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School of Education

Dr Angela Daly

Dr Angela Daly

Telephone: 0151 231 5495

Biography

I am a Senior Lecturer in Education and Early Childhood Studies at LJMU. My teaching and research interests draw on my academic and professional work in education, social policy and international development in the UK, Ireland, Tanzania, Bangladesh, India and The Gambia. My passion for education and learning stems from early work in community arts and primary teaching and subsequent work as an educator in international and multidisciplinary contexts.
I have undertaken a wide range of funded research and evaluation projects. Recent research includes ‘Barriers to participation in education’ with The World Bank/The Gambian Ministry of Basic and Secondary Education; ‘A review of the International Climate Champions Programme’ with British Council, India; ‘Girls into Physics Action Research’ with The Institute of Physics and ‘Technology Justice: Global Learning in formal education systems in the UK, Poland, Cyprus and Italy’ with the international NGO, Practical Action.
I specialize in participatory and inclusive research approaches and methods including systemic action research studies, theory of change models and digital narratives. I have worked with communities of school and university students, practitioner-researchers and professionals from education, health and social work to develop applied social research to inform policy and practice. I have recently completed a PhD on a current social issue; the impact of austerity on homelessness and resettlement service. I explored the importance of research relations in participatory and emancipatory research, and the role of the public engagement with research on social justice issues.
My teaching and research is informed by interrelated threads of global contexts for learning, a focus on social justice and equalities and the role of education and research as a space for linking equality theory and practice. I teach across all levels of Education and Early Childhood Studies and in the Faculty of Education, Health and Community. I am a member of the student-staff editorial team of the Spark: the student journal for Education and Early Childhood Studies, published three times a year as an Open Source Journal.

Degrees

2016, Edge Hill University, United Kingdom, PhD
2010, Edge Hill University, United Kingdom, Post Graduate Certificate in Pre-Doctoral Studies
2007, The Open University, United Kingdom, Post Graduate Certificate in Social Research Methods
1999, University College Dublin, Ireland, MSc Equality Studies
1989, Derbyshire College of Higher Education, United Kingdom, Post Graduate Certificate in Education (Primary/QTS)
1984, Liverpool John Moores University, United Kingdom, BA (Hons) Fine Art

Academic appointments

Senior Lecturer in Education and Early Childhood Studies, Liverpool John Moores University, 2013 - present

Publications

Highlighted publications

Daly A, Brown J. 2019. Results, results, results: seeking spaces for learning in a European global learning and STEM project Bamber P. Teacher education for sustainable development and global citizenship: critical approaches to curriculum, values and assessment Routledge >Link

Daly A, Parker S, Sherpa S. 2018. ‘Opportunities and barriers for public services presented by Federalisation in Nepal’ Centre for Educational Reserach/Arts, Professional and Social Sciences Reserach Exchange >Link

Daly A. 2017. Embodied Austerity: Narratives of Early Austerity from a Homelessness and Resettlement Service Ethics and Social Welfare, :1-13 >DOI

Daly A, Brown J. 2017. Results, results, results: seeking spaces for learning in a European global learning and STEM Bamber P. Research in Action, :26-36

Daly A. 2016. Ethnographies of early austerity from homelessness and resettlement services: A common story in a changing context? 10th Anniversary Conference for the Journal Ethics in Social Welfare

Daly A. 2016. Technology Justice: Final Review of the Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus. Technology Justice: Final Review of the EC funded Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus.

Daly A, Brown J. 2016. Global Learning meets science and technology: teaching technology justice in European classrooms Lavonen J, Juuti K, Lampiselkä J, Uitto A, Hahl K. http://www.esera.org/publications/esera-conference-proceedings/science-education-research-esera-2015/, European Science Education Research Association Conference: Science education research: Engaging learners for a sustainable future. Part 8 :1143-1450 >Link

Daly A, Mbenga B, Camara A. 2016. Barriers to participation and retention: engaging and returning ‘out of school’ children in the Gambia Education 3-13, 44 :181-196 >DOI

Daly A, Gallard D, Webb E, Moss V, Scott S, Yearsley S. 2015. Reflecting on the SPARK journal: Exploring continuity, sustainability, and the possibilities for faculty-wide integrated approach LJMU Learning and Teaching Conference Book of Abstracts, Liverpool John Moores Teaching and Learning Conference

