CfLaT Partners

There are several ways in which partners can be affiliated to the Research Centre for Learning and Teaching. This can be as an individual, a representative of an organisation, or as an affiliated school:

1. Academic Partners

CfLaT academic partners are colleagues with whom we continue to work collaboratively with, who have an ongoing interest in an aspect of CfLaT work. Academic partners are usually involved in joint research projects and will contribute to the ECLS Research Seminar programme and/or the CfLaT Research Tea Programme.

Current Academic Partners include:

Dr. Anna Kristín Sigurðardóttir is an assistant professor at the School of Education in University of Iceland in the area of educational leadership and school development. She was a head of faculty for teacher education 2008 – 2013 and currently a leading colleague in the research centre for educational development. Research interests include educational leadership and school development, physical learning environment and policy implementation.

Professor Mark Priestley is Professor of Education at the University of Stirling.

Dr Jane Stewart is a Lecturer in Clinical Education at the School of Medical Science Education and Development within the Faculty of Medicine at Newcastle University. She is Degree Programme Director for the Master in Clinical Education programme and acting Director for the Postgraduate Taught Programmes within the Faculty of Medicine. Her research interests are the development of professional knowledge within the practice setting, specifically the transference of knowledge from the classroom into practice. She contributes to the CfLaT Equate programme and with the supervision of PhD students within the department.

Dr Jarka Glassey is a Senior lecturer at the School of Chemical Engineering and Advanced Materials and a Director of Teaching at Newcastle University. She is particularly interested in improving student learning experience through innovative curriculum design and delivery as well as improving feedback and communication with students. She is currently leading a major chemical engineering curriculum review process with a view of introducing a stronger enquiry based learning element to strengthen the development of professional skills and improve graduate employability.

Susan Gebbels is a Research Associate with the School of Marine Science and Technology at Newcastle University. Susan’s research focuses on a range of marine education projects both locally and internationally, she works with school children of all ages, adult community groups and industries. Susan is partially interested in how people with a non scientific backgrounds can effectively contribute to scientific surveys and contribute to sustainable management policies. In her current work she is using the marine environment to promote STEM subjects to primary children using enquiry based learning; this includes running themed summer schools and helping children make the transition to secondary schools. Susan is also involved in a coastal education project which links schools in Tyneside with schools and Universities in Ghana.

Nicolette Lee, Academic Director, Swinburne Professional Learning (SPL), Swinburne University of Technology, Melbourne Australia. SPL is the central learning & teaching unit at Swinburne, involved in both learning & teaching development and curriculum strategy at the tertiary level, across the institution. Nicolette is also the project leader for an Australian Learning & Teaching Council competitive grant project: 'A comprehensive learning space evaluation model', working with two national and three international universities. Of particular interest to both the unit and this project are methods for engaging students in feedback mechanisms to improve cycles of curriculum and space development.

Colin Bryson, Director of Combined Studies Programme, Newcastle University. The focus of Colin's research is on student learning through fostering student engagement. His recent studies have sought evidence from students about their perspectives, expectations and experiences and how this influences their engagement and identification with the academy, in all its aspects. He is active in promoting policy and practice to enhance engagement, e.g through assessment for learning and fostering community. His other major research and policy interest is on supporting and developing teachers who work in part-time roles in Higher Education. Colin acts as an consultant and advisor on these issues, e.g. to the HEA, HEFCE and the Australian Learning and Teaching Council.

Professor Steve Higgins, Professor of Education in the School of Education, University of Durham. Steve worked collaboratively on several research projects including the Learning to Learn (phase 4) project and the Developing formative assessment using ICTs in education (FATE) project.

Dr Kate Wall, Reader in the School of Education, University of Durham. Kate works jointly with CfLaT on the Cambridge Primary Review North East and Cumbria Regional Network.

Professor Vivienne Baumfield, Faculty of Education, University of Glasgow. Viv worked with us on the Learning to Learn (phase 4) project.

Hilary Kennedy, Teaching Fellow in the Centre for Video Enhanced Reflection on Communication (VERoC), Faculty of Education and Social Work, Dundee University.

