Dr Mark Newman

  • Qualifications and position:
    • BA, MA, PhD, RN, FHEA
    • Reader in Evidence-informed Policy and Practice in Education and Social Policy
  • Faculty:
    • Faculty of Children and Learning
  • Department:
  • Centre:
  • Summary:
    • My background includes health, social sciences and education and I have worked in the NHS as well as in Higher Education. My academic interests span three inter-related areas:
      Developing methods and processes for and producing systematic reviews for policy and practice decision making across different areas of social policy including education;
      Capacity building amongst practitioners, researchers and policymakers to produce, critically appraise and utilize research evidence;
      Methods for the design and evaluation of effective learning environments in professional and clinical education.
  • Teaching:
  • Research Projects:
  • Postgraduate Research:
    • Research Interests:
      Design of effective learning environments (instructional design) in particular whole system designs such as Problem Based Learning
      Professional and clinical education
      Evaluation of social interventions including education
      Using research evidence in policy and practice decison making
      Systematic research synthesis
      Research methods

      Postgraduate Researchers:
      Claire Anderson- Does education have an impact on a children's advanced nurse practitioner's ability to lead the inter-professional team?
      Martella Chambers- The concept of 'Graduateness' in Nursing Education
      Graham Easton- The use of narrative and stories in medical education
      Dr Ann Griffin - Educational quality at medical school: a phenomenological report of the 'student voice
      Alexander Harding- What is the relationship between a centrally constructed undergraduate medical curriculum and its delivery in work based learning environments?
      Klaus Klingenberg- Clinical skills teaching in medical education
      Ruey Pyng Ng- Managing transitions into specialist clinical roles in nursing
      Dr Sophie Park - GIFT Study: General practice in foundation training. What are the implications for learning?
  • Professional Activities:
    • Education advisor: NHS Sickle Cell & Thalassaemia Screening Programme
      Executive committee member: Research for Clinical Learning & Practice (RCLP)
      Branch Secretary University and College Union Branch Executive, Institute of Education, University of London
  • Conferences/presentations:
    • Newman M, Gough D (2010) Breadth and depth of review questions: mixed methods, mapping, reviews of reviews and other methods for enabling analysis of broad questions and heterogeneous data 2010. Joint Colloquium of the Cochrane and Campbell Collaborations. Keystone Colorado, 18-22 October 2010 (abstracts page 46)

      Newman M (2010) Assessing the impact of arts interventions – study design and quality' (Keynote speaker). Joint seminar: Culture and Sport Evidence Programme/ Royal Opera House/ Royal Shakespeare Company/Creativity, Culture and Education: 'Making Evidence More robust'. London, 26 July 2010.

      Newman M (2010) 'What can systematic reviews do for policy?'(Keynote speaker). ESRC – Scottish Government Seminar for Scottish Government: 'Will it work in Scotland? Systematic reviews and policy transfer for Scotland' Edinburgh, 15 March 2010.

  • Languages Spoken:
    • Spanish, Italian, French (Basic, no interview)
  • Languages Written:
    • Spanish, Italian, French (Basic)
 

Contact details

Contact details

Publications

  • Pollard A, Newman M (2010) 'Educational research: A foundation for teacher professionalism?' Arthur, J. & Davies, I., The Routledge Education Studies Textbook. Abingdon: Routledge.
  • Dickson K, Bird K, Newman M, Kalra N (2010) What is the effect of block scheduling on academic achievement? A systematic review. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN: 978-1-907345-02-9.
  • Hodgkinson J, Marshall S, Berry G, Newman M, Reynolds P, Burton E, Dickson K, Anderson J (2009) 'Reducing gang related crime: A systematic review of 'comprehensive' interventions', Research Education in Evidence Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN:978-0-9559087-9-8,
  • Perry AE, Newman M, Hallam G, Johnson M, Sinclair J, Bowles R (2009) A Rapid Evidence Assessment of the evidence on the effectiveness of interventions with persistent/prolific offenders in reducing re-offending Online <http://www.justice.gov.uk/publications/8174.htm>
  • Newman M (2008) 'High quality randomized experimental research evidence: Necessary but not sufficient for effective education policy', Psychology of Education Review 32 (2), 14-16.
  • Newman M (2008) 'Big or Small: Does the size of a Secondary School Matter', FORUM 50 (2), 167-176.
  • Tripney J, Newman M, Bangpan M, Hempel-Jorgensen A, Mackintosh M, Tucker H, Sinclair J (2008) In-work poverty: a systematic review. Leeds: DWP Corporate Document Services. ISBN: 9781847124661.
  • Thomas J, Vigurs C, Oliver K, Suarez B, Newman M, Dickson K, Sinclair J (2008) Targeted youth support: Rapid Evidence Assessment of effective early interventions for youth at risk of future poor outcomes. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN: 978-0-9559087-6-7
    click here for more details.
  • Newman M, Bangpan M, Brunton J, Tripney J, Williams T Lorence T, Fletcher A (2007) Interventions to improve the co-ordination of service delivery for High Cost High Harm Household Units (HCHHHU). A systematic rapid evidence assessment. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN 978-0-9556026-2-7
    click here for more details.
  • Newman M, Garrett Z, Elbourne D, Bradley S, Noden P, Taylor J, West A (2006) 'Does secondary school size make a difference? A systematic review', Educational Research Review 1, 41-61.
  • Newman M, Thomson C, Roberts A (2006) 'Helping practitioners understand the contribution of 'qualitative' research to clinical practice', Evidence Based Nursing 9, 4-7.
  • Newman M (2005) 'Problem Based Learning: An introduction and overview of the key features of the approach', Journal of Veterinary Medical Education 32 (1), 12-20.
  • Mark Newman's full list of publications (pdf)