Discovering half a decade old Doppelganger-Like Research
School of Education Research Conference
Understanding the lived experience of people with profound and multiple learning disabilities (PMLD) is nearly impossible. But this is what I have strived to do in relation to touch with three of my teenage learners. Using an ethnographical approach and body-worn cameras I have identified that touch was a channel for communication between staff and learners. Symbolic interventions such as ‘touch-cues’ were less successful than the natural, subconscious, touches staff used in interactions. Repetition, routine and ritual provided a context for touch communications to be understood.
50 years previously David Goode researched with 2 deafblind children with intellectual difficulties. He also used ethnography and video cameras. He recognised that symbols were extremely difficult to teach and redundant (Goode, 1995, p.77). Instead, communication occurred through the sense of touch (ibid, p.100) - a “conversation with our bodies” within a social context (ibid, p.116). Spookily similar?
Goode’s research is considered seminal and cited in texts that influenced my project (e.g. Mietola and Vehmas, 2021; McLinden, McCall and Hodges. 2019) but appears to have limited impact on understanding the lived experience of people with PMLD whilst in institutions in the 21st century. This poster explores why Goode’s research might be ignored and unwittingly repeated.
Pupils' Media Literacy Education and News Literacy Home Practices in English Secondary Schools: A Mosaic Approach
UCL, IOE poster conference
This poster outlines the first steps of my PhD journey (literature review, background, theoretical framework and methodology).
Leadership and Management of China-UK Transnational Education Collaborations: Perspectives from Literature.
BELMAS July 2025
There has been an exponential growth in Transnational Education (TNE) by UK universities in the last two decades (Healey, 2017). This has provided UK Higher Education Institutions (HEIs) with a method to export high quality education and brand to reform and develop their international activities and income streams, and to enhance their reputation (Hatakenaka, 2004).
As a major contributor to the UK international student market, China has been seen as a key target for the export of UK higher education. Over the last 30 years, China’s tertiary education has been evolving rapidly (QAA, 2013) during which time there has been a growing interest in UK Universities entering partnership agreements for delivery of education in China. In the early 2000’s a new form of collaborative model emerged, the Joint Institute. These models require careful administration, management and leadership in order to balance two very different education cultures, student expectations and staff experiences both academic and non-academic.
Method:
Undertaking a systematic review of current literature I will investigate the landscape of China-UK TNE by examining existing scholarly works at a time when the UK Higher Education sector faces turbulent waters in its managerial and strategic decision making. I will investigate and critically analyse the methods and sampling used within this work to identify common themes and gaps which can inform opportunities to develop the knowledge in this expanding area.
Results:
I will show that much of the literature to date is based on International Branch Campus management, is written from the academic teaching perspective, and largely covers topics directly related to the delivery of, or opinions of, academic staff. Sample group sizes are small and do not represent the breadth of staff involved in delivering, managing, leading or administrating of complex collaborative models.
Conclusion:
Using Critical Realism and the lens of complexity theory I will undertake mixed methods research which will begin with the thoughts and opinions of Professional Services staff, a group almost silent in published work (only 2 of 54 articles are written from this perspective). This poster presentation will act as a backdrop to understanding TNE and answering the following questions.
Research Questions:
1) What are the challenges in managing China-UK Joint Institutes?
2) What literature exists and where are the gaps?
3) What voices do we hear, and more importantly not hear?
I received a College of Social Sciences PGR Student Development Fund award of £250 towards attending the conference.
It wasn't safe to say anything really’: Heuristic research to unpick and illustrate the essence of attending school for women survivors of intrafamilial child sexual abuse.
International Society for the Prevention of Child Abuse and Neglect (ISPCAN) congress, Vilnius 2025
This poster introduces a combined approach of autoethnography with heuristic inquiry, selected to explore complex social phenomena through unique individual perspectives.
My research focusses on women survivors of child sexual abuse from an adult male who was or seemed like family. I have investigated their experiences of attending primary school after being abused. This population is mostly hidden. They rarely talk about their experiences and are underrepresented in research. Child victims of intrafamilial child sexual abuse receive limited attention in UK government guidance.
This sensitive research is ethically challenging so adopted a survivor produced best practice framework to conduct research as unlike experiencing abuse as possible. Heuristic inquiry involves researching through reciprocal conversations. Twelve survivors engaged in in-depth, semi-structured interviews, follow-up written conversation and feedback meetings. They reported feeling seen and heard which enabled them to share rich and nuanced detail about their experiences without feeling shame or judgement.
The poster includes emerging findings which will underpin recommendations for future practice. These survivors were not known to support services as children. In addition to not telling anyone about being sexually abused, they were actively hiding what had happened to them.
Survivors suggested school environments where children feel noticed and valued, where their needs are met empathically, and what they say is trusted and seen as important, may provide conditions where victims are able to disclose. This kind of supportive environment may not facilitate disclosure, however, by mitigating shame and stigma, it will reduce long-term impacts of intrafamilial child sexual abuse.
