Education is a field of study which draws primarily on the disciplines of history, political science, philosophy, psychology, and sociology to study the process and practice of learning and teaching.
It is concerned with pursuing theoretical, practical and professional knowledge to improve the teaching and learning experience.
Research coalesces around 5 key themes:
- Children’s Rights
- Shared Education
- Applied Behavioural Analysis
- Education: Advancing Understanding, Improving Outcomes
- We are also currently developing a strong research profile in the area of TESOL
KEY RESEARCH PROJECTS
The Vice Chancellor’s Research Impact Prize was awarded to School of Social Sciences, Education and Social Work Academic Professor Laura Lundy in recognition of the global impact of The Lundy Model of children’s participation in developing policies that affect their lives.
The work on Shared Education has been recognised by her Majesty the Queen with a Queen’s Anniversary Prize.
This project aims to identify the characteristics of effective ABA interventions delivered through telehealth while focusing on research quality rigour and the use of single systems research designs that comply with quality recommendations.
The Effectiveness of an Enhanced Book-Gifting Intervention for Improving Reading Outcomes for Children in Care
This project, funded by the Economic and Social Research Council, is led in partnership with Oxford University. It seeks to develop and evaluate an intervention to improve the reading skills of children in foster care. The intervention combines a role for the foster carer (using a technique known as "paired reading") with book-gifting.
Dr Aisling O'Boyle has been awarded a prestigious grant from the Hornby Trust to investigate the use of dictionary resources by regugee families: A Welcome Dictionary: refugee families using dictionary resources to support English Language Learning.
The aim of the research is to achieve a better understanding of how bilingual multimodal dictionaries are used, in order to develop a more informed approach to learner and teacher training. It will contribute evidence on the use of bilingual dictionaries, highlight the role of dictionary resources as key cultural artefacts and as tools for support in the lives of newly resettled refugee families.
|Name||Area of Expertise||Telephone|
|Dr Joe Allen||Higher Education Teaching and pedagogical firstname.lastname@example.org||+44 (0)28 9097 3424|
|Professor Carl Bagley||Educational policy; ethnography; critical arts-based approaches to educational email@example.com||+44 (0)28 9097 5929|
|Dr Dina Belluigi||Authorship and interpretation; critical Higher Education Studies; visual and arts-based methodologies; creative arts higher education; post-colonialism, post-conflict, race and firstname.lastname@example.org||+44 (0)28 9097 5948|
|Dr Ibrar Bhatt||Applied linguistics, language education, literacy studies, higher education, digital literacy and email@example.com||+44 (0)28 9097 1489|
|Dr Andrew Biggart||Educational disadvantage and inequalities; policies and interventions to tackle educational underachievement in children and young firstname.lastname@example.org||+44 (0)28 9097 5946|
|Dr Nichola Booth||Support and interventions for Autism Spectrum Disorder; using Applied Behaviour Analysis to teach new skills and reduce challenging email@example.com||+44 (0)28 9097 3264|
|Dr Ian Cantley||Teachers' pedagogical practices; improving student achievement and interest in mathematics; foundations of educational measurement firstname.lastname@example.org||+44 (0)28 9097 5936|
|Dr Sin Wang Chong||Assessment feedback in language and higher education and language classroom assessment, especially from sociocultural and ecological email@example.com|
|Dr Ian Collen||Modern Languages education; Initial Teacher Education; international dimension of firstname.lastname@example.org||+44 (0)28 9097 5960|
|Dr Pamela Cowan||all aspects of using modern information technologies in educational contexts, assessment in education, structural equations modelling and issues in mathematics and computing email@example.com||+44 (0)28 9097 5931|
|Professor Karola Dillenburger||Applied Behaviour Analysis; evidence-based intervention in autism; parent training; child protection; child behaviour firstname.lastname@example.org||+44 (0)28 9097 5985|
