1. Research in the School of Education newsletter
RiSE
School wins National College tender
July 2010
for leadership research
Interview with
John Bayley
Managing Classroom
behaviour
School of Education Research Student Conference
Researching learning, learning to research
Also inside: Forthcoming research conferences, Interaction training research, Benefits of studying for a PhD

2. Contents
Papers presented by
CeSNER tutors ...................3
Welcome
Researcher profile: Welcome to the second issue of RiSE. The articles in this
Ann Fergusson ...................3 newsletter confirm the continued vibrancy of research
within the School of Education.
My research: Dr Jan
Davidson-Sofair discusses Over the last few months we have seen an increase in the diversity of our research
initiatives, as well as a noticeable enlargement in our research community. New
her research .......................4 doctoral researchers, research partners and Visiting Professors have joined us,
Study looks at interaction helping to take the School’s profile to the next level. Judging by the energy, interest
and commitment of colleagues in the School, it is safe to assume that the next
training for children on the academic year will bring further success.
autism spectrum................4 It is important to note that this progress can only be achieved within a culture which
recognises the value and purpose of educational enquiry. One aspect of this, which is
Star of Teachers TV, John frequently overlooked by the research community, is the importance of an appropriate
Bayley, visits the School of strategy and framework to enhance the links between research and practice.
Education ............................5 One of the achievements within the School of Education has been the establishment
of an ongoing strategy to develop its research culture. An important feature of this
Inaugural School of strategy has been the collaborative manner in which it has emerged, being the
Education Research Student product of inputs from interested parties, those who are substantially involved, those
Conference .........................6 able to direct time towards personal or funded research and those who provide
administrative support for research. The resulting document (available to view on the
The Benefits of studying for School of Education’s website) indicates the School’s intention to provide a dynamic
and flexible set of opportunities to encourage research activity at all levels.
a PhD ...................................7
While, in the light of widespread economic constraints, the next few years are going
Leadership skills for positive to present significant financial challenges to the School’s research community, our
classroom behaviour ........7 forward planning ensures that we remain ideally placed to further develop our profile
while retaining a practice-based emphasis.
PhD support and skills Professor Philip Garner
sessions – diary dates ......7
School of Education
lecturers produce ground-
breaking textbook for
trainee teachers ................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. Papers presented by Forthcoming
research
CeSNER tutors conferences
Two members of the School of Education’s Centre for
Special Needs Education and Research (CeSNER) team, The European Conference on
Educational Research (ECER)
Sheena Bell and Dr Cristina Devecchi, were invited to Helsinki, Finland
present papers at recent research conferences. 25-27 August 2010
www.eera-ecer.eu
Sheena Bell (left) and Dr Cristina Devecchi further and higher education for young
people with special educational needs The British Educational
and/or disabilities. Research Association
Conference (BERA)
The study – conducted in collaboration
Warwick University
with Trinity College, Dublin, and
1-4 September 2010
commissioned by the National Council
www.bera.ac.uk
for Special Education, Dublin – aims to
explore progression and pathways for London International
this transition in the Irish Republic, with Conference on Education
a view to highlight barriers to access (LICE-2010)
and identify successful practice.
