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Professor Wendy Robinson

Professor Wendy Robinson

Academic Dean for Students/ Dean of the Faculty of Taught Programmes. Professor of Education, College of Social Sciences and International Studies

 4848

 The Old Library Dean's Office

 

The Old Library, University of Exeter, Prince of Wales Road, Exeter,  EX4 4SB, UK

Overview

Qualifications

PhD, University of Cambridge 1997 (ESRC scholarship)

MA with Distinction, University of London, Institute of Education, 1992

BEd Honours, First Class, University of Cambridge, 1991

Research group links

Research

Research interests

The field in which my distinctive achievement has been framed is the history of education, and more specifically the history of the development of the teaching profession. My 2003 monograph was prefaced by Professor Brian Simon, widely regarded as the leading historian of education in the UK at that time. He wrote, ‘…It is not always that one can give a new book by a young author the whole-hearted and enthusiastic support that Wendy Robinson’s study certainly deserves. She has successfully excavated, and so brought into view, the whole ‘lost’ system of pupil-teacher centres. Educationists, and indeed all interested in the field, owe her a debt of gratitude for the meticulous study of a ‘lost’ movement, which has many lessons for us today.’ My 2004 monograph was reviewed in the national press by Professor Ted Wragg, who claimed that, ‘…Wendy Robinson's exploration of the notion of "power to teach" attempts to address this kind of question in historical and contemporary contexts. It is a challenging assignment and she makes an impressive attempt at illuminating and clarifying what has often been a diffuse concept. The book contains a substantial account of the history of teacher training, with particular reference to practice in the late 19th and early 20th centuries. Anyone wanting a thorough and well researched account of the period would be hard-pressed to better this one.’ The 2010 research monograph was considered ground-breaking in its attempt to capture empirically through case studies the key professional values and practices of the eight schools in England judged by inspectors to be the most effective providers of education of the gifted. Its almost immediate translation into Arabic illustrates its perceived significance for Middle East states developing their own schooling systems. My forthcoming 2014 research monograph uncovers a hidden history of the professional development of serving teachers, drawing on hitherto unpublished archive material and oral history testimony. I have published papers in journals with some of the highest impact citations in education (The Oxford Review of Education, School Effectiveness and School Improvement, Paedagogica Historica and History of Education) and the 2004 paper in The Oxford Review of Education was the fourth most downloaded paper in that year’s issues.  I have attracted several competitive research grants for my research into the history of teacher professional development including the prestigious British Academy Research Development Award, 2010-2011 (with a 10% national success rate) and the Higher Education Academy Award (2012-15) (One of 15 successful awards out of 117 applications nationally).

Research grants

  • 2012 HEA
    'Educating Professionals and Professionalising Education in 21st Centry UK Research-Intensive Universities: Opportunities, Challenges, Rewards and Values
  • 2010 The British Academy
    'Revisiting Teacher Professional Development: Past and Present Models 1920-2000'

Publications

Key publications | Publications by category | Publications by year

Key publications


Robinson W (2017). Teacher Education over Time. In Clandinin J, Husu J (Eds.) The SAGE Handbook of Research on Teacher Education, SAGE.
Robinson W (2016). Educational Knowledge and Teacher Education in England and Wales: the development of practical experimental pedagogy 1900-1920. In Horlacher R, Hoffman-Ocon A (Eds.) Educational Knowledge in Teacher Education, Germany: Klinkhardt Press.
Robinson W (2016). The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?. In  (Ed) Professional Development: Recent Advances and Future Directions, New York: Nova Science Publishers.
Robinson W, Hilli A (2016). The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: an Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study. Foro de Educación, 14
Robinson W (2014). A Learning Professions? Teachers and their Professional Development in England and Wales 1920-2000. Rotterdam and New York, SENSE.
Robinson W (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education, 40(5), 557-575. Abstract.

Publications by category


Books

Robinson W, Freathy R, Doney J (2017). Politics, Professionals and Practitioners. London, Routledge.
Robinson W (2014). A Learning Professions? Teachers and their Professional Development in England and Wales 1920-2000. Rotterdam and New York, SENSE.
Robinson W (2014). A learning profession?: Teachers and their professional development in England and Wales 1920-2000. Abstract.
Robinson W, Campbell J (2010). Effective Teaching in Gifted Education: Using a Whole School Approach. London, Routledge. Abstract.
WRobinson, Campbell RJ, Kyriakides L, Muits D (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model., Routledge Falmer.
WRobinson (2004). Power to Teach: Learning Through Practice., Routledge.
WRobinson (2003). Pupil Teachers and their Professional Training in Pupil-Teacher Centres in England and Wales, 1870 - 1914., Edwin Mellen Press.

