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Dr Lauren Stentiford

Lecturer in Education

 4840

 +44 (0) 1392 724840

 North Cloisters NC137

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

Please email to arrange an appointment.

Overview

I am a Lecturer in Education, having joined the Graduate School of Education in 2018. My research interests centre on the themes of gender and social class inequalities in education, which I study from a sociological perspective. I gained my PhD at Exeter in 2017. My thesis explored young women’s experiences whilst studying either a male-dominated STEM or female-dominated arts/humanities discipline at a high-performing British university, with a particular focus on their negotiations of academic achievement. This was an ESRC-funded project which adopted a qualitative longitudinal multiple case study design.

After gaining my PhD, I was employed as a postdoctoral researcher on a number of small-scale research projects being conducted within the Graduate School of Education. These projects have had a variety of foci, but all concern themes of inclusion/exclusion in compulsory and higher education. I have a particular interest in qualitative research methods, including biographical interviews, focus group interviews, and diary methods. I am also trained in systematic literature review methodology and have conducted quantitative and qualitative systematic reviews.

Qualifications

2017: PhD Education, University of Exeter (ESRC funded)

2013: MSc Educational Research, University of Exeter

2010: BA Sociology, University of Exeter


2018: Associate Fellow of the Higher Education Academy
2017: Stage 1 & 2 LTHE, University of Exeter

Research

Publications

Key publications | Publications by category | Publications by year

Publications by category


Journal articles

Stentiford LJ, Koutsouris G, Norwich B (In Press). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?. British Journal of Educational Studies Abstract.  Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (In Press). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders Abstract.  Full text.
Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D (2019). Review: the association between anxiety and poor attendance at school – a systematic review. Child and Adolescent Mental Health Full text.
Stentiford LJ (2019). ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies, 28(2), 218-230. Abstract.

Publications by year


In Press

Stentiford LJ, Koutsouris G, Norwich B (In Press). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?. British Journal of Educational Studies Abstract.  Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (In Press). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders Abstract.  Full text.

2019

Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D (2019). Review: the association between anxiety and poor attendance at school – a systematic review. Child and Adolescent Mental Health Full text.
Stentiford LJ (2019). ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies, 28(2), 218-230. Abstract.

lauren_stentiford Details from cache as at 2019-10-23 11:34:24

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