Tom Dobson and Lisa Stephenson, Leeds Beckett University
Helen Lines, University of Exeter. Co-researchers: Sarah Besley and Julie Fossey. An exploration of the understanding and skills that students in Year 4 and Year 10 need in order to judge the effectiveness of their writing and know how to improve it.
Karen Daniels, Lyndsay Gray, Marie Helks, Jemma Monkhouse & Julia Myers: Sheffield Hallam University.
Fiona Maine, University of Cambridge.
An investigation into children’s collaborative engagement and game-play orientations
An OU and UKLA project designed to research children’s lived experience of literacy
Dr. Shari Sabeti, Chancellor’s Fellow, School of Education, University of Edinburgh. A study of an adult creative writing class in a major urban art gallery in the United Kingdom.
Kimberly Safford, The Open University. Co-authors: David Messer, Jill McLachlan and Kim Walker, The Open University; Kerenza Ghosh and Stephanie Laird, Roehampton University; Ann Disney and Deborah Wright, Oxford Brookes University. An investigation of the impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England.
Andrzej Cirocki, Anglia Ruskin University, Cambridge Co-researchers: Maya Khemlani David, Deepti Gupta, Garima Dalal An investigation of critical reading in two countries.
Sabine Little, University of Sheffield An investigation of technology use within families to support children’s heritage language development.
Dr Kathy Goouch, Canterbury Christ Church University Co-researcher: Sacha Powell. A study of the earliest conversations between mothers and babies, soon after birth.
Between 2005-2007, UKLA and the University of Sheffield undertook an evaluation of the BFI Training Scheme for Lead Practitioners in Moving Image Education in 35 Local Authorities in England.
In the context of the continued pressure and politicisation of the teaching of reading in England, the United Kingdom Literacy Association (UKLA) sought to ascertain patterns in primary teachers’ reading, both personally and professionally.
Valerie Coultas, School of Education, Kingston University. This study sought to explore English teachers’ understandings of the challenges of classroom talk.