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jobTitle |
Research Fellow |
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research overview |
<p>Amelia's research is about the relationship between pedagogy and social justice
and how pedagogical practices both contributes to producing inequalities but can also
help to ameliorate them. A particular focus is learner agency and how teachers
can create pedagogical affordances for all children to exercise agency for meaning-making
and knowledge construction through using digital technology and enabling children
to engage with reading for pleasure. This is in response to international research
which suggests that pedagogy in schools located in disadvantaged areas are likely
to use highly performative pedagogy which can significantly constrain children's
capacity to exercise learner agency.</p><p><strong>Research projects</strong></p><p><b>Evaluation
of Hackney Learning Trust's Reading Programmes (2017-2018), funded by Hackney
Learning Trust.</b> The project team is lead by Amelia (PI) and includes Teresa
Cremin, Joan Swann, Jenna Mittelmeier, Kimberly Safford and Natalie Canning. A mixed
methods evaluation of two reading programmes for Key Stage 1 and Key Stage 2 which
aim to raise reading attainment and enhance children's deep understanding of texts
and engagement for reading for pleasure in schools with low attainment in reading
and with high rates of low socio-economic intakes. The programmes are being implemented
in 18 primary schools in southern England. Children's attainment in all 18 schools
is being tracked over two years to identify potential changes in attainment and changes
in teachers' knowledge, skills and practices for the teaching of reading are also
measured. This is accompanied by in-depth case studies of five schools to understand
how the programmes are implemented in different school types and to identity potential
causal processes between the programmes and changes in children's engagement and
attitudes to reading and reading progress and attainment. </p><p><strong>Understanding boys' (dis)engagement
with reading for pleasure</strong>(2015-2017), funded by British Academy (Amelia is
Principal Investigator) with Proferssor Teresa Cremin, Dr Liz Chamberlain and Dr Diane
Harris (University of Manchester). Why are'disadvantaged' boys not reading
for pleasure? This project aims to develop new sociological understanding of this
disengagement with reading for pleasure. There is considerable international evidence
that illustrates the significant educational benefits of reading for pleasure. The
project uses intersectionality theory and focuses on three potential factors
for disengagement: teachers’ (often deficit) perceptions of disadvantaged boys’
ethnic and social class identities; teaching practices; and the boys’ subjective
experiences of pedagogy for literacy, which frame their orientation to reading. The
knowledge generated will contribute to the development of more effective and inclusive
pedagogies for RfP and raising disadvantaged boys’ attainment.</p><p><strong>New
practices - New purposes - New pedagogies (NP3)</strong>(2015-2017), funded by Society
for Educational Studies (Amelia is Co-Investigator). This project, led by Professor
Peter Twining, examines primary school children's learning practices using digital
technology and the ways (if any) in which teachers value and incorporate these practices
in classrooms. The project investigates the ramifications of this for social justice
and learning across subject domains. It does this by examining the digital practices
of all children, including those from different ethnicities and social classes, and
whether they are equally valued and reflected in classrooms. We also look at
what institutional factors enable or constrain teachers' incorporation of children's
practices into their pedagogy. Finally, we will develop a theoretical model of
a participative and inclusive pedagogy using digital technology. The project is a
partnership between OU and Lancaster University.</p><p><strong>Cambridge Primary Review
Trust (CPRT) Action Research for Mastery Learning (November - July 2016)</strong>,
(Amelia is principal investigator) with Dr Gill Goodliff and Kim Walker, funded by
CPRT and Marlborough and Hallfield Primary Schools. Working with 6 teachers across
two primary schools, the OU team enable the teachers to carry out their own action
research projects to investigate the newly embedded mastery pedagogy in their own
practice.</p><p><strong>Learner Agency in Urban Primary Schools</strong>(2014-2015),
funded by Society for Educational Studies (Principal Investigator). The project investigates
the nature and extent to which children in primary schools in disadvantaged contexts
are able to exercise learner agency and the impact of teachers' pedgogical practices
on this. Data was collected in four urban primary schools with high proportions of
children eligible for Free School Meals through interviews with teachers and children
and observing lessons across the curriculum. The findings are currently being written
up as a final report and peer reviewed journal articles.</p><p><strong>Action Research
for Learner Identities</strong>funded by Roger Ascham Primary School in East London
(Principal Investigator, 2014-2015, with Dr Gill Goodliff). The project aims
to enable a group of 6 teachers to carry out their own action research projects related
to learner identity in order to develop children's understandings of learning
and positive dispositions to engaging with school. The project aims to place teachers
in an active role in developing their pedagogical practices and producing professional
knowledge about the effect of pedagogy on learner identity.</p><p> </p> |
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faculty-of-wellbeing,-education&language-studies |
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biography |
<p>Amelia is a Research Fellow at The Open University where she researches
pedagogy and social justice with a particular focus on developing more socially
just forms of pedagogy to address persistent educational inequalities in England and
internationally. Amelia's interests fall within sociology of education
and also encompass learner identities, positional identity/subjectivation and intersectional
social identities including ethnicity, social class and gender and their relationship
with pedagogy and educational inequalities. Amelia's current research focusses
on pedagogy for raising attainment and sustained engagement with reading for pleasure
and for meaning in schools with very low socio-economic in-takes.
Her recent research focussed on the role of pedagogies for reading for pleasure
and the impact of children's social identities and teachers' perception of
these on different boys engagement with reading in low socio-economic schools. </p><p>Amelia
completed her PhD in Sociology of Education at UCL Institute of Education in 2011
on the relationship between social class school composition and high-stakes testing:
the impact on children's learner identities.</p><p>Prior to joining OU Amelia
held educational and social research posts over a period of 6 years at Institute of
Education (2005-8), National Children's Bureau (2003-5) and Department for Transport
(2012-3). She was a tutor on the Online MRes Educational and Social Research Methods
at Institute of Education for 2 years and face-to-face facilitator on the Doctoral
Training Programme (2010-13).</p> |
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Dr Amelia Hempel-Jorgensen |
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Amelia |
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Given name |
Amelia |
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Amelia Hempel-Jorgensen |
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Amelia Hempel-Jorgensen |
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Dr |
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work info homepage |
ahj52 |
| be0b1c997a3f179e2a21afb53b7afd32 |
Description |
<p>Amelia is a Research Fellow at The Open University where she researches
pedagogy and social justice with a particular focus on developing more socially
just forms of pedagogy to address persistent educational inequalities in England and
internationally. Amelia's interests fall within sociology of education
and also encompass learner identities, positional identity/subjectivation and intersectional
social identities including ethnicity, social class and gender and their relationship
with pedagogy and educational inequalities. Amelia's current research focusses
on pedagogy for raising attainment and sustained engagement with reading for pleasure
and for meaning in schools with very low socio-economic in-takes.
Her recent research focussed on the role of pedagogies for reading for pleasure
and the impact of children's social identities and teachers' perception of
these on different boys engagement with reading in low socio-economic schools. </p><p>Amelia
completed her PhD in Sociology of Education at UCL Institute of Education in 2011
on the relationship between social class school composition and high-stakes testing:
the impact on children's learner identities.</p><p>Prior to joining OU Amelia
held educational and social research posts over a period of 6 years at Institute of
Education (2005-8), National Children's Bureau (2003-5) and Department for Transport
(2012-3). She was a tutor on the Online MRes Educational and Social Research Methods
at Institute of Education for 2 years and face-to-face facilitator on the Doctoral
Training Programme (2010-13).</p> |
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