Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.
She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.
Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) SCHOOLS
Start Date: 01/02/2020 End Date: 01/02/2024
The intervention is a continuing professional development (CPD) which consists of the equivalent of 45 hours of training, and three plus follow-up days which include mentoring and coaching visits.
Publications:
(2015) Assessing quality in early childhood education and care : Sustained shared thinking and emotional well-being (SSTEW) scale for 2-5-year-olds provision. IOE Press.
(2015) Reflective teaching in early education. London: Bloomsbury Academic.
(2006) Index for inclusion: developing learning, participation and play in early years and childcare. Bristol: Centre for studies on inclusive education.
(2012) “Promoting equality and inclusion”, In: Integrated Working with Children and Young People : Supporting Development from Birth to Nineteen. London: Sage.
(2012) “Quality and effectiveness in working with children and young people”, In: Integrated working with children and young people: supporting development from birth to nineteen. London: SAGE Publications. 60-78
(2012) “Supporting transitions”, In: Integrated working with children and young people: supporting development from birth to nineteen. London: SAGE Publications. 196-216
(2017) Fostering effective early learning educators? perspectives of the leadership for learning: professional development program designed to enhance early childhood pedagogy and practice. (NSW, Australia)
(2017) Quality improvement: effective relational and intentional pedagogy. Introducing the sustained shared thinking and emotional wellbeing (SSTEW) scale. (North Yorkshire LA: Harrogate)
(2017) Quality improvement: effective relational and intentional pedagogy. introducing the sustained shared thinking and emotional wellbeing (SSTEW) scale and ensuring inter-rater reliability. (Germany: University of Berlin)
(2016) Supporting children?s thinking and learning. Sustained shared thinking and emotional wellbeing. (Milton Keynes)
(2015) Evaluating improvement using ECERS: a case study of a targeted training intervention in private, voluntary and independent pre-schools in one local authority. (Limassol, Cyprus)
(2015) Sustained shared thinking and Emotional Wellbeing (SSTEW) Scale. (London: Nursery World)
(2015) How the SSTEW Scale supports quality. (London)
(2020) “Can professional development in the early years bring improved outcomes for children?”, Researching Education.
DOI: http://doi.org/10.5281/zenodo.4283377
(2019) “Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector”, The Australian Educational Researcher. 46(3) 365-365.
DOI: http://doi.org/10.1007/s13384-019-00325-3
(2019) “The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care”, Asia-pacific Journal of Research in Early Childhood Education.
DOI: http://doi.org/10.17206/apjrece.2019.13.2.49
(2019) “The role of professional development in improving quality and supporting child outcomes in early education and care”, Asia-Pacific Journal of Research in Early Childhood Education. 13(2) 49-68.
DOI: http://doi.org/10.17206/apjrece.2019.13.2.49
(2018) “Measuring interactional quality in pre-school settings: Introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale”, Early Child Development and Care. 190(7) 1017-1030.
DOI: http://doi.org/10.1080/03004430.2018.1511549
(2017) “Supporting the implementation of the foundation phase through effective professional development”, Welsh Journal of Education.
DOI: http://doi.org/10.16922/wje.19.1.3
(2016) “Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial.”, Trials. 17 creators-16995.
DOI: http://doi.org/10.1186/s13063-016-1742-1
(2004) “Starting with inclusion: The East Sussex inclusion strategy and training for early years and childcare”, Educational and Child Psychology. 21(2) 80-95.
(2018) Researching Environments for Early Learning (REEL) Study. Australia: University of Wollongong.
(2018) Fostering Effective Early Learning (FEEL) study. Australia: New South Wales Government.
(2017) Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes - in delivery, pedagogy and child outcomes. Australia: New South Wales Government.
(2016) Quality interactions study final report. Australia: NSW Department of Education.
(2015) An independent review of the Scottish Early Learning and Childcare (ELC) workforce and Out of School Care (OSC) workforce. Edinburgh: Scottish Government.
(2014) Findings from the FP stocktake Sept 2013 - March 2014: policy implications. Institute of Education, University of London.
(2017) A mixed methods study: evaluating the impact of a bespoke professional development based on an analysis of existing quality in one local authority.
(2019) Professional development: proof positive. A study in Australia has shown the benefits of evidence-based training to children and staff. Nursery World.