Moore J, Sanders J, Higham L, Chapman V, Daly A, Dunworth F, Eyden-Wood P, Sanders K, Whitting G. 2013. Literature review of research into widening participation to higher education Literature review of research into widening participation to higher education

Grant L, Daly A, Williams B. 2012. Evaluation of the Edinburgh Beltane Beacon for Public Engagement

Daly A, Pitt K, Anderson J, O'Driscoll D. 2012. From home to home: homelessness during austere times Housing, Care & Support, Vol. 15 :109-119 >DOI

Daly A, Grant L, ONeill J, Caffrey R, ORourke L. 2011. Digital Narratives: Learner voices and reflections with young researchers in Aimhigher Aimhigher Research Network North West

Daly A. 2011. Promoting Progression and Retention for Girls in Science Technology Engineering and Maths LSIS North West Women into STEM Network

Grant L, Daly A. 2011. Review of the International Climate Champions Programme, India

Bultitude K, Grant L, Daly A. 2011. Evaluation of NSLC/RCUK Contemporary Science in the Classroom Programme CPD

Grant L, Daly A, Williams B. 2011. Evaluation of v inspired students: student volunteering in higher education

Daly A, Diamond D, Speeden S. 2010. Education and Social Development Seminar Series. The Engaged University? Public engagement policy, practice and partnerships

Daly A, Bultitude K, Grant L. 2010. Engaging girls in physics: lessons from teachers’ action research and professional development in England Contemporary Science Education Research Pre-Service and In-Service Teacher Education, ESERA Annual Conference :313-322

Grant L, Daly A, Bultitude K. 2010. Engaging with Girls – an action pack for teachers

Daly A, Bultitude K, Grant L. 2009. Teachers as Researchers? A case study of the Girls into Physics Action Research Project Science and Technology Education Research Group

Bultitude K, Daly A, Grant L. 2009. Girls into Physics Action Research Project Girls into Physics Action Research Project

Daly A, Penketh C, Rush L. 2008. The Academic Experience: phenomenographic research with tutors and students The Academic Experience: phenomenographic research with tutors and students

Daly A, Jenkins S, Pace S, Thomas S, Hayden R. Primary school pupils’ encounters with nature in an extended zoo and local green space education project. http://teesnet.liverpoolworldcentre.org/home/teesnet-2017/,

Chapters

Daly A, Brown J. 2019. Results, results, results: seeking spaces for learning in a European global learning and STEM project Bamber P. Teacher education for sustainable development and global citizenship: critical approaches to curriculum, values and assessment Routledge >Link

Poster

Daly A, Parker S, Sherpa S. 2018. ‘Opportunities and barriers for public services presented by Federalisation in Nepal’ Centre for Educational Reserach/Arts, Professional and Social Sciences Reserach Exchange >Link

Gallard D, Daly A, Wood P, McLeod N. 2016. Transitions for people alongside process: the journey of SPARK to Open Journal

Journal article

Daly A. 2017. Embodied Austerity: Narratives of Early Austerity from a Homelessness and Resettlement Service Ethics and Social Welfare, :1-13 >DOI

Daly A, Brown J. 2017. Results, results, results: seeking spaces for learning in a European global learning and STEM Bamber P. Research in Action, :26-36

Daly A, Mbenga B, Camara A. 2016. Barriers to participation and retention: engaging and returning ‘out of school’ children in the Gambia Education 3-13, 44 :181-196 >DOI

Daly A, Pitt K, Anderson J, O'Driscoll D. 2012. From home to home: homelessness during austere times Housing, Care & Support, Vol. 15 :109-119 >DOI

Conference publication

Daly A, Brown J. 2016. Results, results, results: seeking spaces for learning in a European global learning and STEM project http://teesnet.liverpoolworldcentre.org/home/teesnet-2016/, TEESnet Conference ‘Measuring What's Valuable or Valuing What's Measurable? Monitoring and Evaluation in Education for Sustainable Development and Global Citizenship’

Daly A. 2016. Ethnographies of early austerity from homelessness and resettlement services: A common story in a changing context? 10th Anniversary Conference for the Journal Ethics in Social Welfare

Daly A, Brown J. 2016. Global Learning meets science and technology: teaching technology justice in European classrooms Lavonen J, Juuti K, Lampiselkä J, Uitto A, Hahl K. http://www.esera.org/publications/esera-conference-proceedings/science-education-research-esera-2015/, European Science Education Research Association Conference: Science education research: Engaging learners for a sustainable future. Part 8 :1143-1450 >Link

