Staff Profile

I am working as a Visiting Research Associate in The School of Education until December 2026.

My research interests include:

• Community Curriculum Making/ Project Based Leanring with schools
• Evaluation approaches
• School leanring environments.

I am currently evaluating an Oracy project with the Education Outreach and Transition Team (University Library), academics from Law, History and English, and A Level teachers from 3 North East High Schools. This pilot project is exploring participation in lessons and seminars and involves the trialling and evaluation of a range of evidence-based strategies designed to develop confidence in communication. These strategies have been developed by the national Oracy Charity: Voice 21.

During my time working as a Research Associate in the School of Education ( 2007-2025) I worked on a wide range of research projects- both large scale (Erasmus+, Horizon, British Council, Department for Education) and small scale for local organisations and charities. I have also project managed several projects. Having worked with colleagues within ECLS, I was able to explore and trial different evaluation approaches and methods (including visual methods and Theory of Change) and I continue to adpot these in my current work with the university as a Visiting RA, as well as in my freelance work.

• Articles

  • Laing K, Thomas U, Tiplady L, Todd L. Partnerships to tackle the effects of socio-economic inequality on children's experiences of school. European Educational Research Journal 2025, Epub ahead of print.
  • Woolner P, Thomas U, Charteris J. The risks of standardised school building design: Beyond aligning the parts of a learning environment. European Education Research Journal 2022, 21(4), 627-644.
  • Woolner P, Thomas U, Tiplady L. Structural change from physical foundations: The role of the environment in enacting school change. Journal of Educational Change 2018, 19(2), 223-242.
  • Clark J, Laing K, Leat D, Lofthouse R, Thomas U, Tiplady L, Woolner P. Transformation in interdisciplinary research methodology: the importance of shared experiences in landscapes of practice. International Journal of Research and Method in Education 2017, 40(3), 243-256.
  • Lofthouse R, Thomas U. Concerning collaboration; teachers’ perspectives on working in partnerships to develop teaching practices. Professional Development in Education 2017, 43(1), 35-56.
  • Cotterill S, Hudson M, Lloyd K, Outterside J, Peterson J, Coburn J, Thomas U, Tiplady L, Robinson P, Heslop P. Co-curate: Working with Schools and Communities to Add Value to Open Collections. Journal of Interactive Media in Education 2016, 14(1), 1–9.
  • Leat D, Lofthouse R, Thomas U. Implementing Enquiry and Project Based Learning - Revolution or Evolution?. Education Today 2015, 65(2), 12-17.
  • Leat D, Thomas U, Lofthouse R. Project based and enquiry based learning- the professional development challenge. Professional Development Today 2014, 16(4), 12-18.
  • Lofthouse R, Thomas U. Mentoring student teachers; a vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education 2014, 3(3), 201-218.
  • Woolner P, Clark J, Laing K, Thomas U, Tiplady L. A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school. Improving Schools 2014, 17(2), 148-162.
  • Thomas U, Tiplady L, Wall K. Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn. International Journal of Qualitative Studies in Education 2013, n/a, n/a.
  • Leat D, Thomas U, Reid A. The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies. European Educational Research Journal 2012, 11(3), 400-412.
  • Leat D, Thomas U, Reid A. The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies. European Educational Research Journal 2012, 11(3), 400-412.
  • Woolner P, Clark J, Laing K, Thomas U, Tiplady L. Changing spaces: preparing students and teachers for a new learning environment. Children, Youth and Environments 2012, 22(1), 52-74.
  • Lofthouse R, Thomas U, Cole S. Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Teacher Education Advancement Network Journal 2011, 2(1), 1-21.
  • Woolner P, Clark J, Hall E, Tiplady L, Thomas U, Wall K. Pictures are necessary but not sufficient: using a range of visual methods to engage users about school design. Learning Environments Research 2010, 13(1), 1-22.

• Book Chapter

  • Leat D, Thomas U, Reid A. Reframing Relationships Between Teachers, Students and Curriculum – The Phenomenon of ‘Hybridisation’ in IBL. In: Blessinger P; Carfora JM, ed. Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators. Bingley: Emerald Group Publishing Limited, 2014, pp.101-119.

