(Please note that if you are applying to do an EdD, two supervisors will be allocated to you by the programme after you have successfully completed the first two years of the programme. You are not required to identify potential supervisors at the time of your admissions application.)[\/vc_hoverbox][\/vc_column_inner][\/vc_row_inner][vc_column_text]<\/p>\n
<\/h1>\nEdD Alumni<\/h1>\n
Read on to see what some of our EdD alumni think about their time at the IoE, and what they have been up to since their graduation.<\/p>\n
<\/p>\n
Dr. Phoebe Graham<\/strong><\/em><\/h2>\nYear of graduation:\u00a0<\/strong>2025<\/p>\nThesis title: <\/strong>Exploring the Benefits of Latin and French Learning on Metalinguistics<\/p>\nSupervisors:<\/strong> Prof Suzanne Graham & Dr Rowena Kasprowicz<\/p>\nResearch focus: <\/strong>Does learning Latin actually have the benefits that people assume?<\/p>\nMemorable experiences at the IoE:<\/strong> Encouraging yet defining support from excellent supervisors.<\/p>\nCareer since graduation: <\/strong>I started the EdD as a teacher and finished it as a senior leader. Completing the doctorate has helped me understand more of the educational research that comes my way and disseminate it to those in my teams. I feel better able to prompt my teachers to ask better questions of themselves and their practice, and explore how they may actively change things to benefit their students. Of course, I also have an answer now when someone asks me what the point of learning Latin is!<\/p>\n <\/p>\n
Dr. Helen Crawford<\/em><\/strong><\/h2>\nYear of graduation:\u00a0<\/strong>2024<\/p>\nThesis title: <\/strong>An Exploratory Study of Key Stage 1 History Curriculum Decision-Making in England\u2019s Primary Schools<\/p>\nSupervisors:<\/strong> Prof Rebecca Harris & Dr Kari Sahan<\/p>\nResearch focus: <\/strong>For my thesis, I was interested in history education for young children, particularly how teachers navigate the process of curriculum decision-making at school level, and their agency to determine the curriculum. I’m still interested in what happens at school or class level and am now researching pupils’ perspectives of their history education.<\/p>\nMemorable experiences at the IoE:<\/strong> I was extremely fortunate to be supervised by Professor Rebecca Harris who is a leading expert in history education and curriculum decision-making. I couldn’t have asked for a better supervisory experience. As a part-time student (with a full-time job) who studied throughout the Covid-19 pandemic, my doctoral journey was a really positive one. It was a challenging time, but I was so well-supported throughout.<\/p>\nCareer since graduation: <\/strong>Throughout my doctoral study, I was a senior lecturer in primary ITT at the University of Northampton. Soon after graduating, I gained a post as Lecturer in Early Childhood Education at UCL, Institute of Education.<\/p>\n <\/p>\n
Dr. Clare McCullagh<\/em><\/strong><\/h2>\n![\"\"](\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2022\/12\/clare-150x150.png\")
<\/strong><\/p>\nYear of graduation:<\/strong> 2022<\/p>\nThesis title: <\/strong>A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE<\/p>\nSupervisors:<\/strong> Dr Karen Jones & Dr Catherine Foley<\/p>\nResearch focus: <\/strong>The research explored whether senior categories of teaching fellowships such as the National Teaching Fellowship (NTF), HEA Principal Fellowship (PFHEA) and HEA Senior Fellowship (SFHEA) provide opportunities to support career progression for women with teaching focused roles in a prestige economy which has traditionally favoured research achievements. In carrying out this study, which drew on visual and narrative methods, research participant\u2019s broader career journeys were also explored.<\/p>\nReasons for choosing to do the EdD degree at the University of Reading: <\/span><\/strong>I wanted to study part-time, whilst working, and an EdD (rather than a PhD) programme provides a structure that is specifically designed to support people to do this. EdDs encourage you to research an aspect of your own professional practice, and for me, that was a major appeal \u2013 being able to study and work at the same time, with each informing the other. Being part of an EdD cohort also appealed to me, because PhD study can be lonely. The EdD programme at Reading is carefully scaffolded so that you gradually move towards independent research and thesis writing, supported by two supervisors.<\/p>\nCareer since graduation:\u00a0<\/span><\/strong>I am an academic developer at my institution and my research provided many insights into issues around gender and recognition, progression and prestige. I graduate next week, so in some ways it is early days for me, but I started learning from day one of the EdD programme and it remained an incredibly enriching experience throughout. Since my viva, I have been invited to present my research at two institutions and a next step is to write up my research and findings for a journal article.<\/span><\/p>\n <\/p>\n
Dr. Gemma Pawson<\/em><\/strong><\/h2>\n![\"\"](\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2022\/12\/Gemma-150x150.jpg\")
