Liverpool Skylilne

Natural Sciences and Psychology

Dr Susan Palmer-Conn

Dr Susan Palmer-Conn

Telephone: 0151 904 6316

Biography

Degrees

2009, Open University, United Kingdom, MBA
1997, University of Manchester, United Kingdom, PhD
1992, Open University, United Kingdom, BA hons (psychology)
1974, University of Liverpool, United Kingdom, PGCE
1973, University of Liverpool, United Kingdom, BSc hons (Geochemistry)

Academic appointments

Director, Centre for Investigative, Security and Police Sciences, City University London, 2008 - 2008
Associate Dean, faculty of Arts and Sciences, Edge Hill University, 2003 - 2007
Faculty Tutor, Faculty of Education, University of Manchester, 1993 - 2003

Publications

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.

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

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

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

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

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

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

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

Palmer SE. Enquiry based learning gives students a deeper knowledge base Active Learning in Higher Education, :23-32

Palmer-Conn SE. Is a phonological recoding strategy as important for deaf readers as it is for hearing readers? . Education and Child Psychology,

McIlroy D. Secondary level achievement: non-intellective factors implicated in the process and product of performance. Journal of Individual Differences, 38 >DOI >Public Url

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

Report

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.

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

Palmer SE. Evaluation of new course material for Read America

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

Palmer SE. Evaluation of dyslexia diagnosis procedures in Cyprus schools

Conference publication

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

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

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

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

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

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

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

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

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

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

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

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

Palmer SE. Development of the Central Executive Working Memory Group

Palmer SE. Phonics Testing in Inclusive Education Inclusive Education

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

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

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

Palmer-Conn SE. Mind the gap International Education

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

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. Development of phonological recoding in working memory: A longitudinal study BPS

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. ChIPPs: Checklist of Individual Progress in Phonics BDA

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

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

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

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

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

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

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

Palmer-Conn SE. Engaging first year students Retention Conference

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

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. Assessment self-efficacy: fostering self-belief NTF Symposium

Engagement & Impact

Award:

C.Psychol, BPS

National Teaching Fellowship, HEA/HEFCE

C.Psychol, BPS

National Teaching Fellowship, HEA/HEFCE

C.Psychol, BPS

National Teaching Fellowship, HEA/HEFCE

Conference organisation:

British Dental Association, accompanying partners coordinator

BPS Education, convenor

ISEC, committee

HEA Annual Conference, committee

SOLSTICE, committee

British Dental Association, accompanying partners coordinator

BPS Education, convenor

ISEC, committee

HEA Annual Conference, committee

SOLSTICE, committee

British Dental Association, accompanying partners coordinator

BPS Education, convenor

ISEC, committee

HEA Annual Conference, committee

SOLSTICE, committee

Editorial boards:

Psychology in Education, editor

Psychology in Education, editor

Psychology in Education, editor

External committees:

Psychology in education, BPS, vice chair

Association of National Teaching fellows, HEA, vice chair

PDP national advisory panel, QAA, member

Psychology in education, BPS, vice chair

Association of National Teaching fellows, HEA, vice chair

PDP national advisory panel, QAA, member

Psychology in education, BPS, vice chair

Association of National Teaching fellows, HEA, vice chair

PDP national advisory panel, QAA, member

External PGR examinations performed:

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

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

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

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

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

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

Fellowships:

FHEA, HEA

AFBPsS, BPS

FCMI, CMI

FHEA, HEA

AFBPsS, BPS

FCMI, CMI

FHEA, HEA

AFBPsS, BPS

FCMI, CMI

Industrial connections:

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

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

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

Research Grants Awarded:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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