|Dr Caitlin Donnelly||School ethos and intergroup relations; Shared Education and school relations in Northern Ireland and other divided email@example.com||+44 (0)28 9097 5943|
|Dr Katerina Dounavi||Applied Behaviour Analysis; autism; evidence-based interventions; telehealth; parent training; verbal behaviour; professional supervision; firstname.lastname@example.org||+44 (0)28 9097 5951|
|Dr Gavin Duffy||Shared Education in Northern Ireland and other societies; educational email@example.com||+44 (0)28 9097 5260|
|Dr Laura Dunne||Health and wellbeing; child development; programme firstname.lastname@example.org||+44 (0)28 9097 5042|
|Professor Jannette Elwood||Testing and assessment and their impact on students' lives; gender and its interaction with assessment; educational assessment research and email@example.com||+44 (0)28 9097 5967|
|Lesley Emerson||Citizenship and human rights education; children’s rights: participation, wellbeing, civil and political rights; children's rights-based and participatory firstname.lastname@example.org||+44 (0)28 9097 5927|
|Dr Mel Engman||Indigenous/heritage language use and reclamation; language, sign and power; linguistic ethnography; analysis of social media email@example.com||+44 (0)28 9097 5158|
|Dr Brian Fennell||
Behavioural interventions in schools; learning strategies for autism spectrum disorders, intellectual disabilities, and challenging behaviours.
|Professor Tony Gallagher||Education in divided societies; equality and inclusion through education; shared firstname.lastname@example.org||+44 (0)28 9097 5357|
|Dr Leanne Henderson||
Educational Trajectories and Transitions; Language and Education Policy; Educational Assessment; Young People's Educational Experiences.
|Professor Joanne Hughes||Education in divided societies; inter-group relations; inequalities in education; shared email@example.com||+44 (0)28 9097 5934|
|Dr Karen Kerr||Science education and assessment; primary children's attitudes to science and their concept development; teacher professional development for science; outdoor firstname.lastname@example.org||+44 (0)28 9097 5945|
|Dr Caroline Linse||Language assessment; parent connections related to TESOL; use of authentic literature in second language learning email@example.com||+44 (0)28 9097 3441|
|Dr Katrina Lloyd||Children’s mental health and wellbeing; survey research with children and young people; secondary data analysis of large-scale survey firstname.lastname@example.org||+44 (0)28 9097 5962|
|Professor Laura Lundy||International children's rights with a focus on: the UN Convention on the Rights of the Child; education; decision-making; national education; social security email@example.com||+44 (0)28 9097 5942|
|Dr Alison MacKenzie||Injustice and inequality; SEN/Inclusion; Capability Approach (Nussbaum); education policy; philosophy of emotions; feminism and gender; literacy/linguistic firstname.lastname@example.org||+44 (0)28 9097 5930|
|Professor Tess Maginess||Adult education; innovative, creative and arts-based pedagogies; older people; dementia; mental health; non-traditional learners; email@example.com||+44 (0)28 9097 2512|
|Dr William McClune||Science education with a focus on the importance of scientific literacy; science in the media and its impact on the public response to science; teacher firstname.lastname@example.org||+44 (0)28 9097 5938|
|Dr Cathal McManus||Conflict and conflict transformation; othering; political extremism and sectarianism; peace processes; nationalism and identity email@example.com||+44 (0)28 9097 5914|
|Professor Sarah Miller||Social emotional development, academic attainment; programme evaluation, randomised controlled trials and systematic review firstname.lastname@example.org||+44 (0)28 9097 5944|
|Dr James Nelson||Interface between religion and education; teacher education; role of religion in school; shared education; role of religion and religious education in teacher email@example.com||+44 (0)28 9097 5904|
|Dr Aisling O'Boyle||Language and education; discourse in educational contexts and intercultural contexts; English language learning and teaching; applying corpus linguistics research to education; knowledge construction; speaking firstname.lastname@example.org||+44 (0)289097 5935|
