Dr Patricia Sanderson, Ph.D. (Manchester)., M.A. (Leeds)., Adv. Dipl. Ed. (Hull)
Lecturer in Education
Email: patricia.sanderson@manchester.ac.uk
Telephone: +44 (0)161 275 4965
- PhD Factors influencing attitudes of secondary school students to aesthetic aspects of dance and sport, The University of Manchester.
- MA (Aesthetics, Dance Education History, Psychology of Skill, Research Methods) University of Leeds
- Advanced Diploma in Education. (Dist). (Educational Psychology and Philosophy) University of Hull
Patricia Sanderson taught in primary and secondary schools in Sunderland and New York City, before returning to lecture at Endsleigh College of Education, University of Hull, where she had completed her own Initial Teacher Training. During this period Patricia was involved in teacher education and also completed an Advanced Diploma in Education and an MA degree. Since taking up a lecturing post at The University of Manchester, Patricia has completed a doctoral thesis, acquired extensive teaching and managerial experience of a wide range of both Undergraduate and Masters degree courses and programmes, published regularly, designed and led a number of research projects and successfully supervised a large number of doctoral students.
Research
Patricia Sanderson has published more than 50 sole/co-authored research papers in the areas of: the arts, dance, artists in education; special educational needs; arts therapies; attitudes, gender, social class, inclusion and health issues. Her internationally cited research is published in journals that include British Educational Research Journal, Journal of Aesthetic Education, Educational Research, Journal of Contemporary Health, Research in Dance Education, European Physical Education Review, the Arts in Psychotherapy and has been submitted in every RAE since its inception in 1986.
Patricia has been the sole supervisor of 10 completed PhD theses (2 supported by ESRC studentships), 4 M.Phil. theses and approximately 40 Masters dissertations. A current research student was also awarded an ESRC studentship to investigate the impact of a drama programme on adolescent attitudes to mental health issues.
Patricia has presented papers at Conferences in North America, Europe and the UK; her research students have also given papers at national and international venues. Her research and that of the students she supervises involves a range of methodologies both qualitative and quantitative. Patricia is on the Editorial Board of several research journals, is a member of the AHRC Peer Review College and has regularly acted as External Examiner of PhD theses and post-graduate degree programmes.
Patricia Sanderson would welcome enquiries from students wishing to study for a higher research degree in the general areas of the arts, education, community and health.
Selected publications
Sanderson, P. (2007) The arts, social inclusion and social class: the case of dance British Educational Research Journal 1-25, first published 15th November 2007 DOI: 10.1080/01411920701609349 Web Publication.
Sanderson, P. (2007) Book Review: Movement and Dance in Early Childhood (2nd edn) European Physical Education Review 13, 1, 119-121
Karkou, V. and Sanderson (2006) Arts Therapies: A Research Based Map of the Field London: Elsevier Science, Taylor and Francis publishing group pp. 307
Sanderson, P. and Savva, A. (2004) Artists in Cypriot primary schools Music Education Research 6,1, 1-21
Sanderson, P. (2004) The social class factor in young peoples attitudes to dance. In: Frois, J., Andrade, P., Marques, F. (Ed) Art and Science. 300-303.
Sanderson, P. (2002) An appreciation of the life of Irene Dilks, dancer and educator, Research in Dance Education 2,1, 103-105
Sanderson, P. (2001) Age and gender issues in adolescent attitudes to dance, European Physical Education Review 7,2, 117-136
Karkou, V. and Sanderson, P. (2001) Dance movement therapy in the UK: a field emerging from dance education, European Physical Education Review 7,2, 137-155
Karkou, V. and Sanderson, P. (2001) Report: Theories and assessment procedures used by dance movement therapists in the UK The Arts in Psychotherapy. 28, 13-20
Sanderson,P. (2000) The development of dance attitude scales Educational Research 42,1, 91-99
Bannon, F. and Sanderson, P. (2000) Experience every moment: Aesthetically significant dance education, Research in Dance Education 1,1, 9-26
Karkou, V. and Sanderson, P. (2000) Dance Movement Therapy within UK education, Research in Dance Education 1,1, 69-86
Karkou, V. and Sanderson, P.(1997) An exploratory study of the utilisation of creative arts therapies (CAT) in treating substance dependence. The Journal of Contemporary Health 5, 56-61
Karkou, V. and Sanderson, P. (1997) Dance Movement Therapy approaches with particular reference to children with special needs Proceedings of the 7th International Dance and the Child Conference, Finland: Kuopi, 159-166.
Sanderson, P. (1996) Physical education and dance. In: J.Piotrowski (Ed) The Expressive Arts in Primary Schools. Special Needs in Ordinary Schools Series London: Cassell, 65-98.
Sanderson, P. (1996) Aesthetic attitudes to sport and dance: the construction of seven scales Proceedings of the XIVth Congress of the International Association of Empirical Aesthetics Prague, 94-95.
Sanderson, P. (1996) Dance within the National PE Curriculum of England and Wales The European Physical Education Review 2, 1, 54-63
Research Supervision: Completed Theses
Karkou, V. (1998) A descriptive evaluation of the practice of Arts Therapies in the UK. (ESRC studentship)
Yiallourides, G. (1998) Factors influencing the attitudes of 9 to 14 year old Cypriot pupils towards physical education.
Meekums, B. (1998) Recovery from child sexual abuse trauma within an Arts Therapies programme for women in the UK
Pearson, D. (2000) Factors influencing the attitudes of secondary school teachers to the use of the comic strip as an educational tool (ESRC studentship)
Bannon, F. (2001) Experience every moment. Aesthetically significant dance education.
Connel, J. (2001) The practice of dance teaching within the curriculum at Key Stages 3 and 4 in Yorkshire schools
Savva, A. (2001) Artists in Cypriot primary schools: exploring pupils, teachers and artists attitudes.
Cheung, R. (2002) Factors influencing attitudes of secondary school pupils in Hong Kong, to physical education
Lau, C.K. (2004) The acquisition of absolute pitch among talented, mainstream and special educational needs students
Al-Amri, M. (2005) Art Teacher Preparation within the Art-Studio Programme at Sultan Qaboos University in Oman: Evaluation and Future Projections.
Additional Information
Member: AHRC Peer Review College
Membership of Editorial Boards and reviewer of papers:
- Research in Dance Education (Carfax: Taylor and Francis)
- European Physical Education Review (Sage)
- Dancelines (Carfax: Taylor and Francis)
External Reviewer:
- Journal of Research in Special Educational Needs
- AHRC Independent Peer Reviewer
- The British Academy
Recent external examining:
PhD theses:
- The University of Western Sydney, Australia
- University of Hull
- De Montfort University
MPhil:
- University of Birmingham
Graduate programmes:
- University of Leeds (MA, Dance and Performance Arts);
- University of Surrey (MA, Dance Movement Therapy);
- Middlesex University (PGCE Dance)
Recent Consultancies
- University of Hull, External Advisor, Periodic Review of Dance/Performance Arts postgraduate courses
- PhD External Supervisor, Manchester Metropolitan University
- University of Hull, External Advisor, Proposed MA (Performance Arts)
- University of Hull, External Advisor, B.A./ M.A. (Performing Arts) Review Panel
- Member, Steering Committee, Artists in Schools: Bolton, Bury, Rochdale
- University of Leeds. Review panel, MA (Performance Studies)
- University of York, Academic Adviser, B.A. (Hons)(Dance)
Contact details
Dr Patricia Sanderson
School of Education
Faculty of Humanities
Oxford Road
Manchester M13 9PL
England
(0)161 275 4965
Email: patricia.Sanderson@manchester.ac.uk