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Tricia Nash
Research Fellow

Profile

Tricia began her research career as a University tutor at the University of Western Australia before moving to the UK where she has been involved with a number of research projects.  Her research areas are: Special Educational Needs/Disability, Initial Teacher Training, Widening participation in HE, quantitative and qualitative data analysis.

Recent projects:

Adaptation of ITT Resources Relating to Teaching Pupils with SEN/disabilities: a TDA commissioned project directed by Prof Brahm Norwich, Centre for Special Educational Needs and Disability.

Evaluation of Strategic Development Teams: teams consisted of various experts in the field of education, health and social care who were selected to offer advice to local authorities around specific issues of concern e.g. the development of services for children with AAC needs. 

Educational Psychologists and Children in Care Project. The primary aim of this project was to examine the extent and nature of the current multi-disciplinary practice of educational psychologists in 5 south west local authorities as regards children in care .to identify current ‘good practice’ and future possibilities for extending this work.

Talking Counts. A project studying the impact of the use of exploratory talk in pupils development and understanding of Maths at Key Stage 1.

Evaluation of two projects in a Cornwall learning partnership
The first project was evaluating a specialist team working with schools and families in a severely deprived area of Cornwall where the children have behavioural difficulties usually because of family problems such as domestic violence, abuse or marital breakdown.

The second project was a longitudinal and evaluation of the use of a new approach to prevent exclusions in primary schools over a 3 year period and is funded by the Paul Hamlyn Foundation, The Transferred Inclusion Project.  

Equity Matters. A project funded by Education International, studying equity in Education internationally by surveying HEI unions and following up with in depth case studies.

Preparing teachers for more personalised teaching in PGCE programmes: partnership, school based activities and special educational needs. An Esmée Fairbairn funded project under the directorship of Brahm Norwich and Hazel Lawson.

 

Tricia is currently a researcher at the University of Plymouth in the Pedagogic Research Institute and Observatory (Pedrio) researching and conducting literature reviews in a number of areas such as the evaluation of academic teaching courses, Exploring the First Year Experiences of Undergraduates, Widening Participation in HE and Care leavers in HE.

 

Tricia has published widely; some of her more recent publications are listed here: 

  • Nash,T and B.Norwich: Evaluation of the Strategic Development Teams, University of Exeter, March 2008.
  • Nash,T and B. Norwich: Adaptation of ITT Resources Relating to Teaching Pupils with SEN/disabilities. Final Report, University of Exeter, November 2008
  • Nash, T and B. Norwich: The Initial Training of Primary and Secondary School Teachers to Teach Children with Special Educational Needs: a National Survey of English PGCE Certificate of Education Programmes, JORSEN, volume 11, Issue 1.
  • Nash, T and B. Norwich: Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education, Teaching and Teacher Education, Volume 26, Number 7 (October 2010) Pages 1471-1480
  • Norwich B, A Richards and T Nash: Educational Psychologists and children in care: practices and issues. Educational Psychology in Practice.
  • Rose, J and T. Nash The Evaluation of the Camborne, Pool and Redruth Learning Partnership Schools Multi-Agency Resource Team (SMART), Final Report, October 2009
  • Nash,T: The Transferred Inclusion Project Progress Report& Executive Summary, Sept 2010, University of Exeter.
  • Nash,T: The Transferred Inclusion Project Final Report& Executive Summary, May 2011, University of Exeter.
  • Lawson, H., Norwich, B. and Nash, T. (2013) What trainees in England learn about teaching pupils with special educational needs/disabilities in their school based work: the contribution of planned activities in one year initial training courses. European Journal of Special Needs Education.
  • Lawson, H., Norwich, B. and Nash, T. (2013) Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within school placement. In P. Jones (ed) Pushing the boundaries:  Lessons from international inclusive teacher education research for developing inclusive practices through integration of insider perspectives.
  • Cotton, D., Nash, T. and Kneale,P. (in press, 2014) The Experience of Care leavers in UK Higher Education.  Journal of Widening Participation and Lifelong learning.

Research group links

Contact details


Email
Tel+44 (0) 1392 4857
AddressNorth Cloisters
University of Exeter
St Luke's Campus
Heavitree Road
Exeter
EX1 2LU
UK
OfficeNC20

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