The pair presented work at the latest London
Irish Association of Teachers in Special The IATSE conference was well attended 6-8 September 2010
Education (IATSE) conference, which by Irish teachers who specialise www.liceducation.org
took place at St. Patrick’s College, in teaching children with Special
Dublin, and the Erasmus Mundus Educational Needs. EMSENIC was 20th European Early
Special Education Needs International attended by international researchers in Childhood Education
Conference (EMSENIC) at the University the field of special needs and inclusion. Research Association
of Roehampton. Conference
For further information about this
The presentation focussed on initial research, please contact Dr Cristina Birmingham
ideas, arising from a review of literature Devecchi on cristina.devecchi@ 6-8 September 2010
on the transition from compulsory to northampton.ac.uk www.eecera2010.org
International Conference on
Educational and Information
Researcher profile Technology (ICEIT)
Chongqing, China
Ann Fergusson is a part-time senior lecturer and member 17-19 September
of the CeSNER team in the School of Education. www.iceit.org
International Conference
learners with special educational needs on European Transnational
and disabilities (SEND). Education (ICEUTE 2010),
Funding was provided by the Burgos, Spain
Department for Education and 24 September 2010
Training in Western Australia for Ann www.gicap.ubu.es/iceute2010
to offer training in this area and to
set up trial groups to explore issues of 3rd International Pedagogical
assessment for the student population. Research in Higher Education
A presentation to federal government Conference
about the topic was a catalyst for more Liverpool
involvement with Australian colleagues. 25-26 October
Ann and Professor Philip Garner, are in www.hope.ac.uk/learningandteaching
Ann came to work at the University in the early stages of exciting new research 2nd International Conference
1998 to develop postgraduate courses in partnership with the University of
in the areas of severe, profound and ‘Towards Excellence in
Adelaide and the Australian Education
multiple learning difficulties (SLD/PMLD) Education in Schools’,
Support Principals Association.
and physical disabilities. Delhi, India
Ann’s recent work has been related to 28-30 October 2010
In 2003 Ann worked on a three year children and young people with Special ruchi@eduexcellence.org
DfES-funded project looking at the use Educational Needs and Disabilities
of the P scales in schools across ten (SEND) – assessing progress, promoting
local authorities in the region. This was inclusive practice in mainstream
the start of several opportunities to settings, and supporting schools in the
explore assessment of pupil progress for identification of mental health issues.
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 3

4. My research
Dr Jan Davidson-Sofair
discusses her research.
I had been a teacher trainer in Further
Education (FE) for twenty years when,
in January 2000, I was asked to
become involved with the introduction
of ‘Curriculum 2000’ along with
‘Key Skills’ (KS) training for all my
vocational students.
I became a KS tutor overnight, delivering
three subjects: Application of Number
(arithmetic), Communication (spelling,
reading, writing and assimilation
of information), and Information
Technology (computer skills). It was this
experience that drove me to undertake
a doctoral study examining the effects
of KS 2000 (as it became known) on
students’ levels of motivation.
The PhD gave me the opportunity to
explore the subject at a very deep level,
using research methodologies I had
not previously known. These included
participation observation and grounded Kyffin Jones and Marie Howley
theory, which, although rather complex
to use, helped me to produce some very
interesting data.
Study looks at interaction training for
The PhD was the hardest work I have
ever undertaken, but it was also the children on the autism spectrum
most interesting, absorbing, fascinating,
exhilarating and fulfilling experience.
Kyffin Jones and Marie Howley from The University of
Although my conclusions were critical of Northampton’s CeSNER team, were commissioned
KS 2000 and its demotivational effects
on some students, I was overwhelmed by an East Midlands local authority to investigate a
with the quality, empathy and sheer training programme designed to promote interactive
hard work of all the KS tutors I
observed and interviewed. I was also skill building with children on the autism spectrum.
impressed with the level of Basic Skills
teaching I encountered, some of which Using a case study approach, the But now in class she has got three other
was outstanding. research focused upon outcomes friends, which is a huge step for her...’
for children, perceptions of schools The training model revealed a number
regarding the impact of the training of features essential to effectiveness,
programme, and key features of the including the development of
system of delivering training. The partnerships between all stakeholders.
study looked at five schools, all of The study reflects the ability of support
which had completed training during a services to identify innovative ways of
one-year period. providing services, underpinned by the
Data was gathered using notion of promoting inclusive practices.
questionnaires, semi-structured This holistic package of support could
interviews and document scrutiny. serve as a model for other types of
Findings indicate a number of positive interventions with children with a
outcomes for children, including range of needs.
enhanced communication skills and
the development of friendships. For For further information on this
example, one trainee reported: research, see Jones, K. and Howley,
M. (2010) ‘An investigation into an
‘...before, she didn’t have any friends interaction programme for children
in the playground, she would just play on the autism spectrum: outcomes for
on her own. Sometimes she would play children, perceptions of schools and a
with other peers, but it would have to be model for training.’ jr1153 Journal of
a game of her own choosing, and she Research in Special Educational Needs.
couldn’t tolerate more than one person. 10 (2) 115–123.