• Conference Proceedings (inc. Abstracts)

  • Delgaty L, Matthan J, Woolner P, Guilding C, Thomas U. Preparing for the future or promoting social inequity? Investigating digital capabilities of prospective university students. In: 48th EUCEN Conference: Crossing borders through lifelong learning- enhancing quality and equity in higher education. 2016, Dublin, Ireland.
  • Delgaty L, Matthan J, Rawles L, Guidling C, Woolner P, Thomas U. Digital Capabilities and Expectations of Prospective Students: Preparing Higher Education for Learning and Teaching of the Future. In: BERA Conference 2016. 2016, Leeds, UK.
  • Cotterill SJ, Hudson M, Lloyd K, Outterside J, Peterson J, Coburn J, Thomas U, Tiplady L, Robinson P, Heslop P. Co-Curate: working with schools and communities to add value to Open collections. In: Open Educational Resources - OER15. 2015, Royal Welsh College of Music and Drama, Cardiff.
  • Woolner P, Clark J, Thomas U, Laing K, Tiplady L. Teachers Preparing For Changes to Learning Environment and Practices in a UK Secondary School. In: ECER 2013, Creativity and Innovation in Educational Research. 2013, Istanbul, Turkey: European Educational Research Association.
  • Woolner P, Clark J, Thomas U. Using visual and spatial activities to support school staff and students in thinking about learning in a changed space. In: 2nd International Visual Methods Conference. 2011, Open University, Milton Keynes.
  • Woolner P, Thomas U, Todd L, Cummings C. How do visually mediated encounters differ from traditional interviews?. In: 1st International Visual Methods Conference. 2009, Leeds, UK.
  • Woolner, P, Clark, J, Thomas, U. Using visual activities to mediate a learning conversation about how a school community regards its premises. In: BERA Annual conference 2008. 2008, Edinburgh: British Educational Research Association.

• Reports

  • McKean C, Charlton J, Knowland V, Stringer H, Thomas U, Whelan A, Millard S, Levickis P, Murray L, Richardson E. Supporting stammering, speech, and language needs in the early years: a rapid evidence review with case studies on working together. London, UK: HM Government Department for Education, 2025. Identifying and supporting the needs of children with SEND in mainstream settings RR1553.
  • McKean C, Charlton J, Knowland V, Stringer H, Thomas U, Whelan A, Millard S, Levickis P, Murray L, Richardson E. Supporting stammering, speech and language needs in the early years: rapid review and case study methodology. London, UK: HM Government Department for Education, 2025. Identifying and supporting the needs of children with SEND in mainstream settings RR1554.
  • McKean C, Charlton J, Knowland V, Stringer H, Thomas U, Whelan A, Milard S, Levickis P, Murray L, Richardson E. Supplementary Evidence Report: Rapid evidence review of Universal and Targeted approaches to support preschool children with and at risk of Stammering, Speech, or Language Needs: identification, intervention and collaborative working. Newcastle upon Tyne: Newcastle University, UK; University of Melbourne, Australia; The Michael Palin Centre, UK; Department of Education, Oxford University, UK, 2025. Identifying and supporting the needs of children with SEND in mainstream settings.
  • Laing K, Thomas U, Tiplady L, Todd L. UK Cost of the School Day Final Evaluation: Short Report. London: Child Poverty Action Group, 2023.
  • Laing K, Thomas U, Tiplady L, Todd L. Cost of the School Day Interim Evaluation Report. Newcastle upon Tyne: Newcastle University, 2021.
  • Wall K, Hall E, Baumfield V, Higgins S, Rafferty V, Remedios R, Thomas U, Tiplady L, Towler C, Woolner P. Learning to Learn in Schools Phase 4 and Learning to Learn in Further Education Projects. London: Campaign for Learning, 2010. Annual Report.
  • Wall K, Hall E, Higgins S, Leat D, Thomas U, Tiplady L, Towler C, Woolner P. Learning to Learn in Schools Phase 4 Project. London: Campaign for Learning, 2009. Annual Report.
  • Clark J, Woolner P, Thomas U. Exploring Well-being in Schools: The positive Psychology Programme. Newcastle University: Research Centre for Learning and Teaching, 2009.
  • Clark J, Thomas U, Cummings C, Briggs ARJ, Hall I. Emerging insights into NEET preventative work across Tyne and Wear: flexible Curriculum 2 (FCP2) 14-19 Progression and Employability. Newcastle upon Tyne: Newcastle University, 2008.