Daly A, Gallard D, Webb E, Yearsley S, Scott S, Moss V. 2015. Reflecting on the SPARK journal: Exploring continuity, sustainability, and the possibilities for faculty-wide integrated approach Liverpool John Moores University Teaching and Learning Conference

Gallard D, Hirst N, Boyd D, Taylor E, Daly A, Wilcott L, Webb E. 2015. The Development of a pedagogical space for Early years & Early childhood studies programmes at LJMU LJMU Teaching and Learning Conference 2015 Book of Abstracts, Liverpool John Moores University Teaching and Learning Conference 2015

Tracy F, Daly A, Jepson J. 2015. Developing the Bright Research Network LJMU Teaching and Learning Conference 2015 Book of Abstracts, Liverpool John Moores University Teaching and Learning Conference 2015

Daly A, Gallard D, Webb E, Moss V, Scott S, Yearsley S. 2015. Reflecting on the SPARK journal: Exploring continuity, sustainability, and the possibilities for faculty-wide integrated approach LJMU Learning and Teaching Conference Book of Abstracts, Liverpool John Moores Teaching and Learning Conference

Daly A. 2015. “Resisting, informing and creating the context in which we live and work”: Understanding experiences of austerity at local level. Liverpool John Moores University, Faculty of Education, Health and Community Research Conference, Book of Abstracts, Liverpool John Moores University, Faculty of Education, Health and Community Research Conference

Gallard D, Daly A, Garden A, Mills L, Parry L, Smears E. 2014. Student engagement through academic writing: Process reflections of a community of enquiry British Education Studies Association Annual Conference

Forrester G, Gallard D, Daly A, Mills L, Parry L. 2014. Developing a journal publication for undergraduate writing: opportunities, challenges and reflections Learning and Teaching Conference

Daly A, Grant L, ONeill J, Caffrey R, ORourke L. 2011. Digital Narratives: Learner voices and reflections with young researchers in Aimhigher Aimhigher Research Network North West

Daly A, McNeill J, Grant L, Lynskey D. 2011. What works in Aimhiger Greater Merseyside? Forum for Access and Continuing Education Regional Seminar

Daly A, Anderson J, O'Driscoll D. 2011. Doing Research Together: a study of homelessnes in Liverpool Association of Reserachers in the Community and Voluntary Sector (ARVAC) Annual Conference

Daly A. 2011. Promoting Progression and Retention for Girls in Science Technology Engineering and Maths LSIS North West Women into STEM Network

Daly A, Bultitude K, Grant L. 2010. Engaging girls in physics: lessons from teachers’ action research and professional development in England Contemporary Science Education Research Pre-Service and In-Service Teacher Education, ESERA Annual Conference :313-322

Rush L, Penketh C, Daly A. 2010. The Academic Experince Soceity for Research in Higher Education Annual Conference

Daly A, McNeill J, Grant L. 2010. Digital Storytelling as a Research Method: ethical dilemas of a work in progress Manchester Community Research Group

Daly A, Grant L, McNeill J. 2010. Digital storytelling as a research method? Experiences from the Aimhigher Greater Merseyside Alumni research project SOLSTICE e-learning Conference

Daly A, Bultitude K, Grant L. 2009. Teachers as Researchers? A case study of the Girls into Physics Action Research Project Science and Technology Education Research Group

Daly A, Grant L, Bultitude K. 2008. Girls into Physics: Initial findings from the teaching and learning cluster 7th Teaching and Learning Symposium

Qualter A, Daly A. 2007. Building Research Capacity with Widening Participation Practitioners: exploring and approach to professional development

Report

Daly A. 2016. Technology Justice: Final Review of the Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus. Technology Justice: Final Review of the EC funded Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus.

Bath C, Hirst N, Boyd D, Tracy F, Curtis L, Daly A. 2015. Exploring and Developing Hubs of Early Years Practice and CPD Final Research Report

Daly A. 2014. Technology Challenging Poverty: science and development education. A mid-term review for Practical Action Technology Challenging Poverty: Science and development education

Bath C, Nirst N, Boyd D, Tracy F, Daly A, Forrester G, Curtis L. 2014. Exploring and Developing Regional Hubs of Early Years Practice and CPD Exploring and Developing Regional Hubs of Early Years Practice and CPD

Daly A. 2013. Monitoring and Evaluation Framework for development education and technology justice in secondary school science and design technology curricula Monitoring and Evaluation Framework for development education and technology justice in secondary school science and design technology curricula

