Alumni news
Our Alumni Share their Experiences
It’s always great to hear from our former students and catch up with their personal and professional developments. Where are you now? Email us your news at education@sheffield.ac.uk!
Katie Pitt and Maddy Platt
We currently work at an inner-city school in London. When we met, we quickly realised that we both studied at The University of Sheffield and even completed the same undergraduate course in Education, Culture and Childhood. We shared some of the same lecturers and discussed the broad range of topics that the course covers, which are taught by very knowledgeable and supportive lecturers. This shared experience allowed us to form a close relationship, both at work and socially. It is evident that we both share similar core values as teachers where we see building relationships as fundamental to a child’s happiness and development whilst in our care. We share a mutual understanding of education and childhood development, thanks to the course at Sheffield. Here is a little bit more about us and our journeys in the education system.
Katie
I always knew that I wanted to work with children but I wasn’t sure which route I wanted to go down. I considered social work, speech and language therapy and also teaching. When I found Education, Culture and Childhood, I instantly knew that this was the course that I wanted to study whilst at university because it allowed students to study a broad range of topics, including psychology, sociology, education and policy, to name a few. This degree provided me with an array of different experiences and knowledge. As a part of our course, we were able to go on different placements. Some of my placements included working in a Multi-Agency Support Team, where I worked with Intervention and Prevention Workers, a placement in a school for children with special educational needs and a placement with Doula, providing support for women and birthing people throughout the different stages of pregnancy. These experiences have shaped my career as a teacher; they developed my skills in multi-agency working and I have learnt to better involve the family in a young person’s education. Following my degree, I completed a PGCE course and I am now in my sixth year of teaching, having taught in Sheffield, Birmingham and London. Throughout my years as a teacher, I have developed a large interest in supporting children with SEND and complex behaviour needs so I am currently completing an NPQ in Leading Behaviour and Culture in school. In addition to this, I am an Early Careers Teacher (ECT) Mentor and coincidentally, I am supporting Maddy through her ECT year. When I reflect upon my time at The University of Sheffield, I am grateful for the different experiences and knowledge that I gained whilst studying Education, Culture and Childhood which have helped shape me into the educator that I am today.
Maddy
Finding a university course that suited me was hard. I didn’t want to be tied to one subject and I always knew that teaching was where I wanted to end up. Therefore, discovering the course; Education, Culture and Childhood at The University of Sheffield was a perfect fit. Currently, I am a Reception teacher in an inner-city London school. Studying Education, Culture and Childhood at The University of Sheffield gave me a theoretical underpinning to my teaching through critically examining education through a range of different academic disciplines (sociology, phycology etc). I have found that I constantly recall theory and research that I learnt over my three years studying at Sheffield which helps me in my teaching career. I feel this has allowed me to have the best impact on my children’s learning and social/academic development. Additionally, the course gave me the tools to develop a deep understanding of educational research and research methodology, which provided me with the confidence and autonomy to write my dissertation based upon my placement experience which is another strength of the course. My placement was at Sheffield Children’s hospital where I experienced a very unique educational setting as a teaching assistant. Recently, Pat Sikes, who was my dissertation supervisor, and I have published a journal article based upon my dissertation and my use of ethnography as the research method. After I completed my undergraduate degree at Sheffield I went on to study a PGCE at The University of Cambridge. Next year, I plan on completing a part time Masters at Cambridge University, where I hope to build on my knowledge of educational research that I gathered during my time at The University of Sheffield. I am now in my first year as an Early Career Teacher (ECT) and loving it. Looking back at my journey, I feel very grateful for my time at The University of Sheffield. The University provided me with confidence and knowledge to be able to succeed in my professional career.
Alex Hallowes
Doing a doctorate was never my intention – in fact when I handed in my MA I said to Pete ‘If I ever mention doing a doctorate, please knock me on the head’. But he didn’t, so I did… and it was wonderful.
Primarily I am not an educator but an artist, although I really don’t like being labelled, so I should cross that out and say that primarily I am a person, and I earn my living being an artist. However, I don’t own a beret, and although I do make my own things – jewellery, mosaic, ceramic, for instance - much of my work for the last 35 years or so has been working with the community, which includes schools, enabling them to make things and surprise themselves. This includes making elements for sculptures, in the public domain and in schools, and it is very rewarding to see people so proud of their contribution to a project. In fact it was being artist in residence in the early years which piqued the interest which led me to doctoral research.