4 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk

5. Star of Teachers TV, John Bayley, visits
the School of Education
John Bayley is best known for his
appearances in the regular spot ‘Teaching
with Bayley’ on Teachers TV. John is also an
experienced teacher and a skilled mentor.
He recently visited the School of Education
where he was filmed for one of a series of
interviews being produced by the School
for a website resource aimed at teachers,
trainee teachers and mentors, called
‘Behaviour4Learning’. John Bayley being interviewed for ‘Behaviour4Learning’
What advice would you give to new teachers? If he holds up two fingers, it means, they know what you want
Try to maintain your thinking brain. An American analyst, them to do, and some of them are doing it, and you’re not
William Glasser, has a great phrase – he teaches the students letting them know that they’ve done the right thing. You have
the art of ‘looking on’. When something’s going wrong, look to praise them for it; you have to acknowledge the appropriate
at it and ask yourself the question, how did I get here and behaviour. You’re just standing there like a dummy, you’re not
what’s the route out? You’re trying all the time to maintain your saying, ‘great, well done, Philip, you’ve got your book opened at
analytic brain. page 76, that’s what I’m looking for’.
We can’t always change our behaviour on the spot, but When he holds up three fingers, it means there are some
the great single truth about the classroom is that the most children floating off task, and you need to get them back on
important influence in the classroom is the behaviour and task. It doesn’t mean go and scream at them, it means go over
activities of the teacher, of us. And so we need to maintain our there and say ‘ladies and gentlemen, we’re working through
analytic brain as far as we possibly can, because we’re the only page 54 of our geography book, I see you’re not doing that,
thing that we can really change. We can’t change the students do you need any further help and support getting back onto
directly, we can only change ourselves. the task’.
The thing to avoid is the flip side of that, especially when we When he holds up four fingers, it means you’ve threatened
start teaching. We’re going to be assaulted by all sorts of a sanction, and now it’s time to give it out. Don’t be one of
primitive instincts. There’ll be children we don’t like, there’ll be those people who’s forever saying, ‘you made a poor choice, if
children we think are humiliating us, and there’ll be children we I have to talk to you one more time, I’m going to see you after
think are just impossible to get through to. We’re not going to the lesson’. If you’ve told them you’re going to see them after
feel that way in six months time, or a year’s time – we’ll know the lesson, if you have to speak to them again and they’re still
them and we’ll understand how they tick. So we’ll feel those mucking about, go and do it.
primitive emotions about children, but I guess the two bits of What’s interesting about that story is that by working in a
advice string together. We’ve got to know and recognise those classroom in that way, you can change the adult’s behaviour,
primitive feelings, but we have to remember that it’s us that and the minute the adult’s behaviour changes, the children’s
determines what happens in the classroom, and in fact it’s behaviour changes. So if you’re having trouble in a classroom,
us that’s largely determining the behaviour that the children are you clear enough in your expectations? Are you being
manifest towards us. rewarding enough? Are you redirecting the children who are
What advice can you give on managing behaviour? off task? Are you being firm enough? Once you’ve laid out your
ground, are you sticking to it?
Once we have a framework, we have to operationalise it. And
when we’re operationalising it, we’re talking a lot about teacher One more thing, which I think is the best single piece of advice
behaviour. In fact, we’re beginning to talk about assertiveness. I can give about behaviour management, for any classroom,
Let me tell you a story. I learned this from Lee Canter, who anywhere, is to go out and buy yourself a small digital voice
was the guy who co-defined a certain discipline. He said, that recorder. Stick it in your breast pocket and then teach for an
when he does mentoring, he can get any class to behave within hour. You may want to pass the off license on your way home
about five minutes by following this method. He explains to the in the evening, because the next thing you need to do is listen
teacher his mentoring; he uses a signaling system. to yourself for an hour, or twenty minutes if you’re feeling a
bit faint hearted. Are your directions clear? Are you being
If he holds up one finger, it means you haven’t made your sufficiently rewarding? Are you redirecting children who are off
expectations clear. The children don’t really know what it is you task, and do you follow up when you’ve issued warnings? That’s
want. You haven’t told them clearly enough and you haven’t more or less behaviour in a nutshell.
checked for understanding, so you need to tell them again.
