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My supervisory interests encompass a range of topics within primary mathematics pedagogy and the application of policy in the primary classroom. I have a particular interest in social factors influencing the learning of mathematics and issues of equity in mathematics learning particularly relating to the learning experiences of those identified as lower attaining. I am also interested in reserach focusing on school governance and school improvement and research from a critical realist perspective. I am interested in supervision of research which utilises  qualitative and mixed methods approaches as well as that utilisting large quantitative data sets.

Current and recent supervision at Masters and Doctoral level includes collaborative teacher learning in primary schools, the development of fluency in calculation in primary school mathematics, mathematics anxiety in high school students, primary school leadership in response to inspection, values in secondary mathematics education.

Alison’s supervisory interests include learning, teaching and professional development in schools and higher education, mathematics education pedagogy and learning, including the role of affect and emotions, and intervention approaches to research. She is interested in supervising students with interests related to these areas.

Alison is Co-Leader of the Professional Doctorate in Education. She supervises students on the PhD, EdD and MA programmes in the UK and the Mauritius Institute of Education.

Doctoral completions:

Stefanie Edwards: Promoting and sustaining Lesson Study as a form of effective professional learning: an investigation of the practices enacted by teacher, school and system leaders

My research interests and supervisory interests include: Science education, formative assessment, classroom assessment, teacher assessment literacy. Science teaching and learning: including the nervous system, learning about the brain, microscopes in the classroom and moss.  organisms. Science teachers, teacher well-being, teacher recruitment and retention, emotional needs of teachers.

Andy is interested to work with applicants seeking to conduct research relating to the professional learning, development and/or well-being of teachers, leaders and other professionals. Specific foci may include but are not restricted to studies of:

• Mentoring and/or coaching for early career teachers / professionals
• Mentoring and/or coaching across professions
• Judgementoring
• ONSIDE Mentoring
• Co-mentoring (collaborative, compassionate mentoring and coaching)

I would like to hear from prospective students who are interested in undertaking research in areas such as addressing disadvantage in education, leadership and school improvement, vulnerability and wellbeing, and (post)digital technologies in education. Other areas in which I have supervised include:

• Theory and mythology in teaching and learning
• Digital ethnography and pedagogy
• Pupil voice and classroom talk in secondary schools
• The self-improving school system
• Challenging school readiness
• Inclusive practice

I am working with PhD and EdD students within the field of Early Years and I welcome enquiries from prospective candidates who are interested in my specific areas of specialism which include:

• 'Professional Love'
• Infants, toddlers & children under 3 years of age
• Attachment based relationships -  Love, Care and Intimacy
• Theory, policy and practices with infants and toddlers
• Quality and learning/ policy, practice and pedagogy
• The Rights of babies and young children
• Professional adult roles – e.g primary caregiving/key person approach
• Parent roles

I have supervised ten students to successful completion of their doctorates and examined 17 full doctoral theses.