I was a late starter in the academic world – began my degree (in ceramic and metalwork) at 40, began my MA in Arts Education at 50, and decided I would do the EdD and have it done by 60 – which I did.
The whole EdD experience was very positive for me, and, thinking about it nearly 10 years on, it fell into two parts. Part One was me discovering myself, so to speak, as an academic, finding out about different research methods, and methodologies and exploring ways of writing. Part Two was finding a way of making my ideas and research available to ordinary practitioners – “I wanted the reader to be proactive to my writing, and not just sit there skimming the pages with a box of chocs or a beer, or worse, leave it, half read, to distort and gather dust in the loo.” (Thesis pg 23) I was very lucky to have Prof Cathy Nutbrown as my supervisor. My writing style is, er, eccentric, shall we say, and Cathy gently showed me how to tone it all down, so that although my thesis isn’t usual, it is acceptable in academic circles, whilst pushing the boundaries a bit perhaps.
During the 4 years I learned how to hone my writing and my thinking, how to be critical of my thoughts, and those of others (I once put a note in one of my books which said – Yeah, eff off Piaget), and, actually, how not to be scared of my thoughts, but to embrace them, take them apart and put them together again and reject the bits left over that didn’t fit. I enjoyed it so much, even in the middle of the night….. In the thesis (pg 21) I describe the process as being ‘like trying to hold an extravagant confection of jelly, ice-cream, live coals and wriggly puppies in my bare hands, in the knowledge that I have to walk over a priceless Persian carpet and present the confection to the Queen’, and sometimes I look at the big fat book (which is next to my bed) and I think – Gracious! Did I really do that? I am in awe of the people who did it whilst holding down full time jobs. I was so lucky to be able to work according to the assignment schedule!
But so what? I’m not an academic, and I’m not in formal education. I did it because it was there, and I did it for me. But what, in the end, was the point?
The point is, although the EdD serves no apparent purpose in my work, actually it does, because it has enhanced my critical thinking, and given me huge confidence and knowledge which I can apply to anything. For instance, as governor of a nursery school, wearing my artist hat, I can help staff by doing CPD, but also by talking with them about practice and theoretical research. And recently, as I approach 70, I decided to put all my experience of working as an artist in schools into book form, to share it with staff who might be looking for a more creative approach to their work. It’s amazing how much of the EdD assignments and the thesis have found their way into the book. Getting something published isn’t easy, if you go through an established publisher, but I have self-published through Amazon, and it is certainly true that having written a 55k word thesis helped with all the editing, formatting and keeping tabs on all the different versions! The book is printed on demand, so I have ‘author copies’, which I can take around with me, but anyone can order and it will be printed and sent – worldwide! I have actually got several books available. It costs me nothing, and means that they can be found through recommendation or browsing. What’s not to like?
In short I’m proud of my achievement, and if anyone is reading this, wondering if they should enrol, then I would heartily recommend the Sheffield EdD. The staff were always positive, whilst being helpful, challenging and critical. A doctorate is something you may need, for employment purposes, but I also think one should want it as well. It’s hard work, but is very rewarding. It requires time, nerve and tenacity – TNT – ja, why not – something is bound to explode during the journey.
Shaquille Cole
I am currently in my first year of Doctoral training to become an Educational Psychologist in England. My role involves facilitating consultations with parents/teachers, training school staff, writing reports, and importantly empowering children and young people to receive support tailored to their needs. The experience I gained from the MA in Psychology and Education has taught me to be critical of literature to develop original viewpoints, transition to become a reflexive practitioner and deepen my understanding of England's education system. I would not be living my dream of becoming an Educational Psychologist if I did not enrol on the MA in Psychology and Education at the University of Sheffield.
Throughout my one-year duration from 2019 to 2020, I interacted with students from various cultures through tutorials and lectures. This resulted in me being informed about how education is conducted in countries such as China, Greece, and South Korea. This was particularly important for my personal development. Before I enrolled on the course, my education knowledge was limited to England.