Jenkins S, Daly A. 2013. University Museum and Galleries Audience Research University Museum and Galleries Audience Research

Bultitude K, Daly A, Jenkins S. 2013. The Role of Simulation in Medical Education and Public Engagement at the Big Bang Science Education Fair

Moore J, Sanders J, Higham L, Chapman V, Daly A, Dunworth F, Eyden-Wood P, Sanders K, Whitting G. 2013. Literature review of research into widening participation to higher education Literature review of research into widening participation to higher education

Daly A. 2013. Barriers and enablers: research into school participation and retention in The Gambia. A report commissioned by The World Bank/The Ministry of Basic and Secondary Education Barriers and enablers: research into school participation and retention in The Gambia

Daly A, Grant L. 2012. Evaluation of Edinburgh Beltane Beacon for Public Engagement Evaluation of Edinburgh Beltane Beacon for Public Engagement

Grant L, Daly A, Williams B. 2012. Evaluation of the Edinburgh Beltane Beacon for Public Engagement

Daly A, Thomas L, Jones R. 2011. Aimhigher Alumni: Perceptions, progression and impact of Aimhigher Greater Merseyside Aimhigher Alumni: Perceptions, progression and impact of Aimhigher Greater Merseyside

Diamond J, Daly A. 2011. Evaluation of Collective Voice North West

Daly A. 2011. Negotiating New Realities: the impact of public sector funding cuts and welfare reform on a Community Resources Unit

Grant L, Daly A. 2011. Review of the International Climate Champions Programme, India

Bultitude K, Grant L, Daly A. 2011. Evaluation of NSLC/RCUK Contemporary Science in the Classroom Programme CPD

Grant L, Daly A, Williams B. 2011. Evaluation of v inspired students: student volunteering in higher education

Daly A, Grant L, Bultitude K. 2010. Two years on: A review of the Girls into Physics Action Research Project Two years on: A review of the Girls into Physics Action Research Project

Grant L, Daly A, Bultitude K. 2010. Engaging with Girls – an action pack for teachers

Daly A, Bultitude K, Grant L. 2009. Engaging Girls with Physics: Feedback for The Institute of Physics Action Research Project Engaging Girls with Physics: Lessons from teachers' action research and professional development in England

Bultitude K, Daly A, Grant L. 2009. Girls into Physics Action Research Project Girls into Physics Action Research Project

Daly A, Penketh C, Rush L. 2008. The Academic Experience: phenomenographic research with tutors and students The Academic Experience: phenomenographic research with tutors and students

Daly A, Thomas L, Jones R. 2007. Aspirations, progression and choices of vocational learners on Merseyside Aspirations, progression and choices of vocational learners on Merseyside

Bath C, Hirst NJ, Daly A, Tracy F, Boyd D, Forrester G. Interim Evaluation Report of Exploring and Developing Regional Hubs of Early Years Practice and CPD. North Liverpool Teaching School Partnership; Working in Partnership with the National College for Teaching and Leadership

Other

Gallard D, Hirst N, Taylor E, Boyd D, Daly A, Wilcott L, Webb E. 2015. The Development of a pedagogical space for Early years & Early childhood studies programmes at LJMU

Daly A, Jenkins S, Pace S, Thomas S, Hayden R. Primary school pupils’ encounters with nature in an extended zoo and local green space education project. http://teesnet.liverpoolworldcentre.org/home/teesnet-2017/,

Scholarly edition

Daly A, Garden AS, Smears E, Gallard DC. 2014. Early Work by Student Researchers, Spark >Link

Presentation

Daly A. 2013. Out of School Children in the Gambia: emerging findings from research with Regional Education Offices

Daly A, Anderson J, ODriscoll D. 2012. Experiences of homelessness during a time of cuts

Daly A. 2011. British Council India South Asia Regional Planning Meeting on Education and Communities

Daly A. 2011. International Climate Champions in India: evaluation findings and recommendations

Daly A, Diamond D, Speeden S. 2010. Education and Social Development Seminar Series. The Engaged University? Public engagement policy, practice and partnerships

Daly A, Diamond J, Speeden S. 2009. Education and Social Development Seminar Series. Learning from Practice: Aimhigher Practitioner Researchers

Daly A, Diamond J, Speeden S. 2008. Education and Social Development Seminar Series: Education and Social Class, continuing implications for widening participation