Alison Fox, Senior Teaching Fellow and Director of Learning and Teaching at The Stirling Institute of Education, University of Stirling. Alison works across a number of Professional Education programmes for aspiring Chartered Teachers, Principal Teachers and Headteachers.

Dr Cathy Burke, Reader in History of Childhood and Education, University of Cambridge.

Dr Jenny Reeves, Senior Lecturer in the Institute of Education, University of Stirling.

Dr Rosie Le Cornu, Senior Lecturer in the School of Education, University of South Australia.

Dr Rosie Parnell, School of Architecture, University of Sheffield.

Helen Burns, Curious Minds.

2. Visiting Fellows

CfLaT Visiting Fellows are colleagues who are usually not academics, but who have teaching, supervision, consultancy or writing connections with the Centre. Fellows are officially recognised by the University and must complete an application form, which then allows University library access and a formal connection to the Centre. Where possible Fellows should lead a Centre Research Tea (or seminar if appropriate). Visiting Fellow membership is reviewed every 2 years and the criteria is whether Fellows are contributing to CfLaT in some way.


Current Visiting Fellows include:

Name Organisation
Julie McGrane Leading Learning
Dr Thein Lwin Teacher Training Center for Burmese Teachers, Chiang Mai, Northern Thailand.
Anne de A'Echevarria

Independent Consultant, Thinkwell

Ian Patience

Independent Consultant, Thinkwell

Dr Charmian Hobbs Independent Educational Psychologist, also works at Talking for Change
Catherine McQueen Independent Educational Psychologist, also works at Clervaux Trust and Talking for Change
Hilary Kennedy Teaching Fellow in the Centre for Video Enhanced Reflection on Communication (VERoC), Dundee University.

3. Partner Institutions

CfLaT is partnered with several institutional partners, based on an active collaborative working relationship in research and/or consultancy. Current partner institutions include:

The Campaign for Learning has worked with the Research Centre for Learning and Teaching since 2003. They are a charity which aims to promote learning in school, in families and in the work place. They run Family Learning Week and Learning at Work day. Links with the Campaign have predominantly centered around the Learning to Learn in Schools Phase 3 Evaluation and the Learning to Learn in Schools Phase 4 Project. Through these projects it has become obvious that we have many shared beliefs about learning and that we prioritise the development and facilitation of lifelong learning dispositions. For further information about the Campaign for Learning and the projects see their website.

Tyne and Wear Archived Museums (TWAM).

Optimus Education (incorporating Chris Kington Publishing) has been publishing with Professor David Leat and latterly CfLaT since 1995. Our first collaboration was Thinking Through Geography, a seminal text about teaching geography using thinking skills activities and making the most of the learning opportunities this exciting subject brings. The series expanded into more than 10 titles covering a range of subject areas, the most recent being Thinking Through School, a unique project aimed at year 7 pupils, which presents a completely new way of learning, by helping schools, teachers and pupils develop a more sophisticated level of thinking skills and creative learning. More recently, Optimus Education's relationship with CfLaT has developed further, and the team now have edited two of Optimus’s subscription newsletter titles – Learning and Teaching Update and Extended Schools Update – both of which support the professional development of staff with responsibility for the whole-school development of these areas. More information can be found here.

Investing in Children.

4. Affiliated/Partner Schools

CfLaT has a national reputation for working collaboratively with schools and teachers. Schools that we have sustained partnerships with - through our research, consultancy and networking projects - become affiliated to the Centre. Local school partners include:

LA School Name Teachers
Gateshead St Thomas More’s RC High School Jonathon Parkinson
Durham Park View School Kim Cowie
Durham Shotton Hall Academy Lesley Powells
Newcastle Walbottle School Emma Thompson
North Tyneside George Stephenson High School Peter Douthwaite
Gateshead Furrowfield School Steve Thursby
Newcastle Benton Park Primary School Alice Witherow
Northumberland Wooler First School Deborah Currans
Northumberland Bedlingtonshire Station First School  
Newcastle Farne Primary School Liz Simpson
Chester le Street Hermitage Academy Felicity Smith
Gateshead Cardinal Hulme Suzanne Howell