School of Education, Communication and Language Sciences

Staff Profiles

Professor Caroline Walker-Gleaves

Professor of Education

Background

EXPERTISE

Higher Education Philosophy and Practice; Pedagogic Theory; Teachers' Beliefs and Values; SEND and the experiences of Children who are Looked After and Care-Experienced; Instructional Technology and Assessment Design.

BIOGRAPHY

Caroline Walker-Gleaves, Professor of Education at Newcastle University, is a teacher and educator who works at the intersections of pedagogic theory and practice, teachers and their values and beliefs, the design of learning environments incorporating pedagogic principles, and SEND studies. Professor Walker-Gleaves is a former secondary-school Physics teacher, and has worked at Sunderland, Durham and Newcastle Universities. She is the author of Invisible Threads of Pedagogic Care: A Study of Caring Academics and their Work (Verlag, 2011), Looking After Literacy: Practical Approaches for Improving Primary Children's Language Development (Sage, 2017), and Is Caring Pedagogy really so Progressive? Exploring the Conceptual and Practical Impediments to Operationalizing Care in Higher Education (Palgrave MacMillan, 2019). Professor Walker-Gleaves has served as Head of the School of Education, Communication & Language Sciences between 2016-2019, and is currently the Director of Research Ethics within the School. Professor Walker-Gleaves' work on Caring Pedagogy in Higher Education has received international attention and she was named as one of the most outstanding UK Educators of the decade by the Higher Education Academy, her work being featured in the publication Ten Years of the National Teaching Fellowships: Four Stories of Outstanding Teachers in Higher Education (HEA, 2011).

The recipient of a UK National Teaching Fellowship, The US Association of Colleges International Award for Innovative Excellence in Learning and Teaching, Durham University Vice Chancellor's Awards for Outstanding Teaching, and Outstanding Doctoral Supervision, and numerous nominations for Outstanding Teaching Across the Faculty, and Doctoral Supervisor of the Year at Newcastle University, Professor Walker-Gleaves is a committed scholar and teacher. Her scholarship has appeared in the most prestigious journals in the field, including Teaching and Teacher Education, Computers and Education, Teachers and Teaching: Theory and Practice, Teacher Development, Assessment and Evaluation in Higher Education, and Educational Studies. Professor Walker-Gleaves' doctoral students have also garnered praise for the quality of their research: in 2018, Amer Ashahre was a runner up for the BERA Best-Paper Award in Educational Technology, and in 2019, Homoud Al-Anazi was awarded the Best Conference Paper Prize at the Ireland International Education Conference.

Professor Walker-Gleaves' research on the practices of effective and excellent teachers in higher education not only informs courses at Newcastle, but also the policy and discourse of higher education pedagogy at institutions both in the UK and internationally. Walker-Gleaves also works at the interface of professional and public concerns relating to the experiences of vulnerable individuals, especially children who have been in public care, and as such, her work has informed developments in local and regional schools in relation to their educational progress and to teacher practices.

Professor Walker-Gleaves is willing to supervise doctoral studies in the areas of expertise listed above, and would welcome approaches to discuss possible projects.

HONOURS & AWARDS

  • University Chair of Education, 2016 -
  • Newcastle University Outstanding Teaching Across the Faculty Award Nominee, 2019
  • Newcastle University Supervisor of the Year Award Nominee, 2018 & 2019
  • Durham University Vice Chancellor's Award for Outstanding Doctoral Supervision, 2014
  • Durham University Vice Chancellor's Award for Outstanding Teaching, 2013
  • Ernest L. Boyer International Award for Outstanding Pedagogic Scholarship Runner-Up, 2005
  • US Association of Colleges International Award for Innovative Excellence in Learning & Teaching, 2005
  • UK Women's Engineering Society Role Model Award for STEM Excellence in Education, 2003
  • UK National Teaching Fellowship Award of the Higher Education Academy, 2001
  • Association for Science Education Outstanding Teacher Award, 1989









 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Research

EXPERTISE

Higher Education Philosophy and Practice; Pedagogic Theory; Teachers' Beliefs and Values; SEND and the experiences of Children who are Looked After and Care-Experienced; Instructional Technology and Assessment Design.

My research ranges from narrative accounts of teachers’ beliefs and practices, through how teachers’ individual interpretations of affect and emotion lead to inclusive practices within classroom and school settings, to how learning technology acts as a conduit through which teachers’ and learners’ pedagogic aims are shaped and filtered.  I am especially interested in relationships, the intersectionality of difference, diversity and emotion in pedagogic relational terms, and the ways in which principles that stand behind frameworks of competent and excellent teacher behaviours play out in practice.

I offer doctoral supervision in the areas outlined above and would encourage prospective applicants to email me with a view to discussing possible research projects.

INDICATORS OF ESTEEM

  • Reviewer for Higher Education Academy Collaborative Awards for Teaching Excellence, 2015 -
  • Reviewer for Higher Education Academy Individual Award National Teaching Fellowships, 2014 -
  • Education Subject Judge on International Undergraduate Awards Panel, 2014 -
  • Visiting Associate Professor at Hong Kong University under the Distinguished Faculty Knowledge Exchange Programme, 2012-2013
  • Reviewer for the journals: Computers & Education, British Educational Research Journal, British Medical Journal Open, Teaching & Teacher Education
  • Reviewer for pedagogic research grant applications for National ESRC for Canada, 2005 -

CURRENT RESEARCH

I am currently researching in three areas:

  • Models of pedagogic caring within compulsory and higher education and co-relation of pedagogic relational practices with academic outcomes;
  • Uses and applications of mobile and learning technologies for particular educational outcomes within assessment practices in higher education;
  • Educational progress and achievement of adopted children and the construction of teachers' beliefs about, and aspirations for, adopted children, as well as exploration of home-school relations of schools and adoptive parents.


Teaching


My teaching and research ranges from narrative accounts of teachers’ beliefs and practices, through how teachers’ individual interpretations of affect and emotion lead to inclusive practices within classroom and school settings, to how learning technology acts as a conduit through which teachers’ and learners’ pedagogic aims are shaped and filtered.  I am especially interested in relationships, the intersectionality of difference, diversity and emotion in pedagogic relational terms, and the ways in which principles that stand behind frameworks of competent and excellent teacher behaviours play out in practice. I teach on the following programmes:

  • BA Education
  • MA Education
  • EdD Programme

Publications