The full interview will be available on Behaviour4Learning’s YouTube channel soon at www.youtube.com/behaviour4learning
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 5

6. PhD News
Presentations at the conference
Inaugural School of Education
Research Student Conference
Researching learning, learning to research
The inaugural School of Education Research Student Conference ‘Chav Girls,’ and the two cities where they reside which, despite
took place at The University of Northampton on Friday 14 May. being extremely popular with tourists, are home to some of the
The day was organised by School of Education PhD students. poorest postcodes in the country.
It saw several Research Degree students and supervisors give
Dr Dillabough’s talk was followed by a series of presentations
presentations and display posters about their own research to
by our School’s PhD students, on topics such as: ‘Schools,
an audience of University staff, PhD and MA Education students
community and the duty to promote cohesion’; ‘Gaining
and undergraduate students with an interest in Postgraduate
access to children as researchers’; ‘Students with emotional
and Doctoral study.
and behavioural difficulties in Ireland’; and ‘School Science
The conference was opened with a speech by the School’s Dean, Technicians in Role Transition within Policy, Curricular and
Professor Ann Shelton-Mayes, who spoke about research being Labour Process Contexts’. The presentations were followed by an
at the heart of the School’s activities and, in a wider sense, opportunity for the audience to pose questions to the students.
underpinning the educational agenda regionally, nationally and
A panel discussion concluded the event with School of
internationally. Professor Shelton-Mayes went on to discuss,
Education Professors Richard Rose and Philip Garner and Roy
“growing people who are passionate about research, and who
Evans, an External Research Consultant. The panel discussed
are on their way to becoming experts in the dissemination of
their thoughts on the possible education policies of the newly
knowledge.”
installed government.
Professor Shelton-Mayes also spoke about the collective
Professor Richard Rose ended the conference by thanking the
learning, sharing and exporting of ideas that these kinds of
students for joining the research network/community and
events engender. She commented that these “rich learning
thereby creating a relationship that is richly rewarding for
experiences” make students “more effective communicators and
all involved.
presenters.”
The conference proved to be extremely popular with attendees.
The key-note speaker was Dr Jo-Anne Dillabough, a Canadian
Delegate comments included: “A most interesting and enjoyable
researcher currently working at the University of Cambridge.
day”, “The student presentations were excellent – challenging
Dr Dillabough’s work has focused on cross-national social
and thought-provoking”, “Great event – I look forward to the
and cultural exclusions in the ‘rapidly urbanising’ Canadian
next one”, “A brilliant opportunity, thanks so much”.
cities of Vancouver and Toronto. She discussed her ten-year
urban study project, which looks at the relationships between After the success of our inaugural Research Student Conference,
Canadian youth sub-groups such as ‘Ginos’ (gangsters) and we look forward to hosting our second in May 2011.
6 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk

7. The benefits of studying for a PhD PhD student group
Dr Carol Wolstenholme explains why studying for a PhD students and
PhD was one of the highlights of her life. supervisors from the School
education. She collected data from a of Education meet once a
number of service users and providers month to share ideas, issues
in the Local Authority.
and experiences.
Through her research, Carol was
able to identify a range of innovative The informal meetings enable researchers
practices to ensure greater inclusion for to bring along their work, seek opinions
pupils with special educational needs and ideas or simply catch up with
and to identify conditions which either what others are doing. The meetings
promoted or inhibited progress. run from 4.30-6pm and are open to
During Carol’s studies she took all PhD students, potential students
Prior to becoming a full-time research and supervisors.
advantage of several opportunities
student in the Centre for Education
to attend and present papers at The dates of meetings are 16 September,
and Research (CeSNER), Carol had
research conferences in Strathclyde, 21 October, 18 November and
extensive experience of teaching pupils
Dublin, London, Birmingham and 16 December in 2010, with further
with profound and multiple learning
Warwick supported by members of her dates in 2011
difficulties (PMLD) and severe learning
supervision team.
