1. Research in the School of Education newsletter
RiSE Spring 2011
Jyväskylä University
research partnership
School of Education
Research Forum
With speaker John Visser
Conference spotlight on
Education and interventions
and the autism spectrum
Also inside: Forthcoming research conferences, HLTAs in maintained schools, Recent PhD success

2. Contents
Conference spotlight on
Education and interventions
Welcome
and the autism spectrum .3 Research and related activity within the School of
Forthcoming research Education continues to develop, supported by various
conferences ........................3 initiatives by the University, and by the ability of colleagues
to respond quickly to opportunities as they arise.
Research profile: Judy
Sayers ..................................4 Recent weeks has seen the announcement of a series of PhD bursaries by the
University, dramatically confounding the negative perspectives of those who regard
Higher Level Teaching investment in research to be severely compromised by the recent spending review. The
Assistants in maintained School is currently seeking to appoint three such studentships, further enhancing our
profile in key areas of research and scholarship.
schools ................................4
The current issue of RiSE contains other evidence of the health and vitality of the
Jyväskylä University School’s doctoral community, reporting, for instance, on the highly successful
research partnership ........5 inaugural Research Forum, as well as celebrating the award of Johnson Jament’s
PhD. Amanda Watkins offers some insight into the doctoral programme – prospective
PhD student group ............6 doctoral candidates reading it will see her account as both practical and encouraging.
Elsewhere, colleagues have been very active on various levels, producing research
PhD training days..............6 reports for national bodies, local or regional organisations as well as writing for
publication. This issue of RiSE gives a flavour of just some of these projects, with
PhD News ...........................6 several major bids scheduled for national and international funds.
School of Education Hopefully those reading this issue of RiSE will feel stimulated and encouraged to
Research Forum .................7 engage in research and scholarship. There appears never to have been a better time
for doing so, in spite of events elsewhere in education. Anyone with a research idea,
Reflections on studying for a piece of information about a study they are engaged with, or news of a research-
related publication that they have been involved in, is invited to contact me at RiSE, so
a PhD ...................................7 that further ‘good news’ can be disseminated to a wider audience.
New book focuses on Professor Philip Garner
classroom engagement....8
If you would like to be featured in future
editions of this publication, or would like
more information, please email
education@northampton.ac.uk
Written and produced by The University of
Northampton’s School of Education and
Marketing and External Relations Department.
All submissions are the property of RiSE
newsletter. Content © 2010 The University of
Northampton, School of Education.
Editor Pam Cormack
pam.cormack@northampton.ac.uk
Thanks to all The University of Northampton’s
staff and School of Education partners who
contributed to this newsletter.
2 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk

3. Forthcoming
research
conferences
Early Education and
Technology for Children
Conference
Salt lake City, USA
2-4 March 2011
www.eetcconference.org
Canada International
Conference on Education
Toronto, Ontario, Canada
4-7 April 2011
www.ciceducation.org
American Educational
Ten year anniversary Research Association
Conference
TEACCH UK
New Orleans, Louisiana
8-12 April 2011
www.aera.net
Redesigning Pedagogy:
Transforming Teaching,
Inspiring Learning
International
Singapore
Conference spotlight on Education 30 May - 1 June 2011
http://conference.nie.edu.sg
and interventions and the International Play Association
autism spectrum World Conference
Cardiff
Education experts from The University of 4-7th July 2011
Northampton will be hosting the sixth annual www.ipa2011.org
TEACCH UK conference at the University from 17-18 International Conference
June 2011. on Learning
University of Mauritius
This bi-annual international conference the conference with the presentation: 5-8th July 2011
is well attended by professionals ‘What do we do and why do we do it? www.thelearner.com/
from children and adult services who The evidence base for interventions and conference-2011
work with individuals with Autism the autism spectrum’. On Saturday 18 International Conference on
and Asperger Syndrome. It offers June, we will be joined by Professor Gary
Education (ICE)
opportunities for discussion on new Mesibov, who will address the conference
findings and the sharing of expertise, on ‘New Approaches to Evidence-Based Samos, Greece
as well as subject related workshops for Practice’. 7-9 July 2011
those attending. www.ineag.gr/ice
In addition there will be a choice of
Previous conferences have hosted workshops led by European colleagues, Asian Conference on
keynote and workshop presenters who who will report on current research and Intellectual Disabilities
are at the leading edge of practice and innovative practice relating to various Julu Island, South Korea
interventions for children and adults on educational interventions, including, 21-26 August 2011
the autism spectrum. those associated with the TEACCH http://eng.acid2011korea.org
approach. Presentations will cover
The theme for the 2011 conference British Educational Research
a wide range of topics including, for
is ‘Education and interventions and Association (BERA) Conference
example, communication and interaction
the autism spectrum: evidence and
programmes, play, social skills and London Institute of Education
outcomes’.
inclusive approaches. 6-8 September 2011
Keynote speakers for 2011 include Dr www.bera.ac.uk
Please email Marie Howley at
Glenys Jones, Autism Research Centre,
marie.howley@northampton.ac.uk
University of Birmingham who will open
for further information.
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 3

