Dr Roger Wood

Ph.D., B.Ed.(Hons.), F.H.E.A., C.Biol., F.R.S.B., F.L.S., F.R.S.S.A., F.R.G.S., F.R.S.A., F.C.C.T.

Senior Lecturer in Education (Primary Science, Conservation, Inquiry-Based Learning, Outdoor Learning and Research-Informed Professional Learning)

School of Education

Faculty of Humanities and Social Sciences

Phone number:

Email: dwood@brookes.ac.uk

Location: Harcourt Hill Campus

Prior to his move to the Oxford Brookes University in October 2018, Dr. Roger Wood was a Senior Lecturer in Primary Teacher Development at Bishop Grosseteste University and a Research Lecturer at the University of Aberdeen, having previously been a primary school teacher and headteacher for 23 years.

https://www.researchgate.net/profile/Roger_Wood2

CURRENT RESEARCH

Enhancing Children’s Engagement with Science, STEM Education and Outdoor Learning (including Nature, Conservation and Sustainability)

The influence of Inquiry-Based Learning approaches upon children’s engagement with Science

Enhancing trainee ITE teachers’ confidence and enthusiasm for Science Education through inquiry-based learning approaches

Influencing children’s enhanced engagement with Science through University initiatives to support teachers’ professional confidence and development within Inquiry-Based Science Education.

Enhancing Girls’ Engagement with Science and STEM.

Enhancing children’s engagement with nature and conservation through Outdoor Learning and informal education approaches.

The impact of teacher feedback and teacher-student relationship quality (as perceived by students) upon students’ engagement with learning.

Home-Schooling (Elective Home Education): engaging children with home-schooling through inquiry-based learning, outdoor learning and informal learning.

Scholarship interests

Enhancing trainee (developing) teachers’ ITE professional development through research-informed university-based seminars (including understanding and addressing the different challenges that UG and PG ITE trainees face).

Confidence-Informed Social Motivation as an outcome of natural human philosophizing: through the philosophical lenses of Gadamer and Heidegger.

Prior to his doctoral research at the University of Birmingham, Dr. Wood held various teaching posts, was Head of Science Department at two schools, and enjoyed 13 years of senior leadership roles (including a Deputy Headship and two Headships) within independent and maintained schools.

Dr. Wood is a Chartered Biologist. In recognition of his work in science education and conservation, Roger has been elected to Fellowships with the Royal Society of Biology, the Royal Society of Arts, the Linnean Society of London, the Zoological Society of London, the Royal Scottish Society of Arts, and the Royal Anthropological Institute.

Since September 2016, Dr. Wood has been a Board Member with the chimpanzee conservation charity, the Jane Goodall Institute UK.

Teaching

Oxford Brookes University

Leadership and Teaching

Module Lead: UG ITE BA Primary Education – Becoming a Researching Teacher (Level 5)
Module Lead: UG ITE BA Primary Education – Becoming a Researcher (Level 4)
Module Lead: UG BA Education Studies – Introduction to the Study of Education (Level 4)
Module Lead: UG BA Education Studies – Introduction to Child and Adolescent Development (Level 4)

Primary ITE Team: Science Education – UG and PGCE
Primary ITE Subject Lead: Geography and Outdoor Learning: UG and PGCE
Primary ITE: Introduction to Educational Research: UG
Primary ITE, Education Studies and Early Childhood Studies: Dissertation Supervisor (Level 6)
Primary ITE: University-Based Mentor for school placements – UG and PGCE
BA Early Childhood Studies: Research and Professional Practice: UG

MA in Education (Level 7)
EdD module: Mind and Brain (Level 8)
EdD research supervisor

University of Aberdeen

Leadership

UG and PG ITE Subject Lead for Primary Science
PG Distance Learning ITE Subject Lead for Primary Science
Professional Focus Course Coordinator: Inquiry-Based Learning in Science Education (UG)
UG and PG ITE Subject Lead for Primary Physical Education
Module Lead: Teaching and Learning through the Curriculum (UG)
Expressive Arts Curricular Team Lead (PG / UG)
Member, selection and interview panels for Lecturer recruitment

Teaching

Primary PGDE – Science and PE
Primary MA ITE teaching – UG Programme modules:

Professional Focus, including Inquiry-Based Learning in Science Education
Transferring Professional Knowledge (Science)
Teaching and Learning through the Curriculum

PhD Supervision: Second Supervisor:

The Effectiveness of Bilingual and Monolingual English Language Teachers and the Impact of their Qualities on the Academic Achievements of Preparatory Year Saudi English Students.
The influence of vicarious trauma upon volunteer counsellors’ wellbeing.