difficulties (SLD). This passionate
interest in special education and Carol completed her PhD studies in
inclusive practice became the basis of June 2008 under the supervision of PhD training days
the research she undertook, initially at Professor Richard Rose and Professor
masters level and then for her doctoral Philip Garner. The School runs PhD training
research. Carol was attracted to study days for students, potential
For anyone considering undertaking
at The University of Northampton
because of the research staff’s expertise
studies for a PhD, Carol has this advice: students and supervisors.
in this area. “There are no limits, not your age, your
circumstances, nothing, just go out and The days take place termly and provide:
Carol’s research focused on Local
do it. This was without a doubt one of • platform for students to disseminate
A
Authority working practices in
the best things I have ever done, one of their work and receive feedback in a
developing special and inclusive
the highlights of my life.” supportive environment
• n opportunity for students to
A
Leadership skills for positive exchange information
classroom behaviour
• he chance for students to hear from
T
established researchers on matters of
interest or concern to them
The University of Northampton has been commissioned • n opportunity for potential students
A
by the National College for Leadership of Schools and to find out what it is like to study for
Children’s Services to undertake research to establish a PhD
what leadership skills are required to promote positive PhD training days are 7 October 2010
from 2-4.30pm, 10 February 2011
behaviour in schools and other settings. from 2-4.30pm and 5 May 2011 –
The team, led by Professor Philip Garner, • chool cultures, relationships and
S Annual Research Student Conference
will also produce a series of illustrated behaviour
‘case studies’ of outstanding schools in
which the leadership dimensions implicit
• rofessional characteristics and
P
behaviour
School of Education
in promoting positive behaviour have
been identified. The resulting material Work has already been undertaken Research Forum
will be made available to existing and in a number of schools, drawn from This forum provides an opportunity for
aspirant heads, deputies and others a national sample, and data sets are academic staff, research assistants, PhD
involved in managing pupil behaviour. being analysed. A feature of this has students and research administrators
been to gather a series of interviews to meet to catch up on current research
Each case study will explore ‘behaviour
with school leaders, which have been issues and to gain support for writing and
for learning’ issues of direct relevance
filmed for use as training materials bidding activity.
to school leaders rather than generic
on the National College’s website.
aspects of behaviour. Its objective is to
Professor Garner commented: “This The School of Education Research Forum
consider the leadership-related issues
project represents another example will meet from 1-4pm on 20 October,
across four main themes:
of the way in which the School of 8 December in 2010 and 2 February,
• Partnerships and communities Education has developed an important 6 April, 25 May and 6 July in 2011
profile in respect of pupil behaviour
• Managing School Exclusion
in schools.”
Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 7

8. Promoting enjoyment and
developing understanding of
Science in Primary Schools
A new, ground-breaking primary science education textbook
for trainee teachers, produced by lecturers from the School
of Education at The University of Northampton, is rapidly
becoming a core textbook in a number of Teacher
Training institutions.
Dr Paul Bracey reviewed the new book:
“The book, entitled ‘Teaching Primary
Science: Promoting Enjoyment and
Developing Understanding’, was
produced by Peter Loxley, Lyn Dawes,
Linda Nicholls and Babs Dore and
published earlier this year by Pearson.
The authors set out to develop a strong
link between the development of the
subject knowledge of students and their
understanding of its application in the
classroom. They spent 18 months drawing
together research-based ideas and piloting
them with children in local schools.
“Throughout the book, science is set within
its wider historical and social context, helping
to promote its creative qualities. In a recent
discussion about the book, co-author Peter
Loxley explained the significance of this by
comparing great scientific discoveries with
artistic masterpieces.
“A key feature of the book is the use of scientific
ideas to solve theme-based ‘puzzles’ as part of a
story-telling approach to teaching and learning
science. The advantage of using a narrative technique
is that the familiar and engaging form can carry
children along, helping them to construct a meaningful
understanding of science that can change the way they
perceive the world.”
The University of Northampton
Park Campus
Boughton Green Road
Northampton NN2 7AL
Web www.northampton.ac.uk/education
Email education@northampton.ac.uk