I have worked on a range of projects within Education and Speech, providing input in to research design, literature reviews, qualitative and quantitative empirical research and reporting research findings.
The focus of many of these projects has been the nature of relationships between professionals and families and the evaluation of initiatives to improve professional understanding and practice. The projects have included
Investigating the impact of housing policy on schools and communities for the Joseph Rowntree Foundation
Evaluating Baseline Assessment Schemes for the National Association of Headteachers
Evaluating the introduction of a new curriculum in Family Centres for NCH Action for Children
Analysing the impact of the introduction of GNVQs on educational policy, teachers' practice and student outcomes for the Qualifications and Curriculum Authority.
Assessing the impact of the Babies Need Books project on families' use of libraries and books for North Tyneside Education Services and Children's Library Service.
Exploring early years practitioners' core ideas and beliefs about curriculum and how it is operationalised and supporting their action research (ADE/BPhil programme).
Examining the role of Local Authorities in reducing educational exclusion amongst disadvantaged groups for the Department of the Environment, Transport and Regions.
Exploring the links between levels of reading comprehension and widening participation in Higher Education (University of Newcastle Small Grants funded).
Investigating the multiple factors influencing Early Years practitioners' use of ICT (Teacher Training Agency/New Opportunities Fund).
Exploring qualitative differences between Curriculum 2000 AS/A Level syllabi (Edexcel/LECG)
Providing a literature review of the development of gender roles in young children for the Equal Opportunities Commission
Investigating learning styles theories and their influence on post-16 pedagogy for the Learning and Skills Development Agency
Evaluating early years professionals' understandings of children's speech and language development (funded by the Nuffield Foundation)
BA (Hons) Cantab. 1990
PGCE (Primary) 1992
Diploma in Psychotherapeutic Counselling 2009
I worked for four years in primary schools in the North East.
Expertise: qualitative and quantitative measures, research design, narrative interviewing, questionnaire design, analytic frameworks, research management.
Research interests: early literacy and language development, parental involvement, adult literacy and family literacy, teacher development and identity, learning and meta-cognition.
NUDIST, SPSS, EPPI-Review, Endnote.
Project management of the Learning to Learn programme funded by the Campaign for Learning.
EQUATE: practitioner enquiry project focused on Higher Education pedagogy
Project manager, Learning to Learn in Schools
Project researcher, Learning to Learn in Further Education
Project researcher, Equal Acclaim for Teaching Excellence (EQUATE)
Yu Ching Cheng (IPhD)
Carrie Withers (EdD)
Therese Lewis (EdD),
John Carson (EdD)
Eric Beach (EdD)
Wendy George (DAppEdPsy)
Victoria Jones (MEd)
Darrin Beattie (MPA)
Neil Campbell (PhD), 2nd supervisor
Hannah Critchley (DAppEdPsy), 2nd supervisor
Invited papers at policy seminars
Hall, E. The evidence base for buiding performance/added value - schools. Invited paper at the policy seminar 'Evidence-based design in the built environment: what are we looking for?' 23rd November 2006 CABE, London.
Hall, E. Modelling teacher and school development and the role of research in Learning to Learn. Invited paper at DfES seminar, London, November 2005.
Hall, E. The development of gender roles in young children. Keynote address, Early Years Childcare and Playwork Annual Conference, Bradford, March 2002.
Baumfield, V., Hall, E. Higgins, S. and Wall, K. Tools for inquiry and the role of feedback in teacher learning. Paper presented as part of the symposium Understanding and improving teacher learning: the gateway to educational innovation at the EARLI Conference Budapest, August 2007.
Hall, E., Higgins, S. and Baumfield, V. The impact of thinking skills: the results from three reviews Presented to the EPPI-Centre conference, Institute of Education, May 2005.
Higgins, S. and Hall, E. The impact of thinking skills interventions on pupils Paper presented at the ESRC Learning to Learn Seminar, July 2004, University of Newcastle upon Tyne
Hall, E. and Moseley, D., Coffield, F., Ecclestone, K., Learning Styles in ‘Learning to Learn’: a review. Paper prepared for the ESRC Learning to Learn Seminar, November 17th 2003 at the British Psychological Society, London
Influence on policy:
Hall, E. Modelling teacher and school development and the role of research in Learning to Learn. Presented at DfES seminar, London, November 2005.
Learning Styles report (Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Should we be using Learning Styles? What research has to say to practice. London: Learning and Skills Research Centre) for LSDA was the most downloaded report from their research website and caused £1million of public funding to be withdrawn from a post-16 Learning styles- driven initiative.
Influence on practice:
Invited to give presentations to Heads and teachers on action research (Cleveland, 2005; Enfield, Sunderland 2006)
Peer review for Support for Learning and Studies in the Education of Adults
I co-ordinate the Graduate Skills Enhancement Programme which provides input and support for Masters level students across the HASS faculty. www.ncl.ac.uk/cflat/teaching/#gradskills
I deliver one of the sessions on interviewing for the HASS postgraduate research training programme and I provide input to Masters and Doctoral programmes on
qualitative research methods, including interviewing and using NUDIST to manage data
parental involvement in schools
early literacy aquisition, including Books for Babies
young children and gender
study skills, including using Endnote to manage bibliographies