Lecturer (Primary Education)
Education 4T25, RG Bomont, University of Stirling, Stirling, FK9 4LA
Juile was a primary school teacher prior to entering Higher Education. She formally held senior positions leading Teacher Education and Professional Doctorate Programmes at the University of Roehampton London. Her research interests have focused around themes relating to the different ways to understand learning. Julie has undertaken a range of funded research projects focusing on teacher development, behaviour and violence in schools, exclusion, social justice and learning in HE. She has been involved in a range of national and international research networks, examples of which include:Society for Research in Higher Education (Supervisory Pedagogy to support critical voice and theorisation); Womankind Worldwide: Challenging violence changing lives; establishing the UK Observatory (UKO) for the Promotion of Non-Violence as a national initiative committed to addressing key issues of aggression, bullying anti-social behaviour and violence, and improving the emotional health and well-being of children and young people. She also has undertaken curriculum projects in Primary Physical Education. In addition Julie has also worked as a consultant for the European Union, Department for Education, UNICEF and NSPCC. Julie has worked as an external examiner at five HEI's and currently externally examines the MRES and EdD at the University of Winchester. Julie is a Senior Fellow (D3) of the Higher Education Academy and a SEDA accredited research supervisor. Outside of University life Julie enjoys a range of sporting activities and is a lover of the outdoors. She also participates in supporting young people's participation through sport and adventure.
Using Video diaries with hard to reach young people in Alternative Education Programmes.
University of Roehampton CEEREP Grant (2012) Using Video diaries with hard to reach young people in Alternative Education Programmes.
Society for Research in Higher Education (SRHE) Supervision of professional doctoral students: investigating pedagogy for supporting critical voice and theorisation.
https://srhe.ac.uk/…06-e9e333c9-d916
The research sought to understand more fully doctoral supervisory processes; specifically, how supervisors can support the development of critical voice and theorisation with Professional Doctorate in Education (EdD) students. The study was based on interviews with supervisors, a documentary analysis of programmes and
group interviews with students from five EdD programmes around the UK.
Doctoral Completions
Doctoral supervisions and completion
DOCTORAL THESIS An exploration of pastoral care as an activity in a secondary school setting Treby, Nicola Award date: 2022 Awarding institution: University of Roehampton
DOCTORAL THESIS An exploration of how creative arts lecturers in higher education talk about reflecting on their teaching Mckie, Annamarie Award date: 2022 Awarding institution: University of Roehampton
DOCTORAL THESIS Tensions for lecturers’ professionalism An exploration of how vocational lecturers in a general further education college perceive the relationship between their professionalism and technology enhanced learning Mcwade, Heidi Award date: 2021 Awarding institution: University of Roehampton
DOCTORAL THESIS An enquiry into how English for Academic Purposes practitioners construct their professional identities Taylor, Sarah Award date: 2020 Awarding institution: University of Roehampton
DOCTORAL THESIS What are teacher educators’ understandings of the meaning of professional ethics as part of professional learning within Postgraduate Certificate of Education (PGCE) programmes in
England? Camilla Cole (Author). Award date: 2020: Awarding Institution University of Roehampton.
A thesis submitted in partial fulfilment of the req
DOCTORAL THESIS An exploration of the ways in which teachers navigate tensions in their professional lives Lee, Hilary Award date: 2018 Awarding institution: University of Roehampton
DOCTORAL THESIS How Do Irish Post-Primary Teachers Conceptualise Their Own Professionalism? Greene, E. (Author). 6 Jun 2017
DOCTORAL THESIS An exploration of the perceptions of future ‘eminence’ among high achieving secondary schoolgirls, through ‘possible selves’ narratives Jackets, Kristina Award date: 2015 Awarding institution: University of Roehampton
DOCTORAL THESIS Learning to teach physical education in primary schools the influence of dispositions and external structures on practice Pickup, Ian Award date: 2012 Awarding institution: University of Roehampton
External Examiner Appointments
External Examiner Appointments
2018- 2023 University of Winchester (Professional Doctorate and MRes- EdD), Chief Examiner
2014-2018 University of Leicester (Professional Doctorate - EdD), Chief Examiner
2010-2013 University of Plymouth (Professional Doctorate - EdD), Chief Examiner
2007-2012 University of Cumbria (BA Education - Primary and Early Years), Chief Examiner
2003-2007 University of Brighton (Primary and Early Years PGCE), Chief Examiner
Senior Fellow of the Higher Education Academy
Senior Fellow of the Higher Education Academy
Book Chapter
Shaughnessy J (2024) Pratt, N., & Shaughnessy, J. (2022). Unpicking quality in doctoral work. In D. Trotman & L. Saunders (Eds.), The Professional Doctorate in Education. Activism, Transformation and Practice (pp. 130 - 145). Cambridge Scholars. [In D. Trotman & L. Saunders (Eds.), The Professional Doctorate in Education. Activism, Transformation and Practice (pp. 130 - 145). Cambridge Scholars.]. In: Cambridge Scholars. pp. 130-145.
Article
The effects of managerialism in higher education on doctoral theorising: time to think?
Pratt N & Shaughnessy J (2021) The effects of managerialism in higher education on doctoral theorising: time to think?. British Journal of Sociology of Education, 42 (8), pp. 1123-1138. https://doi.org/10.1080/01425692.2021.1971064
Article
Murray A, Adams S, Kaitell E, Shaughnessy J & Murray P (2018) Using learning domains to complement primary physical education teacher education in primary school settings. Physical Education Matters, 13 (2), pp. 54-57. https://www.afpe.org.uk/library/