After I completed the MA course, I learned that the education system in China has transitioned from being exam-oriented to becoming an integrated system. This is just one of many things I have learnt from collaborating with my peers. In addition, a standout aspect of the MA in Psychology and Education was the flexibility in assignments. In the Developmental Psychology module, I wrote an essay on how autism was perceived in different cultures by comparing two texts.
However, in this instance, ‘texts’ was a loose term and could consist of any combination of videos, academic texts or blogs. Conducting an assignment in this context encouraged me to think creatively and discover a new approach to interpreting literature and media, which is a skill set that will aid me in my future career.
I want to dedicate this paragraph to my Tutor, Louise Kay and Dissertation Supervisor, Lauren Powell. Thank you both for pushing me to think critically about interpreting academic literature and being consistently supportive throughout the year. Due to this support, I achieved a Distinction by the end of the course.
Thank you to the School of Education at the University of Sheffield for quickly adapting to online sessions when the global pandemic emerged. Even though I was not physically in Sheffield for as long as I would have preferred during the academic year, I will always have fond memories of the University of Sheffield. I wish the best to all the staff, students, and alumni affiliated with the University.
Patty Khalil and Raluca Istrate
In September of 1999, two little girls met in a third grade classroom. It was Raluca’s first day at the American International School of Bucharest, where Patty had been a student since Pre-K. Shy and uncertain, Raluca was instantly taken with Patty’s calm and welcoming smile.
Over the next 10 years, these two would go on to share many school adventures: joking around in Biology class, talking about crushes in Art, performing on stage together for Theatre, or pushing through a stitch in Cross Country training. Raluca and Patty shared more than school, though. They were there for each other through happy and hard times and became more than friends: they became sisters.
After graduating high school, Patty’s and Raluca’s paths diverged: Patty moved to England to study Advertising and Marketing and Raluca stayed in Bucharest to study Psychology. Their friendship remained strong despite the distance. Without planning to, they both returned to their alma mater after completing their undergraduate studies. Patty worked in the Admissions & Marketing Department and Raluca worked as a Grade 5 Teaching Assistant.
Over time, they both discovered their passion for education. Patty took on the school yearbook class, teaching high schoolers publication and design techniques. Raluca’s role as teaching assistant evolved, taking on a greater role in student teaching and learning while also coaching an award-winning Speech and Debate team. They both started thinking about becoming teachers and what that would look like for them.
Their personal lives were running in similar directions, too. Patty and Raluca found their life partners within the first year of working at AISB, and it just so happened that they were both teachers from Ontario, Canada! Eventually, Patty and Raluca moved away from Romania with their husbands. Patty moved to Shanghai in 2018 and Raluca moved to Singapore in 2020.
Even though they were living apart once more, many of their discussions centred around the idea of becoming teachers themselves. They were both outgrowing their roles and were trying to figure out how to best achieve their dreams. Patty was the one who discovered Sheffield’s iPGCE programme and suggested they pursue it together. There would be challenges, too. Patty gave birth to her lovely daughter just a few days after starting the course and Raluca was struggling with her recent move to a new country just the month before; all of this during a global pandemic.
But their determination would pay off. Completing the iPGCE allowed them to begin their careers as teachers: Patty will be starting a full time teaching position at an international school in Shanghai next fall and Raluca is currently working as a relief teacher at an international school in Singapore.
Education was what brought Patty and Raluca together for the first time and it is one of the many ties that continues to bind them together. They decided to continue their studies with the MA Education, Teaching and Learning programme and even though sometimes it's a struggle to juggle the demands of daily life with an academic pursuit, they are growing as educators thanks to it.
Over 22 years since they first met, they still “pinch, punch” each other (virtually, now!) on the first of each month. Their tradition has taken on a new meaning now, as the pinch serves to make sure that this dream coming true is, in fact, real.