Thesis/Dissertation

Daly A. Negotiating New Realities: the impact of austerity on staff and service users of homelessness and resettlement services

Daly A. Emancipatory Research: The contribution of participatory approaches

Engagement & Impact

Highlighted activities

Conference presentation:

Artefacts as provocation: Student-led research groups for formative assessment on global inequalities and unequal childhoods, LJMU Teaching and Learning Conference 2018 - the Changing Landscape of HE, Liverpool John Moores University, Oral presentation 19/06/2018

‘Opportunities and barriers for public services presented by Federalisation in Nepal’, CERES/APSS Research Exchange, Liverpool John Moores University, Poster presentation 24/05/2018

Primary school pupils’ encounters with nature in an extended zoo and local green space education project., Making the Sustainable Development Goals Real: The Role of Teacher Education in Promoting Quality Education for Sustainable Development and Global Citizenship Education in Schools, Liverpool Hope University, Oral presentation 14/09/2017

Ethnographies of early austerity from a homelessness and resettlemnt service: a common story in a changing context?, Ethics and social welfare in hard times., Quaker Friends House, London, Oral presentation 01/09/2016

Global Learning Meets Science and Technology: Teaching Technology Justice in European Classrooms, ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Helsinki, Finland, Oral presentation 31/08/2015

Conference organisation:

Joint Nepal-UK Education and Research Workshop Educational Inclusion and Rights in Practice: Classroom in the Clouds NGO/LJMU School of Education, Organised by Classrooms in the Clouds NGO and LJMU School of Education/Sociology

Engaging learners in sustainable futures: global learning in four countries. LJMU School of Education Research Seminar. EECS LJMU, Practical Action, Centre for Citizenship Education Poland, CARDET Cyprus, Oxfam Italia

External collaboration:

https://www2.ljmu.ac.uk/newsupdate/viewarticle/3351/, lJMU School of Education and Sociology/Classrooms in the Clouds, Nepal, Classrooms in the Clouds, Nepal

Media Coverage:

https://www2.ljmu.ac.uk/newsupdate/viewarticle/3351/, Himalayan teachers join LJMU in Nepal-UK education workshops Classrooms in the Clouds, Nepal collaborated with the School of Education and Sociology at Liverpool John Moores University (LJMU) to organise a participatory workshop on Culture, Inclusion and Sustainability, June 19-20th 2018. Teachers and supporters of Nepal education came from the Wirral, Dudley and across the North West to share experiences and insights into gender roles in education, the role of culture and learning in natural environments.

Research Grants Awarded:

APSS Research (2018), Research project: Coordinating multi-agency education and early child development research and practice in Nepal: a review of opportunities and barriers in two municipalities, Grant value (£): £2300, Duration of research project: 3 months

Practical Action (European Commission funded project) 2016, Non State Actors in Development and STEM: Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus, Grant value (£): £6000, Duration of research project: 6 months

Professional activities

Conference presentation:

Artist - educator - reseachr: locating spaces or change?, British Educational Research Association (BERA) event entitled Transitions: Challenges, Threats & Opportunities across the Post-compulsory Sectors, LJMU, Oral presentation 08/11/2018

Artefacts as provocation: Student-led research groups for formative assessment on global inequalities and unequal childhoods, LJMU Teaching and Learning Conference 2018 - the Changing Landscape of HE, Liverpool John Moores University, Oral presentation 19/06/2018

‘Opportunities and barriers for public services presented by Federalisation in Nepal’, CERES/APSS Research Exchange, Liverpool John Moores University, Poster presentation 24/05/2018

Incorporating the Sustainable Development Goals as a lens for examining inequalities in children’s lives into pedagogical practice in higher education., JustEd Conference ‘Promoting justice through education’, University of Helsinki, Poster presentation 22/05/2018

Primary school pupils’ encounters with nature in an extended zoo and local green space education project., Making the Sustainable Development Goals Real: The Role of Teacher Education in Promoting Quality Education for Sustainable Development and Global Citizenship Education in Schools, Liverpool Hope University, Oral presentation 14/09/2017

Ethnographies of early austerity from a homelessness and resettlemnt service: a common story in a changing context?, Ethics and social welfare in hard times., Quaker Friends House, London, Oral presentation 01/09/2016

Developing the Bright Research Network, LJMU Teaching and Learning Conference, Liverpool, Oral presentation 17/06/2016