<\/strong><\/p>\nYear of graduation:<\/strong> 2022<\/p>\nThesis title: <\/strong>Supervision in the Early Years: A case study of ten nurseries in the private sector<\/p>\nSupervisors:<\/strong> Dr Geoff Taggart & Prof Helen Bilton<\/p>\nResearch focus: <\/strong>My research was conducted within the Early Childhood Education and Care (ECEC) sector. It examined the supervision experiences of ten Nursery Managers. Supervision is a relatively new practice to the sector and was made a statutory requirement of the Early Years Foundation Stage (EYFS) (DfE,\u00a02012).\u00a0Following the completion of my Masters degree, I was keen to continue with my studies. The EdD stood out as it has been specifically designed for professionals in the field of education.\u00a0At the time, I had several friends who were studying for an EdD and were excited about their studies. They managed to balance work and study. If they could do it – so could I!<\/p>\nReasons for choosing to do the EdD degree at the University of Reading:<\/strong> Further and higher education has literally changed my life and enabled social mobility. It was, therefore, appropriate to continue my studies via a course that had been designed to enable accessibility for working professionals. I was keen to link theory with practice and contribute to research within the early years sector.<\/p>\nCareer since graduation: <\/strong>As Education and Academy Director, I oversee children’s pedagogy and the andragogy of adults. I advocate for lifelong learning and believe it is important to lead by example. Gaining my doctorate sets an educational standard within the organisation. I hope to publish my research and make it accessible to the early years workforce.<\/p>\n <\/p>\n
Dr. Steve Mvalo<\/em><\/strong><\/h2>\n![\"\"](\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2022\/12\/steve2-150x150.png\")
<\/strong><\/p>\nYear of graduation: <\/strong>2019<\/p>\nThesis title: <\/strong>Developing computer networks students computational thinking: The case for the use of simulation software<\/p>\nSupervisors:<\/strong> Dr Vince Trakulphadetkrai & Prof Yota Dimitriadi<\/p>\nResearch focus: <\/span><\/strong>An investigation into how computer network students develop their computational thinking skills such as abstraction, decomposition, and generalisation when designing complex network systems on simulation software.<\/p>\nReasons for choosing to do the EdD degree at the University of Reading:\u00a0<\/span><\/strong>There were two main reasons why I opted for EdD. Firstly, I was on full-time job, which was highly demanding and secondly, I wanted to pursue a research study which forms part of my professional practice. The university of Reading was my first choice because it was near Essex where I used to live then, and it had an outstanding research reputation. I was privileged to be assigned to the most wonderful supervisors (Dr.\u00a0Natthapoj Vincent\u00a0Trakulphadetkrai<\/span>\u00a0and Professor Dr Yota Dimitriadi) who challenged and stretched me to my potential.<\/span><\/p>\nCareer since graduation: <\/span><\/strong>Since my graduation, I have been promoted twice working in leadership and management roles at my University\u2019s Computing and Engineering departments, respectively. In 2019, I worked as a Departmental Academic Quality lead in Computing in which, I successfully led complex academic quality projects. In 2022, I joined the Department of Engineering and Maths working as a Global & Academic Partnership Portfolio Lead.\u00a0 My research work has played a significant part on both roles I have been working for whilst at Sheffield Hallam University.<\/p>\n <\/p>\n
Dr. Ruth Koro<\/em><\/strong><\/h2>\n![\"\"](\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2022\/12\/ruth.jpg\")
<\/strong><\/p>\nYear of graduation:\u00a0<\/strong>2017<\/p>\nThesis title: <\/strong>To what extent is a Content and Language Integrated Learning (CLIL) approach useful in teaching intercultural understanding in MFL?<\/p>\nSupervisors:<\/strong> Prof Suzanne Graham & Mrs Barbara King<\/p>\nResearch focus: <\/strong>My EdD thesis explored the place of culture in Modern Languages education in England, and whether a taught intervention, following a Content and Language Integrated Learning (CLIL) approach and presenting content through the lens of French culture, could increase\u00a0learners’ intercultural understanding.<\/p>\nReasons for choosing to do the EdD degree at the University of Reading:<\/strong>\u00a0<\/strong>I chose the EdD route to fit around my commitments at the time. (I was still teaching full time and my son was very young) I was also interested in the value of action research and in exploring approaches that enable teacher agency over curriculum design and content. I chose to study for my EdD at the University of Reading because of the reputation of its staff and their research expertise related to language education, and I also valued the structure of the course – which was tailored to the needs of working students while still enabling us to engage with academic work and to collaborate with peers.<\/p>\nCareer since graduation:\u00a0<\/strong>I am Assistant Professor in Education\u00a0and Digital Lead for the Initial Teacher Education Directorate\u00a0at the University of Nottingham, supporting and developing the next generation of teachers and educators locally and internationally. I also lead the Schools and Society programme on the PGCE course, which focuses on professional values and skills in teaching.[\/vc_column_text][\/vc_column][vc_column][\/vc_column][vc_column][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"
