Liverpool Skylilne

Natural Sciences and Psychology

Dr Susan Palmer-Conn

Dr Susan Palmer-Conn

Telephone: 0151 904 6316

Publications

Journal article

McIlroy D, Palmer-Conn SE. 2016. Students’ self-reflections on their personality scores applied to the processes of learning and achievement Psychology Learning and Teaching, 15 :351-369

Marshall J, Ralph S, Palmer SE. 2002. I wasn’t trained to work with them: mainstream teachers’ attitudes to children with speech and language difficulties. International Journal of Inclusive Education, :199-215

Palmer SE. 2002. Phonological recoding deficit in working memory of dyslexic teenagers Journal of Research in Reading, :28-40

Palmer SE. 2000. Assessing the benefits of phonics intervention on hearing impaired children’s reading Deafness and Education International, :165-178

Palmer SE. 2000. Development of phonological recoding and literacy development: A four year cross sequential study British Journal of Developmental Psychology, :533-555

Palmer SE. 2000. Working Memory: A developmental study of phonological recoding Memory, :179-194

Palmer NOA, Ireland RS, Palmer SE. 1998. Antibiotic prescribing in general dental practice Primary Dental Care, :137-141

McIlroy D, Palmer-Conn SE. Secondary level achievement: non-intellective factors implicated in the process and product of performance. Journal of Individual Differences Journal of Individual Differences,

Chapters

Palmer-Conn SE. 2016. Authentic Assessments Neale P, Brown S. A compnedium of examples of innovative assessment at masters level :27-28 Leeds Metropolitan university 978-1-907240-30-0

Palmer SE. 2007. A curriculum plus approach: Embedding PDP and Employability into modular degree programmes. PDP and Employability HEA Occasional series

Palmer SE. 2004. Children with sensory impairments Davis P, Florian V. Best Practice Guide for teaching children with disabilities.

Reason R, Palmer SE. 2002. Inclusive practices with ChIPPs Farrell P, Ainscow M. Making Special Education Inclusive: From research to practice Fulton

Palmer SE. 2002. Psychological Development of Deaf Infants Newton V. Paediatric Audiological Medicine :445-463 Whurr

Software/Code

Palmer-Conn SE. 2012. De-LTA (Dynamic e-Learning Teaching and Assessment) Interactive Video Scenarios >Link

Book

Palmer SE, Reason R. 2001. Checking Individual Progress in Phonics (ChIPPs) NFER Nelson

Conference publication

Palmer-Conn SE. Assessment self-efficacy: fostering self-belief NTF Symposium

Palmer-Conn SE. Assessment self-efficacy: developing a new tool. HEA STEM

Palmer-Conn SE. Assessment self-efficacy: what it means for students . International Conference for Assessment in HE

Palmer-Conn SE. assessment self-efficacy: developing a new tool HEA STEM

Palmer-Conn SE. Career development learning and learning through work ISSOTL

Palmer-Conn SE. Engaging first year students Retention Conference

Palmer-Conn SE. Retention begins before recruitment Multi National Teaching Fellows Colloquium

Palmer-Conn SE. The helix of student life: student support and guidance IERA

Palmer-Conn SE. The helix of student life personal tutor conference

Palmer-Conn SE. Engaging employers in curriculum design, development and assessment Carnegie Colloquium

Palmer-Conn SE. The Inclusive Classroom International teaching learning and assessment conference

Palmer-Conn SE. Adapting teaching, learning and assessment to suit a diverse student population International Education conference

Palmer-Conn SE. ChIPPs: Checklist of Individual Progress in Phonics – testing to teach BERA

Palmer-Conn SE. ChIPPs: Checklist of Individual Progress in Phonics BDA

Palmer-Conn SE. The role of phonological recoding in working memory in literacy attainment. XXIVth World Congress of International Association of Logopedics and Phoniatrics.

Palmer-Conn SE. Development of phonological recoding in working memory: A longitudinal study BPS

Palmer-Conn SE, Palmer SE. Phonological recoding delay: a cause of lack of progress in reading acquisition World Congress of the International Dyslexia Society.

Palmer-Conn SE. Models of teaching investigation Pointer R, Palmer SE, Barnes D. International Investigative Interviewing

Palmer-Conn SE. Mind the gap International Education

Palmer SE. Giving credit where credit is due International Conference of Teaching Psychology

Palmer SE. Sustainable employability: how can we help our graduates develop life long learning skills? Service Learning Conference

Palmer SE. Using phonographix with hearing impaired children Read America International Practioners' Conference

Palmer SE. Phonics Testing in Inclusive Education Inclusive Education

Palmer SE. Development of the Central Executive Working Memory Group

Palmer-Conn SE. The Role of Phonetic Recoding in Working Memory Dyslexia for Speech Thgerapists

Palmer-Conn SE. The Role of Phonetic Recoding in Working Memory in Dyslexia International Symposium on Dyslexia

Palmer-Conn SE. Phonetic recoding in working memory - a causal relationship with dyslexia Dyslexia in Adults

Palmer SE. Accrediting paid and voluntary part time work in HE programmes ISSOTL

Palmer SE. Mind the gap. An exploration of the gap between student expectations and experience AERA