Global Learning Meets Science and Technology: Teaching Technology Justice in European Classrooms, ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Helsinki, Finland, Oral presentation 31/08/2015

“Resisting, informing and creating the context in which we live and work”: Understanding experiences of austerity at local level., LJMU Research Conference, Adelphi Hotel, Oral presentation 14/05/2015

Award:

Vice Chancellor's Award for Best Programme or Support Team for the SPARK student journal editorial team, Teaching and Learning Excellence Award, Vice Chancellor, LJMU

Conference organisation:

Joint Nepal-UK Education and Research Workshop Educational Inclusion and Rights in Practice: Classroom in the Clouds NGO/LJMU School of Education, Organised by Classrooms in the Clouds NGO and LJMU School of Education/Sociology

Engaging learners in sustainable futures: global learning in four countries. LJMU School of Education Research Seminar. EECS LJMU, Practical Action, Centre for Citizenship Education Poland, CARDET Cyprus, Oxfam Italia

Editorial boards:

Spark: Education and Early Childhood Studies Student Journal, Staff Editor on staff-student editorial board, http://openjournals.ljmu.ac.uk/spark

External collaboration:

https://www2.ljmu.ac.uk/newsupdate/viewarticle/3351/, lJMU School of Education and Sociology/Classrooms in the Clouds, Nepal, Classrooms in the Clouds, Nepal

https://www.uni-oldenburg.de/en/specialneedseducation/special-needs-education-rehabilitation-health-care/schulze/, Liverpool John Moores University/ The University of Oldenburg/Barnardos Liverpool, Dr Angela Daly LJMU / Professor Gisella Schulze UoO/ Louise Wardale, Aileen Alexander, Barardos Liverpool

https://practicalaction.org/make-the-link, Liverpool John Moores University/ Practical Action, Angela Daly - LJMU / Julie Brown Practical Action

Fellowships:

Fellow of the Higher Education Academy, Higher Education Academy, https://www.heacademy.ac.uk/professional-recognition/hea-fellowships

Media Coverage:

https://www2.ljmu.ac.uk/newsupdate/viewarticle/3351/, Himalayan teachers join LJMU in Nepal-UK education workshops Classrooms in the Clouds, Nepal collaborated with the School of Education and Sociology at Liverpool John Moores University (LJMU) to organise a participatory workshop on Culture, Inclusion and Sustainability, June 19-20th 2018. Teachers and supporters of Nepal education came from the Wirral, Dudley and across the North West to share experiences and insights into gender roles in education, the role of culture and learning in natural environments.

http://www.ljmu.ac.uk/news, Dr Angela Daly (Education and Early Childhood Studies) welcomed colleagues from the University of Oldenburg to Liverpool for a three day visit to explore research, policy and practice about ‘Young Carers’. Angela organised a programme for Professor Gisela Schulze and Steffen Kaiser (University of Oldenburg) and met with lead staff from organisations supporting young carers including Jane Weller from Liverpool City Council, Carol Bernard from Mersey Care NHS Trust and the project team from Barnardo’s Action with Young Carers Project. This event was covered by LJMU University and The University of Oldenburg Press Offices.

Membership of professional bodies:

Fellow of Higher Education Academy, Higher Education Academy

Early Education, The British Association of Early Childhood Education

Research Grants Awarded:

LJMU, REF Upskilling Project - Federalisation and Education in Nepal, Mentors Mark Brundrett, Sara Parker, Grant value (£): £4910, Duration of research project: 1 year

APSS Research (2018), Research project: Coordinating multi-agency education and early child development research and practice in Nepal: a review of opportunities and barriers in two municipalities, Grant value (£): £2300, Duration of research project: 3 months

LJMU Curriculum Enhancement Bid (2014), Sociability and Society; A natural progression in the Pedagogical ‘space’., Diane Boyd, Diahann Gallard, Angie Daly, Grant value (£): £4000, Duration of research project: 4 months

Practical Action (EC) 2014, Mid Term Review of Make the Link Project, global learning in STEM in UK, Poland, Italy and Cyprus, Grant value (£): £5000, Duration of research project: 6 months

Practical Action (European Commission funded project) 2016, Non State Actors in Development and STEM: Make the Link Project, global learning in STEM curricula in UK, Poland, Italy and Cyprus, Grant value (£): £6000, Duration of research project: 6 months

Teaching qualification:

Post Graduate Certificate in Education QTS (Primary)