Stephanie is a qualified primary teacher (PGCE) with a specialism in mathematics education (MaST, UoN). She completed her Masters in Education in 2018 (Mathematics, UoN), focusing on the issues associated with optional, standardised tests when teaching for mastery in mathematics. Her research findings were published in a mathematics teaching journal in 2019. In addition to a full-time teaching role, Stephanie is also an NCETM Mastery Specialist, working with schools to improve their practice in mathematics.
Stephanie's advanced post-graduate research builds on her MA, and explores curriculum and asssessment within the multi-academy trust (MAT) structure. The extent to which MATs influence day to day practice in schools is little known (Ofsted, 2019), so Stephanie's research will focus specifically on curriculum and assessment, as significant decisions that impact daily teaching. She will be exploring the perspectives of teachers and headteachers working in schools of MATs and examining their opportunities to exercise professional autonomy and agency.
Curriculum and assessment within the multi-academy trust structure
Teacher autonomy and agency
Assessment when teaching for mastery in mathematics