Palmer SE. A case study in PDP and employability links CRA

Palmer-Conn SE. Psychology Applied learning Scenarios Psychology Teaching and Learning

Palmer-Conn SE. A case study in personal tutoring: managing change at Edge Hill: HEA

Palmer-Conn SE. Auditing key and wider key skills in the social sciences LTSN Psychology

Palmer-Conn SE. Assessing the benefits of phonics intervention with hearing impaired children Deafness and Education

Palmer SE. Making assessment part of learning: a review of the use of reflective learning logs ILTHE

Palmer SE. Phonological recoding in working memory: Its role in literacy acquisition Modern Language Association

Report

Palmer SE. Evaluation of dyslexia diagnosis procedures in Cyprus schools

Palmer SE, Reason R. Standards of Teaching Literacy in Bahrain Schools

Palmer SE. Evaluation of new course material for Read America

Palmer SE. Evaluation of PhonGraphix in literacy learning in Wigan Schools

Davis P, Florian L, Ainscow M, Farell P, Humphrey N, Palmer S, Reasson R. Teaching Strategies and Approaches for pupils with special educational needs: A scoping study.

Engagement & Impact

Award:

Senior Fellowship, Higher Education Academy

National Teaching Fellowship, HEA/HEFCE

C.Psychol, BPS

Conference organisation:

SOLSTICE, committee

HEA Annual Conference, committee

ISEC, committee

BPS Education, convenor

British Dental Association, accompanying partners coordinator

Editorial boards:

Psychology and Psychological Research International Journal, reviewer, http://www.medwinpublishers.com/

Psychology in Education, editor

External collaboration:

http://www.nepalschoolsaid.com/, Nepal schools, Babita Shrethra, national literacy coordinator

External committees:

PDP National Advisory Panel, QAA, advisor, http://www.qaa.ac.uk/

PDP national advisory panel, QAA, member

Association of National Teaching fellows, HEA, vice chair

Psychology in education, BPS, vice chair

External PGR examinations performed:

Aberdeen, PhD, Non-intellectual influences on success and attainment in UK adolescents

Aberdeen University, PhD, Self-efficacy measures in progression and retention

UClan, PhD, The role of phonological recoding in literacy development

External PGR Supervision - completed students:

University of Manchester, PhD

University of Manchester, PhD

University of Manchester, PhD

Fellowships:

senior fellow, HEA

FCMI, CMI

AFBPsS, BPS

FHEA, HEA

Industrial connections:

Nepal Schools Aid, Literacy Consultant

Bahrain Education Department, Literacy Consultant

Pearson Education, Consultant

Wigan Education Authority, consultant

PhonoGraphix, consultant

The Phonics Academy, Founder

Empowering Confidence Ltd, De-LTA, http://www.de-lta.com/

Membership of professional bodies:

Fellow, International Federation of National Teaching Fellows

member, CMI

fellow, HEA

member, ILTHE

Other Professional Activity:

Reviewer for NTFS application for HEA Reviewer for HEA grants External examiner University of Hertfordshire, UEL and University of Sunderland Expert advisor for validations - UEL, University of South Wales, UEA

Public engagement:

Echo Arena Liverpool, ADHD Conference, discussion group leader, professional and wider public, 500, participant, http://www.addfoundation.org.uk/

Echo arena Liverpool, ADHD Conference, discussion group leader, professionals and wider public, 400, participant, http://www.adhdfoundation.org.uk/

Hilton Liverpool, Domestic Abuse Conference, participant, professionals and wider public, 100, delegate

Research Grants Awarded:

HEFCE/HEA, NTFS: Embedding Employability into the Curriculum, Grant value (£): £50,000, Duration of research project: 3 years

HEFCE, Life Long Learning Network Lead Institution, Edge Hill University, Grant value (£): £2,300,000, Duration of research project: 3 years

HEFCE, CETL: Solstice, Edge Hill University, Grant value (£): £3,500000, Duration of research project: 5 years

Liverpool John Moores University, Developing a measure for assessment self-efficacy, David McIroy, Grant value (£): £20000, Duration of research project: 10 months

Leonardo da Vinci, Knowledge Exchange in Cyprus - employability practices in HE, Grant value (£): 3000, Duration of research project: 2 months

DfES, best practice in teaching pupils with disabilities, Davis, P Florian, V, Grant value (£): 250000, Duration of research project: 1 year

Leventis Foundation, Dyslexia Battery for Greek schools, Kyrachi, H, Grant value (£): 100000, Duration of research project: 4 years

LTSN Psychology, Psychology Applied Learning Scenarios, Lynn Norton, Grant value (£): 15700, Duration of research project: 1 year

Deaf Research trust, Classroom amplification system, Brett, R University of Msnchester, Grant value (£): 25000, Duration of research project: 3 years

NFER Nelson, Checking Individual Progress in Phonics, Rea Reason University of Manchester, Grant value (£): 8000, Duration of research project: 6 months

RNID, cognitive profiles and literacy attainment in hearing impaired children, Grant value (£): 15000, Duration of research project: 2 years

University of Manchester, Phonological profiles and educational attainment in hearing impaired children, Grant value (£): 9000, Duration of research project: 12 months