4. Higher Level Teaching Assistants in
maintained schools
At the School of Education’s inaugural Research Forum,
which took place at Park Campus on Wednesday
20 October, work was presented on a research
project commissioned by Leicester City on ‘The use,
deployment and perceived impact of Higher Level
Teaching Assistants (HLTAs) in maintained schools’.
The study, presented by Senior Findings from the research shows
Lecturers Mary Doveston, Paul there is great variability in terms of
Sedgwick and Cristina Devecchi, and deployment, employment contracts
Research profile Research Assistant, Johnson Jament, and practices. HLTAs were employed
applied a mixed method approach to take whole classes; cover for absent
Judy Sayers, Senior including questionnaires and face-to- teachers; plan, both autonomously
face semi-structured interviews with or in collaboration with teachers; set
Lecturer in Education, HLTAs and senior leadership team up and run extra-curricular activities
teaches both mathematics members. or special intervention programmes;
manage other support staff and carry
education and design and It aimed to establish:
out administrative roles.
technology education. • how HLTAs were deployed and
The high variability of deployment
employed
Following a career in domestic banking practices makes the evaluation of
and training adults she worked as a • whether gaining their new and the impact of HLTAs on learning and
primary teacher in Hertfordshire, before enhanced status had an impact on inclusion a challenging task.
joining the University in 2003. their roles and responsibilities
The researchers are keen to pursue
Judy was initially involved as a • which barriers prevented them from alternative methods of evaluation,
researcher on the EU funded using their knowledge and skills in including looking at what children think
Mathematics Education Traditions supporting the school, the teachers about the impact of HLTAs and TAs on
of Europe (METE) project from 2003- and the children with special their learning and experience in school.
2005. The project’s purpose was to educational needs (SEN)
examine the ways in which teachers,
defined locally as effective, in England,
Finland, Flanders, Hungary and Spain,
conceptualise and present mathematics
to students age 10-14.
Judy is working towards a PhD on
‘How primary teachers conceptualise
whole class interactive phases of a
mathematics lesson’ working closely with
teachers in schools around the area.
In-depth case studies have revealed
some interesting findings, some of
which reflect the changes of constraints
on primary teachers. Judy hopes to
complete her PhD this academic year
and to publish her findings.
Judy is an active member of the
Association of Teachers of mathematics
(ATM), taking part in and organising
national conferences for the association
and collaborating with the national
networks. She is part of a discussion
group with the Advisory Committee
in Mathematics Education in England
(ACME) whose aim is to provide
evidence on which to formulate an
appropriate provision of mathematics
education across the 5-19 age range.
4 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk

