Dr Jane Murray

Jane Murray PhD is Associate Professor and Co-Director of the Centre for Education and Research at the University of Northampton. She researches, teaches, supervises, advises and has published widely in the field of education, with particular focus on early childhood education, pedagogy and issues of social justice. Jane is a Senior Fellow of the Higher Education Academy (SFHEA). She has worked as a qualified early childhood and primary school teacher as well as a teacher educator in the UK and she holds the UK National Professional Qualification for Headship (NPQH). Jane has worked with government education departments and ministries in countries including Ethiopia, Bhutan, Georgia and the UK, as well as national and international organisations including UNICEF and The National Gallery in England. She leads on the Young Children Are Researchers (YCAR) Project and she is Editor-in-Chief for the International Journal of Early Years Education, a Taylor and Francis peer reviewed journal.

ASSOCIATE PROFESSOR

CO-DIRECTOR: CENTRE FOR EDUCATION AND RESEARCH

CURRENT SUPERVISION:

Debbie Bailey

Perspectives on change in specialist provision for pupils with SEBD 1996 – 2016

Maitreyee Buragohain

The Impact of Dance on Sociability skills of CWCN (Children with Complex Needs): A step towards Inclusion

Gemma Boaden

Identifying the Physiology of Voice for Stage: Establishing a Unified Approach to Actor's Voice Training

Michelle Bugby

An Investigation of Early Childhood Practitioners' Mobile Technology Use in the Early Phase of Literacy Education

Claire Dugan-Clements

Perceptions of Age in Early Childhood Settings and their Communities: How do young children view people aged 55 and over? How do people aged 55 and over view young children?

Steph Flowers

Teachers’ and school leaders’ autonomy and agency over curriculum and assessment in Multi-Academy Trusts in England

Brigette Gouda

Do dental nurses have a role in the early intervention of oral healthcare for infants and toddlers during mandated contacts by specialist community public health nurses?

Ayse Gursel

Leadership and Professional Development … the views of school leaders in the Turkish Republic of Northern Cyprus

Eucharia McCarthy

A critical investigation into Inclusion Co-ordinators' (InCos') perspectives and experiences of implementing their role in pre-school settings in the mid-west of Ireland.

Jessica Newcombe

Peer Mentoring Secondary School students with Profound and Multiple Learning Difficulties (PMLD) 

Sumathi Ravindranath

An investigation into the nature and extent to which methods taught during Montessori teacher training in Bangalore are applied by teachers in Montessori and mainstream schools

Rosie Robson

Children’s perspectives on play-based experiences in early childhood settings and their effects on their attitudes to school

Angela Scollan

Children’s self-determination as pedagogy: Facilitation of children’s narratives in London primary schools

Sally Sharp

Mental health and wellbeing in Higher Education

Christopher Wilson

A primary school’s role in enacting social mobility

PhD COMPLETIONS:

Elaine Batchelor PhD

Primary Trainee Teachers’ Talk with Primary School Science Co-ordinators: Two Case Studies of Primary Trainees Learning to Teach Science

Wen Chen PhD

Students aged 3-6 years with special educational needs working in second language environments

Yahya Moalin PhD

Perspectives from the UK Somali Diaspora on the ways Peace Education may support the National Reconciliation Process in Somalia: An exploratory case study

Tanya Richardson PhD

What constitutes a quality learning environment with regards to speech and language development for young children and how do factors in learning environment influence the characteristics of utterances made by young children?

Helen Trory PhD

A Balancing Act: Perceptions of communication about young children with SEND in the early years. An IPA Study.

Emma Whewell PhD

Primary PE teachers' self-image and professional identity

Yu Zhao PhD

An Investigation of Experiences of Pupils with Autism Spectrum Disorders (ASD) and School Provision during the Transition between Educational Phases in England