational inequality, education and social mobility, education policy, education systems and cross-country comparative research and child development. I am a member of the Associate Board for the BSA journal Work, Employment & Society.

Iannelli, C., Smyth, E. and Klein, M. (2015). Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland. British Educational Research Journal, first published on November 28, 2015 as doi: 10.1002/berj.3217.

Jacob, M., Klein, M. and Iannelli, C. (2015). The impact of social origin on graduates’ early occupational destinations – An Anglo-German comparison. European Sociological Review 31(4), 460-476.

I was previously a senior lecturer in philosophy of education at Liverpool Hope University where I coordinated the Centre for Education and Policy Analysis and the North West branch of the Philosophy of Education Society of Great Britain. My research is broad and interdisciplinary, focusing on the intersections between philosophy of education, philosophy of religion and philosophy of technology. I have published articles on wide-ranging topics such as contemplation, attention, hermeneutics, and digital pedagogy.

I am currently completing a sole-authored book entitled Educational Philosophy for a Post-secular Age which will be published by Routledge in 2016.  The book is based on research I have undertaken that was supported by a large grant from the Philosophy of Education Society of Great Britain.

Lewin, D, Guilherme, A & White, A. (Eds.). (2014). New Perspectives in Philosophy of Education: Ethics, Politics and Religion. London: Bloomsbury.

Mei, T, & Lewin, D. (Eds.). (2013) From Ricoeur to Action: The Socio-Political Significance Of Ricoeur's Thinking. London: Bloomsbury.

As one of the new professors in education, I join the School of Education at a really exciting time in its development. My background is in psychology. I am a developmental psychologist and HCPC registered health psychologist and my research has focused on the mental health and wellbeing of children and young people in schools, particularly LGBTQ young people. I am particularly known for my early research on homophobic bullying which was conducted at a time when Section 2A was in full force and no one wanted to talk about sexuality in schools. More recently I have focused on bystander behaviour and have written extensively on the topic in journals such as School Psychology Quarterly and The Journal of Adolescent Health.

As a result of my research I have advised several government agencies both in the UK and overseas on combating bullying and promoting inclusion. I served on the Scottish Government’s LGBT Hearts and Minds Forum to develop a legislative framework for LGBT inclusion. In 2011, I served on two US federal expert panels (sponsored by the Department of Education and the Department of Health and Human Services). The first panel was established to develop a uniform definition of bullying to be used as part of the Youth Risk Behaviour Surveillance System in schools across the US. The second panel looked at the issues of bullying and youth suicide, and provided recommendations for teachers, school counsellors and parents on supporting children and young people bullied at school.

I currently have a number of projects that are starting here in Glasgow. Together with Steve Love (Glasgow School of Art) we are running a project exploring the immersive classroom. Sponsored by the ESA, this project looks at the value of satellite technology and the possibilities it brings using broadcast quality broadband that does not require infrastructural support. Funded by the ESRC, I am a Co-Investigator on a new project looking at the aspirations of children in developing countries, and have another ESRC application under review focusing on the relationship between bullying and suicide.  This project is in collaboration with colleagues in the School of Psychological Sciences and Health. 

I am the School of Education’s new lecturer in Informal Education.  I am originally from Quebec (Canada).  I left cold winters and snow behind and moved to the UK four years ago. I completed a doctorate in linguistics at Lancaster University. My thesis is entitled Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Quebec. Before starting my PhD, I worked as a research associate at the Université de Sherbrooke (Quebec, Canada), coordinating two large-scale evaluative studies in the field of adult education, community-based education, and guidance counselling. My current research interests are in youth studies, literacy studies, community-based organisations, learning and apprenticeship, and practitioners’ continuing education. Last autumn, I obtained a FASS Impact and Knowledge Exchange Grant from Lancaster University. In October and November 2015 I organised IKE activities with youth workers, undergraduates and postgraduate students, and policy-makers. The topics discussed included the use of digital technologies (Facebook and text messages) in youth work, and the role of literacy mediator that the youth workers often play with regards to bureaucratic literacies. 

Theriault, V. (2015). Literacy mediation as a form of powerful literacies in community-based organisations working with young people in a situation of precarity. Ethnography and Education

http://www.tandfonline.com/eprint/Aq4Vz2cS42A4XyYNhTuX/full

I am one of three new professors joining the School of Education.  My work focuses on the development of innovative pedagogies and research methodologies (including visual approaches) that facilitate effective talk about learning (metacognition). I am interested in the development and exploration of democratic spaces where learners can talk about their experiences of learning. 

 

I have worked in partnership with teachers of all ages and stages, using practitioner inquiry approaches and have a growing interest in how tools with pedagogic and methodological origins can be used to support theorised practice. I have used the same ideas when working under a 'students as researchers' or student voice heading with children as young as four. I am interested in methodologies for gathering learners’ views on experience, curriculum and learning. I am particularly interested in how visual approaches can facilitate voice with young children – I often think we have not been asking children their opinion or to participate in appropriate ways. I am interested in generating knowledge of ethical practice for eliciting voice within a democratic community and to do this, particularly with young children, I think we need to look to more creative methods and practices for supporting the level of participation and ensuring authentic voice. 

I am currently working on the following publications. The first is as sole author, The Theory and Practice of Learning to Learn, and will synthesise a 10 year practitioner enquiry project which worked across ages and stages in England. The second is collaborative with Viv Baumfield (Exeter), Elaine Hall (Northumbria) and Rachel Lofthouse (Newcastle) called Research Methods for Understanding Professional Learning. Both will be out in 2017. In addition, I am writing about the ethics of using visual methods to elicit voice with early years children and the impact of an intergenerational family learning intervention on children’s metacognitive awareness.