Staff Profiles

Oxford Brookes University

• Leadership, including Teaching

• Module Co-Lead: EdD Education – Research Methods (Level 8)
• Module Lead: MA Education – Researching Education, Childhood and Language (Level 7)
• 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)
• Module Lead: UG BA Primary Education – Becoming a Researcher (Level 4)

• Teaching and assessment co-teaching roles

• UG - Research and Professional Practice (Level 4 – BA Early Childhood Studies)
• Primary ITE: Science.Education

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 Grossesteste 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
• A. in Education – Public Policy and Professional Practice / Research Methods
• A. in TESOL – Public Policy and Professional Practice / Research Methods
• Doctor in Education (Ed.D.) programme

Inquiry-Based Learning (IBL) in Science Education: Trainee and Serving Teacher values and practices regarding IBL approaches to Science

Research collaboration with teachers at a Multi-Academy Trust in Birmingham: enhancing Teacher-Student Relationship Quality within Year 9 Science lessons. Supporting teachers’ classroom-based research into the enhancement of teacher-student relationships as a catalyst for their students’ engagement with learning activities in science.

Development of a novel theory of Philosophy of Confidence-Informed Social Motivation – through the hermeneutic lenses of Gadamer and Heidegger. This will lead to a series of volumes discussing specific topics through the lens of this novel theory, including: Children’s and Teachers’ Confidence-Informed Endeavours in Education; Self-efficacy of children in social contexts as a predictor of prosocial engagement, and; Developing positive Teacher-Student Relationships.

Conservation Education and Ethnoprimatology: alongside the above research, I am conducting research into children’s fascination-driven passions for wildlife and conservation. This includes investigating and developing conservation education approaches within a range of communities, including isolated and island communities where conservation education is integral to local sustainable development

PUBLICATIONS

Published / in press

Wood, D.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) Edited Book Chapter - Children as natural philosophizers. A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. (To be published in Robert Grosseteste and the Theory of Learning: The Ordered Human. London: Routledge).

Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. (Journal article submitted to Eurasia Journal of Mathematics, Science and Technology Education: accepted for publication 11^th January 2019)

Submitted for publication:

Investigating the Enhancement of Students’ Engagement with Learning Activities through the lens of Self-Determination Theory. (Journal article submitted: response awaited from reviewers)

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 and Outdoor Learning

Membership of professional bodies

30^th May 2018                         Founding Fellow of the Chartered College of Teaching

(Election by Peer Nomination)

September 2016                      Fellow of the Royal Scottish Society of Arts

(Election by Invited Nomination)

July 2016                                 Fellow of the Higher Education Academy

                                                (Election by accreditation and CPD)

December 2009                       Chartered Biologist and Fellow of the Royal Society of Biology (Election by Invited Nomination)

October 2009                          Fellow of the Royal Society of Arts

(Election by Invited Nomination)

March 1996                             Chartered Biologist and Member of the Institute of Biology

                                                (Election by Invited Nomination)

October 1995                          Fellow of the Linnean Society of London

(Election by Invited Nomination)

August 1995   Earthwatch Education Fellow (awarded following open

competition and nomination)

Conferences

CONFERENCE and SEMINAR PRESENTATIONS

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:

A Self-Determination Theory Perspective

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                22^nd November

Invited Paper - Enhancing student teachers’ understanding of                     2017

the links between their reflective practice and classroom-based                   

educational research   

International Conference on Motivation and Emotions, Aarhus                    August 2018

University - The Motivational and Emotional Influence of                           (paper accepted)

Teacher-Student Relationships and Feedback on Students'

Engagement with Learning Activities

Scottish Educational Research Association – Annual Conference                November 2018

Invited Papers - Trainee Teachers’ Values and Practices relating to              (papers accepted)

Inquiry-Based             Learning in Science Education and The influence of an

ongoing University-School Research Partnership upon a Birmingham

school’s approach to Evidence-Informed Practice.

International Perspectives in Science Education (Florence, Italy) –              21^st – 22^nd March

Trainee Teachers’ Values and Practices relating to Inquiry-Based                 2019

Learning in Science Education          

Further information

• External Examiner, Primary PGCE programme.

• 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