CARNEGIE FACULTY
Education
Title: Perceptions of preparedness for practice of newly qualified teachers in England
This PhD bursary supports research into the diverse routes into teaching which have developed in England over the last two decades and the extent to which teachers trained through these routes are seen to be prepared for effective, independent practice in the classroom. All the routes into teaching (BA, QTS, PGCE,
SCITT, TeachFirst etc.) lead to the same ‘Qualified Teacher Status’ (QTS) but little is known about the extent to which any of the routes is deemed more effective in relation to preparedness for practice by these new entrants and by those with whom they work across the range of provision.
The research aims to compare and contrast preparedness of new teachers from each of the diverse routes into teaching and examine ideas on how to enhance preparedness. The research will capture the views of new and trainee teachers as well as those of head teachers and, where appropriate, heads of department and subject heads. A mixed-method approach may include (1) formal statistical and reliability testing to evaluate the preparedness for practice of new teachers in relation to the Teaching Standards and the importance attached to each of these, and (2) constant comparative method of qualitative data analysis to gain insights into the views on the preparedness of new teachers.
Please contact Dr David Matheson for further details: d.matheson@leedsbeckett.ac.uk
Education
Title: The English school system: addressing a narrative of poverty and poor outcomes for children
The recently published Ofsted Annual Report (2014) shows that when compared with other parts of England, the Yorkshire and Humber region falls significantly below other regions in terms of children’s attainment when linked to poverty. Contemporary research conducted within schools in the region suggests that school leaders, whilst driven by the Coalition’s current emphasis on ‘traditional educational values’ and approaches, are looking beyond the confines of the classroom to engage with a range of services in an educational context.
These schools, - whilst recognising teaching and learning are key activities - are shifting from a fixation upon technical classroom processes to understanding broader conceptualisations of childhood which involve engaging with families and communities. The aim of this project is to gain understandings as to why schools are shifting towards a very broad conceptualisation of education, despite government’s emphasis upon education in its narrower sense (Fielding and Moss, 2011).
The methodology will involve both qualitative and quantitative approaches. Analysis of data available through for example the Regional Observatory will be complemented by face to face engagement with a range of participants including head teachers, LA managers, frontline teachers, school support staff and wider community-based organisations.
Please contact Dr Doug Martin for further details: D.J.Martin@leedsbeckett.ac.uk
Education
Title: Working memory strengths and deficits: incidence, coping strategies and effective interventions in school populations.
Research evidence highlights the importance of working memory (WM) skills in cognitive attainment throughout the school years, with deficits in individual memory areas being associated with specific developmental conditions. Children with WM deficits tend to be identified as having attentional or behavioural problems, with strategies addressing behaviours rather than underlying cognitive difficulties. Recent research also suggests that intervention programmes for WM tend to be ineffective or fail to transfer to 'real-world' activities.
This PhD bursary will build on the outcomes of a preliminary pilot study. The aim of the study is to establish the incidence of WM difficulties by extending screening to more primary and secondary schools. This will also add to information on the groups of children whose school attainment is out of line with their WM skills. The research will also explore coping strategies and interventions currently used by teachers, parents and the

children themselves with a view to developing time- and resource-friendly screening and intervention measures.
The study will involve screening primary and secondary school pupils using working memory tasks; interviewing teachers about strategies or interventions used; collecting information from parents and pupils on what strategies are helpful using a range of methodologies including interviews and questionnaires; and the development of a screening and intervention package to be evaluated against existing screening or intervention approaches.
Please contact Dr Susan Atkinson for further details: S.J.Atkinson@leedsbeckett.ac.uk
Education
Title: Young bilingual learners in monolingual educational contexts: a sociocultural analysis
This PhD bursary supports innovative participatory research that explores how young bilingual learners, in predominantly monolingual educational settings, ‘make meaning’ and ‘new ways of knowing’ whilst attempting to negotiate the challenges of the monolingual practices encountered within an educational context in England.
Currently the principal model of teaching within UK primary schools is of one of a monolingual (English speaking) teacher educating a class of approximately 30 children (including all ethnicities) in each school year.
With the possibility that emergent bilingual learners may not be fully able to access the learning and teaching currently being delivered the proposed research will aim to examine whether the mismatch of these early experiences impacts negatively upon current and future educational attainment. It is anticipated that the research will identify learning and teaching practices that could be both challenged and improved.
Sociocultural theory provides the lens to examine and problematise the impact of current educational practices on the learning trajectory of young bilingual children based in primary schools in England.
The research may incorporate ethnographic approaches and may also draw upon lived experiences (autoethnographic accounts). However, other participatory methodologies may be explored.
Please contact Dr Caroline Bligh for further details: c.bligh@leedsbeckett.ac.uk
Closing date is midnight on 30 th June 2015.
Details of how to apply can be found at: http://www.leedsbeckett.ac.uk/research/researchdegrees/research-studentships-and-fees-only-bursaries/