Bishop Grosseteste University

Leadership

Module Lead – Primary PGCE: Classroom Focused Development (PDE 752 and 652). Assistant Module Lead during 2015-16. Included leading the successful reaccreditation of the module as ‘Practitioner Inquiry’
Module Lead – MA TESOL: Public Policy and Professional Practice
Module Lead – MA in Education: Public Policy and Professional Practice
Expert Lead: Practitioner Inquiry (Postgraduate ITE)
Expert Lead: Inquiry-Based Learning through approaches such as the IB PYP and Authentic Learning (Undergraduate and Postgraduate ITE)
Dissertation Supervision Lead: Physical Education (Undergraduate ITE)
Subject Lead: Science (Postgraduate ITE)
Subject Lead: Physical Education (Undergraduate and Postgraduate ITE)
University Based Mentor for ITE Trainee Teachers on School Placements
University Research Committee (November 2015 to July 2017)
Educational Research team (M.A. and Ed.D. in Education)
Cluster for Public Policy and Professional Practice in Education

Teaching

Primary PGCE, including: science education and inquiry-based learning; physical education; the application of philosophical schools of thought and learning theories within education, classroom pedagogy and professional learning; children’s social cognition and motivation within formal learning settings; public and education policy and their implications for professional practice, and; serving teachers’ and ITE trainees’ classroom-based practitioner inquiry as a foundation for their career-long professional learning.
Undergraduate Third Year P.E. dissertation preparation, seminars and supervision
M.A. in Education and M.A. in TESOL – Public Policy and Professional Practice / Research Methods
Doctor in Education (Ed.D.) programme

Modules taught

- Module Lead: UG ITE BA Primary Education – Becoming a Researching Teacher (Level 5)
- Module Lead: UG ITE BA Primary Education – Becoming a Researcher (Level 4)
- Module Lead: UG BA Education Studies – Introduction to the Study of Education (Level 4)
- Module Lead: UG BA Education Studies – Introduction to Child and Adolescent Development (Level 4)
- Primary ITE Team: Science Education – UG and PGCE
- Primary ITE Subject Lead: Geography and Outdoor Learning: UG and PGCE
- Primary ITE: Introduction to Educational Research: UG
- Primary ITE, Education Studies and Early Childhood Studies: Dissertation Supervisor (Level 6)
- Primary ITE: University-Based Mentor for school placements – UG and PGCE
- BA Early Childhood Studies: Research and Professional Practice: UG
- MA in Education (Level 7)
- EdD module: Mind and Brain (Level 8)
- EdD research supervisor

Research

Dr. Wood's current research projects focus upon inquiry-based learning (IBL) in science education, especially teachers’ IBL values and practices; in situ and ex situ conservation education (especially within primate education); the impact of confidence-informed motivation upon children’s engagement with social contexts, and; allied to this, the impact of teacher-student relationship quality upon children’s receptiveness to feedback during learning activities.Inquiry-Based Learning (IBL) in Science Education.

Enhancing Children’s Engagement with Science, STEM Education and Outdoor Learning (including Nature, Conservation and Sustainability)

The influence of Inquiry-Based Learning approaches upon children’s engagement with Science

Enhancing trainee ITE teachers’ confidence and enthusiasm for Science Education through inquiry-based learning approaches

Influencing children’s enhanced engagement with Science through University initiatives to support teachers’ professional confidence and development within Inquiry-Based Science Education.

Enhancing Girls’ Engagement with Science and STEM.

Enhancing children’s engagement with nature and conservation through Outdoor Learning and informal education approaches.

The impact of teacher feedback and teacher-student relationship quality (as perceived by students) upon students’ engagement with learning.

Home-Schooling (Elective Home Education): engaging children with home-schooling through inquiry-based learning, outdoor learning and informal learning.

PUBLICATIONS

Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.

Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. (Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7).

Wood, R. (2020) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge.

Wood, R. (2020, in press) A Universal Philosophy of Confidence-Informed Social Motivation (Everything becomes Obvious and Nothing makes Sense). Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2020, in press) Foreword. In Samitharathana, W. (2020) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle.

Research projects

Dr. Wood's current research projects focus upon inquiry-based learning (IBL) in science education, especially teachers’ IBL values and practices; in situ and ex situ conservation education (especially within primate education); the impact of confidence-informed motivation upon children’s engagement with social contexts, and; allied to this, the impact of teacher-student relationship quality upon children’s receptiveness to feedback during learning activities.Inquiry-Based Learning (IBL) in Science Education.

Enhancing Children’s Engagement with Science, STEM Education and Outdoor Learning (including Nature, Conservation and Sustainability)

The influence of Inquiry-Based Learning approaches upon children’s engagement with Science

Enhancing trainee ITE teachers’ confidence and enthusiasm for Science Education through inquiry-based learning approaches

Influencing children’s enhanced engagement with Science through University initiatives to support teachers’ professional confidence and development within Inquiry-Based Science Education.