5. Jyväskylä University
research partnership
A research partnership between The University of
Northampton and Jyväskylä University of Applied Sciences
has been in operation since 1997. Dr Leena Kaikkonen,
Head of Research and Development in teacher education
at Jyväskylä University of Applied Sciences has been
instrumental in leading many of the joint initiatives
between the two institutions. She recently spoke to us
about how much she values this work.
What kind of educational research projects have education.
Jyväskylä University of Applied Sciences and The Together we
University of Northampton worked on together? have written
several papers
We started our collaboration within the European Union
in academic journals and contributed
funded SENECA project in 1997, which was focused on teacher
chapters in a number of books based upon our co-operation.
competence advancement in relation to Special Educational
This has been important to some of our staff members in
Needs (SEN) across Europe. As part of this project we ran
providing them with experiences of developing their academic
dissemination courses in Finland and Estonia for teachers
writing in an international context. We have also presented
from around 20 countries. A report titled ‘Educating Everyone
papers in a number of international conferences and have had
Together’ was produced from this project.
opportunities to disseminate our work to students at all levels
Following this we joined with the University of Tartu in Estonia within our universities.
to complete a project on vocational teacher attitudes towards
inclusive education. This was reported in a paper in the What other education research do you do at
International Journal of Special Education and in the book Jyväskylä University of Applied Sciences?
‘Jotain Erityistä – Something Special’ published in Finland. We have recently completed two projects for the Finnish
Ministry of Education about the changing role of special
Colleagues from our two institutions have engaged in education teachers in vocational education in Finland and best
research into comparative teacher education in England and practices used in accreditation of prior learning in vocational
Finland, including the development of student portfolios and education. Both of these national projects have been included
approaches to assessment. in books on the subject.
Recently researchers from both universities have been working
Do you have any plans to do more research together
on the development of teacher competencies in relation to
dyslexic students. with colleagues from Northampton in the future?
Definitely, yes. We are currently working on joint bids for
What have been the outcomes from the joint funding and have a clear focus on some of the research
research with The University of Northampton? we would like to do. However, competition for funding is
From a personal perspective working with The University challenging and we recognise that we will need to search many
of Northampton has been something that has enriched my sources to gain the support we need. The work which we have
experiences as a researcher. Working in international contexts undertaken to date has been very important to all involved and
helps to develop understanding of the different interpretations whatever the outcomes of our current bidding activity we will
of education and enhances the content base of my work in find ways to continue our future partnership.
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 5

6. PhD student
group
PhD students and
supervisors from the
PhD News
School of Education
meet once a month to
Recent PhD success
share ideas, issues and Dr Johnson Jament graduated in 2010 having completed
experiences. his studies and research for his PhD degree.
The informal meetings enable Johnson’s thesis focused upon with his then fellow PhD student, Mary
researchers to bring along their teachers’ understanding of attention Feng Yan. He also presented papers
work, seek opinions and ideas or deficit hyperactivity disorder (ADHD) in at conferences in the UK, Ireland
simply catch up with what others a South Indian context. His field work and India, and shared his research
are doing. The meetings run from was conducted in schools in Kerala, with a range of undergraduate
4.30-6pm and are open to all where he interviewed teachers and and post graduate students both
PhD students, potential students parents and conducted observations in Northampton and at other UK
and supervisors. in school. universities.
The dates of meetings are Johnson originally came to The Johnson is continuing his research,
24 February University of Northampton to study as he currently works as a research
24 March for the MA in Education, writing his assistant on a number of projects
14 April dissertation for that degree on the within the School of Education. Next
19 May topic of schools in fishing communities year, he will return to India to help
23 June in Kerala. He progressed to study develop educational provision in the
14 July on the PhD, and gained further poorer areas of his community, and to
experience and research training by make full use of his learning during his
working with colleagues from the time at Northampton. He is keen to
School of Education on a number of maintain links with the University, and
PhD training funded projects. During the course is already involved in project planning
days of his studies as a research student,
Johnson published a number of papers
with academic colleagues from the
School of Education.
in academic journals, including some
The School runs PhD
training days for
students, potential
students and
supervisors.
The days take place termly
and provide:
• A platform for students to
disseminate their work and
receive feedback in a supportive
environment
• An opportunity for students to
exchange information
• The chance for students to hear
from established researchers on
matters of interest or concern to
them
• An opportunity for potential
students to find out what it is
like to study for a PhD
PhD training days are
10 February 2011 from
2-4.30pm
5 May 2011 – Annual Research
Student Conference
6 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk

7. Reflections on
studying for
a PhD
Dr Amanda Watkins
completed her part-time
degree in 2006.
Amanda told us: “I chose The
University of Northampton
specifically for the team of
supervisors – Richard Rose and his
colleagues in CeSNER. It wasn’t easy
to find professionals with the areas
of expertise I wanted to explore –
special needs education teachers as
practitioner researchers.
“My professional experience as
an educator has been varied, but
throughout my roles there has
been a developing interest in the
nature of learning and its influence
on the work of teachers and their
own professional learning. Initially
working with children and young
people, my work and research
School of Education Research Forum interests have led to various types
of work with the professional
The School of Education’s first Research Forum took development of adult learners. My
PhD work was a very detailed and
place on Wednesday 20 October and was extremely extensive exploration of this”
well-attended by staff and students with a particular Amanda now works as Assistant
interest in research. Director in the European Agency
for Development in Special Needs
The Research Forum is open to all personal reflections on a research and Education, where she is responsible
members of academic and research staff publication journey. for co-ordination of the Agency
within the School of Education, as well as project implementation procedures,
Professor Rose commented: “This was as well as project manager of
the school’s Visiting Professors and PhD
a most stimulating day which everyone a number of on-going projects,
students.
seemed to enjoy. It was good to see so including Teacher Education of
The purpose of the forum, which is a much enthusiasm for research in the Inclusion, and, a joint project with
working meeting, is to raise the profile school, I would be grateful to receive UNESCO called Inclusive Education
of research within the school, increasing ideas for future events. I would like to in Action.
bidding activity, supporting colleagues in thank everyone who attended.”
submission of work for publication and
Practical workshops were provided in
increasing research capacity. The aim
the afternoon on the theme of research
is to give colleagues an opportunity to
publication.
present aspects of their research and to
come together for practical writing and Comments about the event from those
bidding activities. present included: “I really enjoyed the
day, it was great to have so many of our
The first Research Forum included a
professors there sharing their knowledge
presentation by Senior Lecturers Mary
and experience”, and “This was an
Doveston, Cristina Devecchi and Paul
excellent start”.
Sedgwick on their recently completed
research project on the use of Higher Future dates
Level Teaching Assistants in Leicester The School of Education Research
City. They talked about the challenges Forum will meet from 10am-4pm on
associated with this project. the following dates during the 2010/11
Professor Rose then went on to present academic year: 2 February, 6 April, 25
an update on current research activity May and 6 July 2011. We look forward to
in the school and our new Visiting welcoming you to these events.
Professor, John Visser spoke about his
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 7

8. New publication focuses
on classroom engagement
A new book focusing on ideas to actively engage students in the classroom has
been written by the School of Education’s Professor Richard Rose together with
Dr Michael Shevlin of Trinity College Dublin. Jane Murray, Senior Lecturer in
English and Early Years, reviewed the book:
“‘Count Me In!’ by Richard Rose and Michael Shevlin is from
the ‘Innovative Learning for All’ series edited by
Paul Cooper and this book’s authors’
commitment to equality and inclusion
is evident throughout. From the
beginning, Rose and Shevlin promote
mutually respectful relationships
between teachers and learners as well
as strong symbiosis between research
and practice as beneficial for successful
learning and teaching.
“The authors’ central tenet is the potential
of all children and young people to be
powerful agents in their own learning.
Recognising that learners’ agency is
predicated as much on policy as on teachers’
attitudes and approaches, Rose and Shevlin
eloquently address the challenges presented
to teachers attempting to empower learners
within a school effectiveness context. In this
regard, the authentic practical examples woven
through the text will prove useful for many
readers, as will Rose and Shevlin’s articulate
discussion surrounding familiar yet potentially
difficult terms such as ‘capacity’, ‘involvement’
and ‘participation’.
“For headteachers, teachers, student teachers,
teacher educators and educational researchers
seeking ways to engage every student as an active
learner, ‘Count Me In’ will prove a valuable and
accessible read. I shall certainly encourage the
student teachers I work with to read it.”
The University of Northampton
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Boughton Green Road
Northampton NN2 7AL
Web www.northampton.ac.uk/education
Email education@northampton.ac.uk