Andrew John Howes MA Engineering (Cambridge) MSc Educational Research (Manchester) PhD Education (Manchester)
Lecturer in Education
Main research interests:
Education in urban contexts (co-director of JRF-funded project 'Governance and service quality in schools', 2004-05; co-director evaluation of Pupils First project, Sunderland, 2004-06) Developing inclusive schools: (Co-director of ESRC-funded research project 'Facilitating Teacher Engagement in More Inclusive Practice' with Trinity College Carmarthen, 2005-07)
Main teaching interests:
- Science teacher education
- Developing inclusive schools and teachers
- Qualitative Data Generation and Analysis
- Action Research
International experience:
- 2003-06 : consultant, DfID-funded school improvement project in Beijing
- 2003-06 : member of European-funded project on inclusive education (Lisbon)
- 1998-2001: PhD research on grassroots international collaboration through volunteering (Indonesia case study)
Selected recent publications:
Howes, A., Booth, T., Dyson, A. & Frankham, J. (2005) Teacher learning and the development of inclusive practices and policies: framing and context, Research Papers in Education, 20(1).
Frankham, J. & Howes, A. (in press, 2005) Talk as Action in 'Collaborative Action Research': Making and taking apart Teacher/Researcher relationships, British Educational Research Journal.
Howes, A. and Kaplan, I. (2004) A school responding to its cultural setting, Improving Schools, 7(1).
Kaplan, I. and Howes, A. (2004) "Seeing through Different Eyes": exploring the value of participative research using images in schools, Cambridge Journal of Education, 34 (2) pp.143-55
Howes, A., Frankham, J., Ainscow, M. & Farrell, P. (2004) The action in action research: mediating and developing inclusive intentions, Educational Action Research, 12(2).
Howes, A. (2003) Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools, Support for Learning, 18(4), pp. 147-153.
Howes, A., Farrell, P., Kaplan, I. & Moss, S. (2003) The impact of paid adult support on the participation and learning of pupils in mainstream schools (EPPI Centre Review) Research Evidence in Education Library Issue 1.(London, EPPI Centre, Social Science Research Unit, Institute of Education).