The School of Education offers PhD and MPhil supervision in areas that are compatible with the research interests of its academic staff. Use the list below to identify one or two members of staff whose interests cover the area you would like to work in. 

Dr Jim Askham

  • Second language teacher education
  • Second language learner autonomy/teacher autonomy
  • Classroom-based assessment in TESOL
  • Programme evaluation in TESOL

Potential topics/projects

  • Promoting second language learner autonomy in and beyond the classroom in TESOL contexts
  • Teacher learning in novice/early-years TESOL professionals
  • Investigations of experienced TESOL teachers' pedagogical knowledge
  • Investigations of formative assessment practices in TESOL contexts
  • Investigations of teacher learning through Lesson Study in TESOL contexts
  • Teacher-led programme evaluation in TESOL context

Dr Fay Baldry

Mathematics Education

  • Classroom based video studies
  • Observation frameworks
  • The role of errors
  • Grouping by attainment (setting)

Lesson Study

  • Primary and secondary school mathematics lessons
  • The role of Lesson Study in Initial Teacher Education

Professor Wasyl Cajkler

  • Lesson study
  • Teacher education
  • Second language teaching and learning
  • English as an additional language (EAL)

Dr Pal Edirisingha

  • Use of digital technologies for formal and informal learning
  • Digital literacy and digital divide
  • Open and distance learning in international contexts
  • Conceptualisation of current and emerging approaches to using technologies in formal and informal learning contexts (OERs, MOOCs, flipped classrooms, blended learning)
  • Learning Design

Professor Glenn Fulcher

  • Language testing and assessment
  • Educational assessment

Potential topics/projects

  • Construct definition and operationalization
  • Designing test specifications
  • Task design, prototyping and piloting
  • Content analysis for EAP or specific purposes testing
  • Investigating task difficulty
  • Designing rating scales for performance assessment
  • Interface issues in computer based testing
  • Validation
  • Pragmatic notions of validity and the philosophy of educational assessment
  • Ethics and standards in language testing practice
  • Test use, political mandates and philosophy

Professor Rose Griffiths

  • Mathematics Education
  • Children’s difficulties in mathematics
  • Literacy and numeracy support for families
  • Use of manipulatives to teach arithmetic
  • Educational achievement of vulnerable children (including children in care)

Dr Laura Guihen

  • The lives and careers of women teachers
  • Deputy head teachers
  • Motherhood and senior leadership
  • Motherhood and academia
  • Pregnant and parenting students
  • Millennial school leaders
  • Qualitative research methods

Dr Jonathan Heywood

  • Technology and pedagogy
  • Science education

Dr Jim King

  • Silence in second langauge (L2) or general education contexts
  • Psychological aspects of instructed language learning, particularly in relations to anxiety and emotion in the L2 classroom
  • Social anxiety and foreign language anxiety in L2 and higher education
  • Teacher emotions and emotional labour in language teaching
  • L2 teacher motivation
  • Language learner engagement
  • Group dynamics in language classrooms
  • Higher education in Japan

Dr Julie Norton

  • Materials develpment in language teaching (e.g. exploring expertise in materials design; evaluating materials; exploring the development of a new coursebook series)
  • Exploring expertise in materials design
  • Evaluating materials
  • Exploring the development of a new coursebook series
  • Discourse analysis of spoken language (e.g. how teachers co-construct pedagogical knowledge through talk)
  • Lesson study and teacher professional development
  • Methodology in TESOL (particularly developing speaking and listening skills)
  • Intercultural communication (e.g. developing intercultural pragmatics competence)

Dr Emma Rawlings-Smith

  • Geography education research
  • 11-18 Geography
  • The geographical concept of place
  • The recontextualisation of knowledge
  • The school-university divide
  • Qualitative methods
  • Q methodology
  • Teacher agency and professional capital
  • Mentoring and reflective practice

Professor Pam Rogerson Revell

  • Workplace discourse
  • Phonology and pronunciation teaching
  • Intercultural business communication
  • Computer assisted language learning
  • English as an international language

Potential topics/projects

  • Issues of participation and performance in international (business) interactions
  • Pronunciation and intelligibility in English as a Lingua Franca contexts
  • The use of technologies to enhance (distance) language learning

Dr Nick Smith

  • Corpus linguistics: e.g. corpus design and compilation, annotation, collocation, keywords analysis and other methodological aspects
  • English grammar, lexis and lexiscogrammar
  • Variation and change in current or recent English: particularly grammatical and lexical change in recent centuries and decades
  • Register analysis, including spoken, written and new media language
  • Regional and social variation in English, including British and American English, World Englishes, and regional English varieties
  • Using corpora for language learning/teaching

Dr Agneta Svalberg

  • Language learning
  • English grammar
  • Grammar teaching and learning
  • Academic writing
  • Teacher grammar awareness

Potential topics/projects

  • Online and face-to-face engagement with language
  • Complex dynamic processes in language teaching and learning (e.g. in collaborative group work)
  • Language awareness approaches to language teaching
  • Teachers' language awareness
  • Teaching/learning of tense aspect

Professor Chris Wilkins

  • Policy issues in initial teacher education and teacher professional development
  • The regulation and inspection of teachers’ work
  • School-university partnerships in teacher education
  • Social justice and citizenship issues in teacher education
  • Transnational knowledge transfer in teacher education
  • Teachers’ professional learning and school improvement
  • Impact of school leadership approaches on teachers’ identity
  • Socio-cultural issues in teachers’ lives and careers
  • Pedagogic development in higher education
  • Potential topics/ /projects
  • Diversity of models of initial teacher education in a school-led system
  • Teacher development in international partnerships; cultural aspects of teacher identity
  • The student teacher experience of professional learning in ‘school-led’ models of teacher education
  • Career-changers in the teaching profession:
  • their contribution to school culture
  • career trajectories
  • factors impacting on their success or failure in initial teacher education
  • Impact of the accreditation of teaching quality in higher education

Dr Joan Woodhouse

  • Teachers’ lives and careers
  • Feminist perspectives on education
  • Developing early career teachers as leaders
  • Women in HE
  • HE pedagogy

Potential topic/projects

  • Life histories of female secondary head teachers
  • Student teachers’ and/or early career teachers’ experiences of combining work and parenting responsibilities
  • Developing researcher resilience and criticality
  • An investigation into why teachers/head teachers leave the profession early
  • Students’ experiences of ‘Lad Culture’ in the University
  • HE students’ experiences of combining study with parenthood
  • International students’ perceptions of British academic culture

Dr Wei Zhang

  • School leadership development
  • Cross-cultural investigations of schooling and school leadership
  • The impact of educational policies on children, families and schools
  • Understanding and evaluating school university partnership
  • Teaching and learning research methods
  • Understanding locally contextualised educational practice and policies in China

What if my research interests do not match the staff interests listed?

It is important that the area you want to work in is broadly compatible with our research interests, otherwise we may not be able to accept your application. However, please do not feel we will not be interested if there is not an exact match. It is sometimes possible to be flexible, so please contact us.