|Dr Liam O'Hare||Prevention and early intervention to improve outcomes of those facing disadvantage; social, emotional and wellbeing outcomes of children and young people; educational email@example.com||+44 (0)289097 5973|
|Dr Devon Ramey||Applied Behaviour Analysis; Autism Spectrum Disorder; developmental disabilities; quality of life; challenging behaviour; verbal behaviour; technology-based firstname.lastname@example.org||+44 (0)28 9097 1828|
|Dr Jennifer Roberts||Educational programme design and evaluation; language and literacy; Educational Effectiveness, RCTs, Early Years and Primary Education, SEN/Inclusion.||email@example.com||+44 (0)28 9097 3177|
|Dr Catherine Storey||Literacy, Educational Technology, Improving educational attainment for at-risk groups, Autism Intervention, Applied Behaviour Analysis, Behaviour Management.||firstname.lastname@example.org||+44 (0)28 9097 5984|
|Professor Allen Thurston||Learning and literacy; disability research and research methods; attainment for students from socio-economic disadvantage; impact of vision email@example.com||+44 (0)28 9097 5169|
|Dr Sultan Turkan||
Bilingual/multilingual education; fairness issues in educational assessments; linguistically and culturally responsive teaching and teacher education; language teacher education.
|firstname.lastname@example.org||+44 (0)28 9097 1811|
|Dr Maria Cockerill||Improving learning in schools, specifically literacy, with a particular focus on pupils from socio-economic disadvantaged backgrounds. Educational programme design and evaluation, including randomised controlled email@example.com||email only|
|Dr Nicole Craig||Early numeracy development, quantitative methods and effectiveness of educational firstname.lastname@example.org||+44 (0)28 9097 5017|
|Dr Aideen Gildea||
Improving health, wellbeing and educational outcomes for young people; social mobility and parenting; supporting families; implementation science and evaluation.
|email@example.com||+44 (0)28 9097 5193|
|Dr Amy Hanna||Silence and the right to be heard; injustice; children's rights; participation; respectful firstname.lastname@example.org||+44 (0)28 9097 1498|
|Dr Erika Jimenez||Education among migrant and minority ethnic groups; Palestinian youth; decolonial approaches to human rights; modern slavery; children's rights-based and participatory email@example.com||+44 (0)28 9097 3679|
|Dr Ciara Keenan||Systematic review and meta-analysis firstname.lastname@example.org||email only|
|Dr Rebecca Loader||Education and social cohesion, identities in education, faith schools, intercultural education, and intergroup email@example.com||+44 (0)28 9097 1363|
|Laura Neeson||Child wellbeing; Intervention evaluation and process firstname.lastname@example.org||+44 (0)28 9097|
|Dr Joanne O'Keeffe||
Early intervention research and process evaluation in attainment, health and wellbeing; interventions for improving outcomes for children and young people from socio-economic disadvantage.
|email@example.com||+44 (0)28 9097 3287|
|Dr Karen Orr||Education, psychology, community-based participatory research and children’s firstname.lastname@example.org||+44 (0)28 9097 3809|
|Dr Gareth Robinson||Internationalisation of Shared Education, particularly in the US and Israel, and the transnational network structures that emerge from such email@example.com||+44 (0)28 9097 3164|
|Dr Patrick Stark||Educational programme design and evaluation; language and literacy development; neuroscience, psychology and firstname.lastname@example.org||+44 (0)28 9097 5924|
Education at Queen’s embraces a variety of theoretical traditions and methodological innovations to offer a range of stimulating post-graduate programmes within a vibrant and nurturing learning environment. Our ambition is to prepare educators and challenge leaders to utilise theory and research evidence to improve and transform educational practice.
We provide a range of postgraduate programmes for pre-service and in-service teachers as well as educational leaders.
Educational Researchers at Queen’s maintain close links with local policymakers and our research is regularly used to inform educational policy. Research in education has also been used to shape the work of major global agencies including UNESCO, UNCRC and UNICEF.