I received a College of Social Sciences PGR Student Development Fund award of £500 towards attending the congress.
Using point-of-view video modelling with young autistic students: A systematic literature review
Autism Europe Conference
Video modelling is a form of video-based instruction recognised as an evidence-based practice, widely used to support autistic students. There are three types of video modelling: adult/peer, self and point-of-view, each relating to different viewer perspectives. In point-of-view (POV) video modelling, learners observe the video from their own perspective, potentially enhancing their understanding and application of the demonstrated skills. Although many reviews have explored video modelling for autistic students, this review is the first to focus on POV video modelling for young autistic learners. This review aims to identify and present peer-reviewed studies on POV video modelling for young autistic children, evaluate the effectiveness of these interventions, and provide recommendations for future research and practice, based on identified gaps. A systematic search was conducted, yielding thirteen studies. The results indicate that POV video modelling is effective in supporting skill acquisition, although details on intervention frequency and duration remain limited. This review also highlights the importance of involving more parents and practitioners in implementing POV video modelling and emphasises the need for more diverse participant groups.
I have received funding for my PhD from the CoSS at the University of Birmingham and the Onassis Foundation, Greece.
Let students lead; watch them succeed - Introducing the learner-led engagement model
Poster competition at the University of Birmingham
The poster provided an overview of my learner-led engagement model and explains the background research supporting its creation.
I was awarded the College of Social Sciences special award.
Different not deficit: why relationship and sexuality education (RSE) for young people needs a rethink.
Autism Conference and Education Conference at University of Birmingham
This poster highlights the gaps in current RSE for Autistic young people.
Autistic young people (AYP) face distinct challenges during puberty that are often unmet by mainstream health education. Limited access to tailored support, compounded by reduced school provision and rising exclusions, places AYP at increased risk of isolation and health inequality. Third Sector Organisations (TSOs), such as charities and community groups, report growing demand but lack consistent training or frameworks to deliver autism-affirming care, which prioritises the acceptance and support of autistic identities.
Resisting the Silence: Community Voices on Girls’ Educational Exclusion in India
The School of Education, University of Birmingham, 24th Annual PGR Conference 2025
Despite rising enrolment rates, girls in Rajasthan, India continue to leave school at disproportionately high rates. This poster draws on qualitative research conducted for my Master's dissertation to investigate the socio-cultural, economic, and institutional factors behind this enduring dropout crisis. Using interviews and focus groups with students, parents, and educators, the study explores how intersecting identities such as gender, caste, class, and rural marginality shape access to and experiences within education. Central to this research is the role of community partnerships in both identifying and addressing the barriers girls face. The study highlights how local actors families, teachers, and grassroots advocates play a crucial role in resisting gendered norms, challenging exclusionary practices, and promoting girls’ continued engagement in education. These partnerships often function in the absence of strong institutional support, showcasing the power of collective action and community-led solutions. Key findings reveal the influence of early marriage, domestic labour, and unsafe school environments on dropout rates, alongside systemic policy and infrastructure gaps. Yet, stories of resilience and resistance demonstrate the transformative potential of communities working collaboratively to support girls’ learning. This poster aligns with the theme Community Partnerships by illustrating how educational transformation can emerge from the ground up. It calls for policies that centre community voices, foster trust, and strengthen local collaborations as a pathway to inclusive, equitable, and sustainable education.
Impact of Accelerated Reader on students’ reading skills and reading behaviour: A review of international evidence
British Educational Research Association (BERA) 2024 conference and Psychology Postgraduate Research (PGR) Conference 2024, organised by the Durham Centre for Academic Development (DCAD), Durham University
This poster, authored by Fujia Yang, presents the results of a structured review of a computer-assisted reading programme called Accelerated Reader (AR), which is widely implemented internationally, particularly in the United States and the United Kingdom. AR is a group-based reading management and monitoring system designed to foster reading enjoyment and independent reading habits among school students.
The review synthesises evidence on AR’s effectiveness regarding students’ reading achievement, attitudes, and behaviours, drawing from 15 social science databases and identifying 44,174 records. After a rigorous screening process and applying pre-specified inclusion criteria, 62 studies with 76 distinct outcomes were included. Each study was critically assessed for quality using a structured framework to ensure reliability and comparability of results.
Findings indicate that AR has a positive effect on secondary students’ reading performance, while results for primary students are mixed. Evidence for its influence on reading habits and attitudes remains inconclusive, suggesting a need for more methodologically robust studies across diverse educational settings. Given AR’s widespread adoption and substantial cost, this review highlights the importance of evaluating its long-term impact and implementation fidelity.
This poster was selected as one of the final 15 entries in the People’s Choice Awards 2024, organised by the Durham Centre for Academic Development (DCAD), Durham University.