Enhancing Girls’ Engagement with Science and STEM.

Enhancing children’s engagement with nature and conservation through Outdoor Learning and informal education approaches.

The impact of teacher feedback and teacher-student relationship quality (as perceived by students) upon students’ engagement with learning.

Home-Schooling (Elective Home Education): engaging children with home-schooling through inquiry-based learning, outdoor learning and informal learning.

PUBLICATIONS

Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.

Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. (Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7).

Wood, R. (2020) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge.

Wood, R. (2020, in press) A Universal Philosophy of Confidence-Informed Social Motivation (Everything becomes Obvious and Nothing makes Sense). Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2020, in press) Foreword. In Samitharathana, W. (2020) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle.

Publications

Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.

Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. (Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7).

Wood, R. (2020) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge.

Wood, R. (2020, in press) A Universal Philosophy of Confidence-Informed Social Motivation (Everything becomes Obvious and Nothing makes Sense). Newcastle, UK: Cambridge Scholars Publishing.

Wood, R. (2020, in press) Foreword. In Samitharathana, W. (2020) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle.

Professional information

Areas of expertise

Science Education

Inquiry-Based Learning in Science Education

Research - Career-Long Professional Learning and Practitioner Inquiry

Educational Leadership and Management

Physical Education

Outdoor Learning

Geography

Conservation Education

Membership of professional bodies

Fellow of the Royal Geographical Society

Founding Fellow of the Chartered College of Teaching

Fellow of the Royal Scottish Society of Arts

Fellow of the Higher Education Academy

Chartered Biologist and Fellow of the Royal Society of Biology

Fellow of the Royal Society of Arts

Fellow of the Linnean Society of London

Earthwatch Education Fellow

Conferences

University of Cambridge – Kaleidoscope Conference 30^th May 2013

Theory-Informed Reflexive Research Designs

University of Glasgow – BERA Postgraduate Symposium 11^th October 2013

Key Teacher-Student Interpersonal Relationship

Dynamics Influential upon Children's Engagement with Science.

University of Dundee – Research Seminar (Social Motivation) 14^th June 2016

From Leaner to Learner – the impact of the

Teacher-Student Relationship Quality upon Students’ Autonomy

University of Glasgow – BERA Postgraduate Symposium 15^th June 2016

Dilemmas in Educational Research - Theory Choice

and Originality: Making the transition from Dazed in the Sweet Shop

to Confectioner!

Bishop Grosseteste University – Research Conference 15^th July 2016

Children’s receptiveness to teacher feedback - the influence of

perceived teacher-student relationship quality upon students’

autonomous motivation to engage with learning activities

University of Aberdeen – Research Seminar 7^th June 2017

The influence of the quality of Teacher-Student Relationships

upon Students’ Motivated Engagement with Learning Activities

Scottish Educational Research Association – Annual Conference November

Invited Paper - Enhancing student teachers’ understanding of 2017

the links between their reflective practice and classroom-based

educational research

Keynote Speaker – International Academic Conference on Education, November 2019

St. Anne’s College, University of Oxford: The influence of positive

teacher-student relationships upon children’s sustained engagement

with learning.

Scottish Educational Research Association – Annual Conference November 2019

Invited Paper - Trainee Teachers’ Values and Practices relating to

Inquiry-Based Learning in Science Education

Further information

External Examiner, Primary PGCE programme at three Universities.

European Science Education Research Association (ESERA) – PhD Abstract reviewer: 2019 PhD Summer School.

European Association for Research on Learning and Instruction (EARLI) - Conference paper reviewer: 2018 Conference: Motivation and Emotion

Member, Executive Committee: Scottish Educational Research Association (SERA)
Co-Convenor – Emerging Researchers’ Network - Scottish Educational Research Association (SERA)
Conference paper reviewer: SERA Conference 2018.

Journal article reviewer:
- Educational Research Journal (NFER)
- Journal of Biological Education (Royal Society of Biology)
- Scottish Educational Review (SERA)
- Social Publishers Foundation

Member of academic forum, Relational Schools – relationalschools.org

The Jane Goodall Institute UK: Trustee (Primatology and Education) – Chimpanzee and endemic habitat conservation http://www.janegoodall.org.uk/about-us/staff-and-board

Staff Profiles

Dr Roger Wood

Senior Lecturer in Education (Primary Science, Conservation, Inquiry-Based Learning, Outdoor Learning and Research-Informed Professional Learning)

Modules taught

Research projects

Areas of expertise

Membership of professional bodies

Conferences

Further information