Dr Lynne Rogers
- Qualifications and position:
- PhD
- Senior Lecturer
- Faculty Director of Learning and Teaching
- Faculty:
- Faculty of Policy and Society
- Department:
- Summary:
- Dr Lynne Rogers has long-standing interests in teacher/lecturer training and learning in further and higher education and other professional settings. She has undertaken extensive research in relation to behaviour in school; disaffection from school including the role of alternative curricula; learning, studying and homework in adolescents; and issues relating to music education.
- Teaching:
- Responsible for Initial Teacher Education within the Faculty of Policy and Society Post Compulsory PGCE and Diploma in Education Supervision of research students in the psychology of education, and teaching and learning across a range of educational phases.
- Professional Activities:
- Chair of the Psychology of Education Section of the British Psychological Society. Director of the London Centre for Excellence in Teacher Training (LONCETT)
- Conferences/presentations:
- BERA 2007: Do generalist parenting programmes improve children's behaviour and attendance at school? The parents' perspective.
BPS Psychology of Education Conference November 2006: organized a symposium on gender differences and studying. This with colleagues from Cambridge University and Stranmillis University College.
Belfast Discussant for a symposium at BERA in September 2006. The papers focused on Research into the Evaluation of the Primary Behaviour and Attendance pilot. The papers were presented by colleagues from the Institute of Education and Southampton University.
- Research Students:
- Melernie Meheux What makes children feel safe in school? An evaluation of the preventative model for behaviour in a local authority with a focus on children's and adults' perspectives.
David Parry How can student attainment be improved in an already high attaining school?
Tereza Aidonopoulou Teaching, learning and diversity in the secondary curriculum: to what extent does the revised National Curriculum promote inclusion through the use of formative assessment?
Robert Graves Can KS4 children be taught to increase their EQ? And if so, does an increased EQ improve behaviour and success at school?
