Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.
Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity. Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.
One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.
Title of Thesis
Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools
Publications
Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.
Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school. Improving Schools, 19 (2), pp. 154-166.
Nuttall, A. (2016) Learning {Re}imagined: A review. Primary First, 15, pp. 17-18.
Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results. The Urban Review, 46 (5), pp.800-815.
Conference Papers and Presentations
Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions. Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.
Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry. Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.
Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness. A perspective from ITE. Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.
Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it? Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.
Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”. Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.
Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools. Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.
Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence. Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.
Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.