Charmaine Bonello
As a Kindergarten Educator for twelve years in Malta, I experienced barriers to career development in Early Childhood Education and Care. In 2007, I was thrilled to learn that I was accepted to commence an MA in Early Childhood Education at the University of Sheffield. I travelled to Sheffield every three months and met several experts in the field from whom I learned so much. Those weekends provided me with the space to challenge my ideas and thoughts with academic staff members and students from diverse early years contexts. Four years after graduation, I contacted Professor Cathy Nutbrown, who was in Malta. I met with her and told her that I was considering starting another Master's programme with Sheffield. But this was not meant to be. She strongly encouraged me to start the PhD journey.
Under Professor Nutbrown’s impeccable supervision, I finished my part-time doctoral studies while working full-time for four years. At the time, the sessions used to take place at St. Catherine’s School, Pembroke, Malta. It was the most rewarding and incredible journey of my studying trajectory. I was lucky enough to share it with my best friend and colleague, Dr Anna Baldacchino. The doctorate served as a springboard to taking on the roles of a Senior Manager at the National Literacy Agency; Education Officer Quality Assurance and Early Years within the Ministry for Education; and for the past two years to date, as a Resident Academic Lecturer at the University of Malta (Department of Early Childhood and Primary Education). During my first months at University, I embarked on various research projects and started to conduct research work in a team - the Early Childhood and Primary Education (ECPE) Research Group. For the past six years, I have been the co-founder and Vice President of the registered voluntary association, the Early Childhood Development Association of Malta (ECDAM). I am also a member of the Board of Administrators of the Malta Foundation of the Wellbeing of Society (led by President Emeritus Marie Louise Coleiro Preca – President Eurochild).
After I concluded my PhD work (Bonello, 2018) and wrote two journal articles (Bonello, 2019, 2021), I wanted to make the voices of the young boys who participated in my study heard globally. Driven by this commitment, I wrote a book (Bonello, 2022; Routledge publication) grounded in my doctoral work. The book titled “Boys, Early Literacy and Children’s Rights in a Postcolonial Context: A Case Study from Malta” confronts issues in literacy attainment, early literacy learning and transitions to formal schooling with a case study from Malta. It includes the voices of young boys who experience formal education from the age of five and makes practical recommendations to help young children experience socially just literacy education.
I have worked on new policy documents for the Maltese early years sector and published other work, including a book review, peer-reviewed journal articles, and opinion pieces in local newspapers. Thank you, School of Education, University of Sheffield. You were the ‘hand’ that opened the door to all of the accomplishments above, empowering me to be an opener of doors for life.
Bernard Longden
With the benefit of hindsight I can identify critical points in my life where major decisions were taken. Interestingly I can’t recall taking a long view as to where these decisions might have lead.
One such major decision occurred in my mid fifties when the then VC asked me to take on a new role in the University. As an inducement he offered me an opportunity to pursue an external study program. I graciously accepted this inducement which kick started an exciting new phase in my professional life, paving the way to my achieving a doctorate.
Two questions followed.
• What type of research degree would be appropriate for me?
The emphasis would have to be on a strong support structure; a program where research methodology was central and where my interest in student non completions could be catered for. Should I focus on a conventional PhD doctoral degree or consider the relatively newer Doctor of Education program? The guidance I received from colleagues pointed me toward a part time EdD program.
• Where to study?
Distance from home was an important factor so establishing contact with universities within a three hour travel time of home who also offered an EdD program reduced the options to a few, The University of Sheffield being one.
Following my initial visit to Sheffield and meeting the EdD team, I felt confident about the team, the course and the support offered. This along with my instincts, this was the best university and the best program for me.
Some unexpected outcomes
• Feedback from the EdD team on course papers submitted over the first two years ensured that standards were achieved, enabling me to submit modified versions of the papers for publication in peer reviewed journals.
Reflections
• Over the four years of the program good friendships were established. Despite distance between us, contacts have endured the passing of time, through to the present day.
• Skills were enhanced and critical thinking developed alongside an enjoyment and pleasure that a freedom to think provided.
• Sharing ideas with researchers through publications, conferences, international invitations enabled me to present my ideas to a wide audience.
• My inaugural lecture as Professor of Higher Education Policy was the culmination of all that challenging work.
Reflecting on the long view
The decision to study for an EdD degree at The University of Sheffield was the best professional decision I have taken. I am so grateful and appreciative for the experiences and opportunities that the University provided.