Professor Gemma Moss
- Qualifications and position:
- BA, MA, PGCE, PhD
- Professor of Education
- Faculty:
- Faculty of Policy and Society
- Department:
- Summary:
- Director of CeCeps - the Centre for Critical Education Policy Studies. My research interests include literacy and education policy, with particular reference to gender and literacy; children's informal literacy practices and their relationship to the formal school curriculum; the study of texts in their context of use; and the shifting relationships between policy makers, practitioners and stakeholders that are re-shaping the literacy curriculum.
- Teaching:
- I contribute to the MSc Policy Analysis and Evaluation: Qualitative Analysis module; the Advanced Research Methods course; and the MA Effective Learning: Teaching and Learning in Classrooms module.
- Research Projects:
- I welcome applications from research students with interests in: literacy and gender; literacy policy and its evolution in different settings; literacy as a social practice; Bernstein's sociology of knowledge and its application to the literacy curriculum; literacy and new technologies; the relationship between informal literacy practices at home and literacy practices in school.
- Professional Activities:
- I am Convenor for the British Education Research Association (BERA) SIG: Educational Research and Policy-making. I am a member of the editorial board of Reading Research Quarterly and English in Education. I am Visiting Professor at the University of Strathclyde.
- Conferences/presentations:
- 2008. AERA. Social class and reading trajectories - how middle and working class families navigate their way round the reading hierarchies schools create. 2007. BERA. Lessons from the National Literacy Strategy: what have policy-makers and the research community learnt from participating in the policy process? 2007. UKLA Keynote: Can Do/Can Don't: Why Sustaining Communities Of Readers In Classrooms Means More Than Fixing Basic Skills.
- Personal Country Knowledge:
- Literacy policy in England, Scotland and Northern Ireland
- Website / Blogsite:
Publications
- Moss, G. (2009) 'The politics of literacy in the context of large-scale education reform', Research Papers in Education 24:2, pp155-174.
- Moss, G. (2007) Literacy and Gender: Researching texts, contexts and readers. London: Routledge.
- Moss,G., Jewitt, C., Levacic, R., Armstrong, V. Cardini, A., Castle, F. (2007) 'The interactive whiteboards, pedagogy and pupil performance evaluation', (Research report 816), London: DfES
- Moss G. (2007) 'Understanding the limits of top-down management: literacy policy as a telling case' Coffield F., Steer R., Allen A., Vignoles A., Moss G. and Vincent C, Public Sector Reform: Principles for improving the education system. London: Institute of Education (Bedford Way Papers series).
- Moss G. (2006) 'Informal Literacies and Pedagogic Discourse' J. Marsh and E.Millard (Eds)., Popular Literacies, Childhood and Schooling. London: Routledge, Taylor & Francis.
- Moss, G. and McDonald, J W. (2004) 'The borrowers: library records as unobtrusive measures of children's reading preferences', Journal of Research in Reading Vol 27:4, 401-413.
- Moss G. (2002) 'Literacy and Pedagogy in flux: Constructing the object of study from a Bernsteinian perspective' British Journal of Sociology of Education. Vol 23: 4. pp549-558.
- Moss, G. (2002) 'Explicit pedagogy' M Barrs and S Pidgeon (Eds) , Boys and writing. London: CLPE.
- Moss, G (2000) 'Raising Attainment: Boys, Reading and the National Literacy Hour', Reading Vol 34:3, pp 101-6.
- Moss, G. (2001) 'Seeing with the camera: analysing children's photographs of literacy in the home' Journal of Research in Reading. Vol 24:3 pp279-292.