Thesis title: <\/strong>Exploring the Benefits of Latin and French Learning on Metalinguistics<\/p>\n Supervisors:<\/strong> Prof Suzanne Graham & Dr Rowena Kasprowicz<\/p>\n Research focus: <\/strong>Does learning Latin actually have the benefits that people assume?<\/p>\n Memorable experiences at the IoE:<\/strong> Encouraging yet defining support from excellent supervisors.<\/p>\n Career since graduation: <\/strong>I started the EdD as a teacher and finished it as a senior leader. Completing the doctorate has helped me understand more of the educational research that comes my way and disseminate it to those in my teams. I feel better able to prompt my teachers to ask better questions of themselves and their practice, and explore how they may actively change things to benefit their students. Of course, I also have an answer now when someone asks me what the point of learning Latin is!<\/p>\n <\/p>\n Year of graduation:\u00a0<\/strong>2024<\/p>\n Thesis title: <\/strong>An Exploratory Study of Key Stage 1 History Curriculum Decision-Making in England\u2019s Primary Schools<\/p>\n Supervisors:<\/strong> Prof Rebecca Harris & Dr Kari Sahan<\/p>\n Research focus: <\/strong>For my thesis, I was interested in history education for young children, particularly how teachers navigate the process of curriculum decision-making at school level, and their agency to determine the curriculum. I’m still interested in what happens at school or class level and am now researching pupils’ perspectives of their history education.<\/p>\n Memorable experiences at the IoE:<\/strong> I was extremely fortunate to be supervised by Professor Rebecca Harris who is a leading expert in history education and curriculum decision-making. I couldn’t have asked for a better supervisory experience. As a part-time student (with a full-time job) who studied throughout the Covid-19 pandemic, my doctoral journey was a really positive one. It was a challenging time, but I was so well-supported throughout.<\/p>\n Career since graduation: <\/strong>Throughout my doctoral study, I was a senior lecturer in primary ITT at the University of Northampton. Soon after graduating, I gained a post as Lecturer in Early Childhood Education at UCL, Institute of Education.<\/p>\n <\/p>\n Year of graduation:<\/strong> 2022<\/p>\n Thesis title: <\/strong>A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE<\/p>\n Supervisors:<\/strong> Dr Karen Jones & Dr Catherine Foley<\/p>\n Research focus: <\/strong>The research explored whether senior categories of teaching fellowships such as the National Teaching Fellowship (NTF), HEA Principal Fellowship (PFHEA) and HEA Senior Fellowship (SFHEA) provide opportunities to support career progression for women with teaching focused roles in a prestige economy which has traditionally favoured research achievements. In carrying out this study, which drew on visual and narrative methods, research participant\u2019s broader career journeys were also explored.<\/p>\n Reasons for choosing to do the EdD degree at the University of Reading: <\/span><\/strong>I wanted to study part-time, whilst working, and an EdD (rather than a PhD) programme provides a structure that is specifically designed to support people to do this. EdDs encourage you to research an aspect of your own professional practice, and for me, that was a major appeal \u2013 being able to study and work at the same time, with each informing the other. Being part of an EdD cohort also appealed to me, because PhD study can be lonely. The EdD programme at Reading is carefully scaffolded so that you gradually move towards independent research and thesis writing, supported by two supervisors.<\/p>\n Career since graduation:\u00a0<\/span><\/strong>I am an academic developer at my institution and my research provided many insights into issues around gender and recognition, progression and prestige. I graduate next week, so in some ways it is early days for me, but I started learning from day one of the EdD programme and it remained an incredibly enriching experience throughout. Since my viva, I have been invited to present my research at two institutions and a next step is to write up my research and findings for a journal article.<\/span><\/p>\n <\/p>\n Year of graduation:<\/strong> 2022<\/p>\n Thesis title: <\/strong>Supervision in the Early Years: A case study of ten nurseries in the private sector<\/p>\n Supervisors:<\/strong> Dr Geoff Taggart & Prof Helen Bilton<\/p>\n Research focus: <\/strong>My research was conducted within the Early Childhood Education and Care (ECEC) sector. It examined the supervision experiences of ten Nursery Managers. Supervision is a relatively new practice to the sector and was made a statutory requirement of the Early Years Foundation Stage (EYFS) (DfE,\u00a02012).