About
I am a Senior Lecturer in Postgraduate Studies and Programme Leader for the Doctor of Education (EdD) within the Discipline of Education Research based in the Institute of Education. My role mainly focuses on teaching postgraduate taught modules across the Disciplines of Education Research and Education, Childhood and Inclusion. I teach on the Masters of Education and the Doctor of Education (EdD).
I also supervise masters independent studies as well as professional doctoral (EdD) and PhD candidates and am happy to hear from potential doctoral candidates in the areas of:
- Foucauldian theory
- Educational theory
- Educational History
- Philosophy of education
- Mathematics curriculum and pedagogy
Teaching responsibilities
I am responsible for teaching on the following modules:
- 7EU502 - Developing Strategies and Skills for Professional Doctoral Research and Study
- 7PE998 - Independent Study
- 8EU500 - Philosophy and Practice of Research
Doctoral Supervisions: Current students
- Director of Studies for Peter Stones (EdD, University of Derby), title: Write to play: Understanding Composition’s Impact on the Motivation, Creativity, and Musicality of Intermediate Brass Players
- Director of Studies for Harvey Cramp (MPhil/PhD scholarship, University of Derby), title: Developing Philosophies of Education and of Bildung: A Comparative Genealogy of the Anglosphere and the Germanosphere
- 1st Supervisor for Rachael Addy (EdD, University of Derby), title: Creating a toolkit for teacher identification of mathematics anxiety in the classroom
- 1st Supervisor for Ishtiaq Hussain (MPhil/PhD, University of Derby), title: Navigating Cultural Battlegrounds: A Qualitative Case Study exploration of Racialised ‘Culture Wars’ in ethnically diverse Secondary Schools in the East Midlands
- 1st Supervisor for Vivienne Jones (EdD, University of Derby), title: Exploring the School Direct pathway of ITT through the lens of HEI and school partnerships
- 1st Supervisor for Charlotte Feather (PhD, University of Derby), title: Narrating Becoming: A poststructural inquiry into queer early-career teachers’ professional identity formation in England
Research interests
Doctoral Research
My doctoral research focused on utilising Foucauldian genealogical theory to analyse the ways in which teacher subjectivity is fashioned in the primary school classroom. It offers an exploration and critique of genealogical rhetoric to inform methodological tools which are employed in the thesis to demonstrate how various forms of power manifest different subjective identities.
More broadly, my research interests involve critiquing embedded cultural, social and political norms and practices. Such norms may include the perceived inherent goodness of the schooling process, as well as the role schooling plays in the formation of subjectivities.
Adaptive Teaching Research
Our research team explores innovative approaches to adaptive teaching across the primary school curriculum, with a particular focus on conceptualising adaptive teaching and developing instructional practices that respond effectively to individual learning needs. Through classroom-based research and collaborative practice across core curriculum areas, we identify evidence-informed approaches that enable teachers to respond dynamically to learners while maintaining curricular coherence and ambition. The team includes Laura King (Mathematics Subject Leader), Charlotte Mosey (Assistant Head of Discipline for Primary ITT) and Amy Thornton (Science Subject Leader).
This work has informed two publications co-authored and co-edited with Charlotte Mosey: Adaptive Teaching in Primary Schools: A Toolkit for Trainee Teachers (SAGE, 2024) and Planning for Adaptive Teaching in the Primary Curriculum (SAGE, 2026). Building on this research, Routledge has commissioned a new text on adaptive teaching for secondary schools. We also support schools in embedding adaptive practices within their teaching and learning cultures through professional-development workshops and published resources, and we welcome opportunities to collaborate with schools, charities and other educational partners.
Teacher Education, Critical Thinking and Generative AI (British Academy Funded Project)
Our British Academy Small Grant-winning research project addresses the challenges and opportunities presented by AI-generated content in education. In this pilot study, we assess pre-service teachers' self-efficacy, critical thinking capabilities, and attitudes toward AI to establish their current beliefs and competencies. Our methodology involves implementing a verified critical thinking intervention with a sample of 5-6 students, gathering their feedback through focus groups, and collaboratively developing a bespoke intervention tailored to their specific needs. This innovative approach aims to enhance pre-service teachers' ability to navigate AI-generated content while strengthening their resilience against misinformation and academic integrity issues. The project represents a significant contribution to teacher education programmes, supporting educators in harnessing AI's benefits while mitigating its risks, and ultimately preparing the next generation of teachers to thrive in an AI-augmented educational ecosystem.
TERIC
I currently lead the Teacher Education, Research and Innovation Cluster (TERIC), which aims to promote the work and research of teacher educators, local school partnerships, and trainees, serving teachers and postgraduate students of education.
Experience in industry
I have broad experience across state and independent primary education, with particular expertise in primary mathematics and upper Key Stage 2 provision. During my school-based career, I held a range of leadership positions - including Key Stage Leader, Deputy Headteacher and several subject-leadership roles - which gave me extensive experience of curriculum development, teaching and learning, and school improvement. I moved into higher education in 2020.
Alongside my university teaching and research, I continue to work closely with schools, teachers and senior leaders. I design and deliver continuing professional development, drawing on my classroom and leadership experience to support effective pedagogy, professional learning and improved outcomes for pupils. My wider academic interests include mathematics curriculum and pedagogy, teacher development, and the cultural and social practices that shape education.
Since 2024, I have worked with schools, charities and other organisations to disseminate research undertaken with Charlotte Mosey into adaptive teaching and its potential to improve learners’ experiences and outcomes. This work is underpinned by our two books, Adaptive Teaching in Primary Schools: A Toolkit for Trainee Teachers (2024) and Planning for Adaptive Teaching in the Primary Curriculum (2026), both published by SAGE.
International experience
I have been involved in international educational projects focusing on music and community arts in Washington D.C. and teacher training and development in Sierra Leone.