\u00a0Following the completion of my Masters degree, I was keen to continue with my studies. The EdD stood out as it has been specifically designed for professionals in the field of education.\u00a0At the time, I had several friends who were studying for an EdD and were excited about their studies. They managed to balance work and study. If they could do it – so could I!<\/p>\n Reasons for choosing to do the EdD degree at the University of Reading:<\/strong> Further and higher education has literally changed my life and enabled social mobility. It was, therefore, appropriate to continue my studies via a course that had been designed to enable accessibility for working professionals. I was keen to link theory with practice and contribute to research within the early years sector.<\/p>\n Career since graduation: <\/strong>As Education and Academy Director, I oversee children’s pedagogy and the andragogy of adults. I advocate for lifelong learning and believe it is important to lead by example. Gaining my doctorate sets an educational standard within the organisation. I hope to publish my research and make it accessible to the early years workforce.<\/p>\n <\/p>\n Year of graduation: <\/strong>2019<\/p>\n Thesis title: <\/strong>Developing computer networks students computational thinking: The case for the use of simulation software<\/p>\n Supervisors:<\/strong> Dr Vince Trakulphadetkrai & Prof Yota Dimitriadi<\/p>\n Research focus: <\/span><\/strong>An investigation into how computer network students develop their computational thinking skills such as abstraction, decomposition, and generalisation when designing complex network systems on simulation software.<\/p>\n Reasons for choosing to do the EdD degree at the University of Reading:\u00a0<\/span><\/strong>There were two main reasons why I opted for EdD. Firstly, I was on full-time job, which was highly demanding and secondly, I wanted to pursue a research study which forms part of my professional practice. The university of Reading was my first choice because it was near Essex where I used to live then, and it had an outstanding research reputation. I was privileged to be assigned to the most wonderful supervisors (Dr.\u00a0Natthapoj Vincent\u00a0Trakulphadetkrai<\/span>\u00a0and Professor Dr Yota Dimitriadi) who challenged and stretched me to my potential.<\/span><\/p>\n Career since graduation: <\/span><\/strong>Since my graduation, I have been promoted twice working in leadership and management roles at my University\u2019s Computing and Engineering departments, respectively. In 2019, I worked as a Departmental Academic Quality lead in Computing in which, I successfully led complex academic quality projects. In 2022, I joined the Department of Engineering and Maths working as a Global & Academic Partnership Portfolio Lead.\u00a0 My research work has played a significant part on both roles I have been working for whilst at Sheffield Hallam University.<\/p>\n <\/p>\n Year of graduation:\u00a0<\/strong>2017<\/p>\n Thesis title: <\/strong>To what extent is a Content and Language Integrated Learning (CLIL) approach useful in teaching intercultural understanding in MFL?<\/p>\n Supervisors:<\/strong> Prof Suzanne Graham & Mrs Barbara King<\/p>\n Research focus: <\/strong>My EdD thesis explored the place of culture in Modern Languages education in England, and whether a taught intervention, following a Content and Language Integrated Learning (CLIL) approach and presenting content through the lens of French culture, could increase\u00a0learners’ intercultural understanding.<\/p>\n Reasons for choosing to do the EdD degree at the University of Reading:<\/strong>\u00a0<\/strong>I chose the EdD route to fit around my commitments at the time. (I was still teaching full time and my son was very young) I was also interested in the value of action research and in exploring approaches that enable teacher agency over curriculum design and content. I chose to study for my EdD at the University of Reading because of the reputation of its staff and their research expertise related to language education, and I also valued the structure of the course – which was tailored to the needs of working students while still enabling us to engage with academic work and to collaborate with peers.<\/p>\n Career since graduation:\u00a0<\/strong>I am Assistant Professor in Education\u00a0and Digital Lead for the Initial Teacher Education Directorate\u00a0at the University of Nottingham, supporting and developing the next generation of teachers and educators locally and internationally. I also lead the Schools and Society programme on the PGCE course, which focuses on professional values and skills in teaching.[\/vc_column_text][\/vc_column][vc_column][\/vc_column][vc_column][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"Dr. Helen Crawford<\/em><\/strong><\/h2>\n
Dr. Clare McCullagh<\/em><\/strong><\/h2>\n
<\/strong><\/p>\nDr. Gemma Pawson<\/em><\/strong><\/h2>\n
<\/strong><\/p>\nDr. Steve Mvalo<\/em><\/strong><\/h2>\n
<\/strong><\/p>\nDr. Ruth Koro<\/em><\/strong><\/h2>\n
<\/strong><\/p>\n