Journal articles

Robinson W (In Press). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education
Robinson W (In Press). 'The Struggle for the History of Education'. History of Education, 41(5), 702-707.
Robinson W, Hilli A (2016). The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: an Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study. Foro de Educación, 14
Robinson W, Freathy R, Doney J (2014). Politics, professionals and practitioners. History of Education, 43(6), 719-723. Full text.
Robinson W, Bryce M (2013). "Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica, 49(3), 345-360. Abstract.
Robinson W (2013). Capturing the 'Willing Enthusiasts' and 'Lame Ducks': Central government and the history of teacher professional development in England and Wales 1920-1975. Paedagogica Historica: international journal of the history of education, 49(3), 345-360.
Robinson W, Bryce M (2012). "Willing enthusiasts" or "lame ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica
Robinson W (2012). Curriculum and the teachers: 35 years of the Cambridge Journal of Education. HISTORY OF EDUCATION, 41(3), 431-433. Author URL.
Robinson W (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education, 40(5), 557-575. Abstract.
R.J.Campbell (2010). Mining Silver or Leaking the Brightness Away? an Analysis of Educational Policy for Gifted Children in England. British Journal of Educational Studies
Robinson W (2010). Revisiting Teacher Professional Development: Past and Present Models 1920-2008. History of Education Researcher, 28-33.
Robinson, W. (2007). International Perspectives on Teacher Education: Past, Present and Future. Education Research and Perspectives, 1
Campbell, R.J. Neelands, J. (2007). Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135-154.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2007). The English Model: policy, context and challenges. Gifted and Talented International, 22(11), 47-54.
WRobinson, Campbell RJ, Eyre D, Muijis RD (2007). The social origins of gifted and talented students in England: a geo-demographic analysis. Oxford Review of Education, 33(1), 103-120.
Campbell, R.J. Muijs, R.D. Kyriakides, L. (2005). The Evidence for Differentiated Teacher Effectivess: a review. School Effectiveness and School Improvement, 16(1), 51-70.
Campbell, R.J. Kyriakides, L. Muijs, R.D. (2004). Teacher Effectiveness and values:toward a model for research and appriasal. Oxford Review of Education, 30(4), 451-466.
Robison, W. (2003). Frocks, frills, feminininity and representation of the woman teacher in the Woman Teacher's World. Journal of Educational Administration and History, 74(2), 87-99.
Campbell, R. J, Muijs, R.D. Kyriakides, L. (2003). Teacher Appraisal:the case for differentiation. Education 3-13, 28(3), 3-10.
Robinson W (2002). Historiographical reflections on the 1902 Education Act. Oxford Review of Education, 28(2), 159-172.

Chapters

Robinson W, Freathy R, Doney J (2017). Introduction: Politics, professionals and practitioners. In Robinson W, Freathy R, Doney J (Eds.) Politics, Professionals and Practitioners, London: Routledge.
Robinson W (2017). Teacher Education over Time. In Clandinin J, Husu J (Eds.) The SAGE Handbook of Research on Teacher Education, SAGE.
Robinson W (2016). Educational Knowledge and Teacher Education in England and Wales: the development of practical experimental pedagogy 1900-1920. In Horlacher R, Hoffman-Ocon A (Eds.) Educational Knowledge in Teacher Education, Germany: Klinkhardt Press.
Robinson W (2016). The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?. In  (Ed) Professional Development: Recent Advances and Future Directions, New York: Nova Science Publishers.
Robinson W (2010). Documentary Research. In Hartas D (Ed) Educational Research and Inquiry, London: Continuum, 186-198.
Robinson W, Campbell RJ (2010). Evaluating Teacher Quality and Practice. In Baker E, McGaw B, Peterson P (Eds.) International Encylopeadia of Education, Elsevier, 674-680.  Abstract.
Robinson W, Campbell RJ (2010). School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England. In Toomey, R, Lovat, T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer Press, 75-90.  Abstract.
R. J. Campbell (2009). School Values and Pedgaogical Practice: Case Studies of Leading Edge Schools in England. In Toomey R, Lovatt T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2009). The English model: policy, context and challenges. In Eyre D (Ed) Gifted and Talented Education, London: Routledge.
Robinson, W. (2008). The Case in England and Wales. In O'Donoghue T, Whitehead C (Eds.) Teacher Education in the English-Speaking World: Past. Present and Future, Charlotte, NC, USA: , 45-60.
Robinson, W. (2007). 'The policy and politics of gifted education in England: past and present perspectives. In Crook D, McCulloch G (Eds.) History, Policy and Policy Making, London:.

Publications by year


In Press

Robinson W (In Press). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education
Robinson W (In Press). 'The Struggle for the History of Education'. History of Education, 41(5), 702-707.

2017

Robinson W, Freathy R, Doney J (2017). Introduction: Politics, professionals and practitioners. In Robinson W, Freathy R, Doney J (Eds.) Politics, Professionals and Practitioners, London: Routledge.
Robinson W, Freathy R, Doney J (2017). Politics, Professionals and Practitioners. London, Routledge.
Robinson W (2017). Teacher Education over Time. In Clandinin J, Husu J (Eds.) The SAGE Handbook of Research on Teacher Education, SAGE.

2016

Robinson W (2016). Educational Knowledge and Teacher Education in England and Wales: the development of practical experimental pedagogy 1900-1920. In Horlacher R, Hoffman-Ocon A (Eds.) Educational Knowledge in Teacher Education, Germany: Klinkhardt Press.
Robinson W (2016). The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?. In  (Ed) Professional Development: Recent Advances and Future Directions, New York: Nova Science Publishers.
Robinson W, Hilli A (2016). The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: an Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study. Foro de Educación, 14

2014

Robinson W (2014). A Learning Professions? Teachers and their Professional Development in England and Wales 1920-2000. Rotterdam and New York, SENSE.
Robinson W (2014). A learning profession?: Teachers and their professional development in England and Wales 1920-2000. Abstract.
Robinson W, Freathy R, Doney J (2014). Politics, professionals and practitioners. History of Education, 43(6), 719-723. Full text.

2013

Robinson W, Bryce M (2013). "Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica, 49(3), 345-360. Abstract.
Robinson W (2013). Capturing the 'Willing Enthusiasts' and 'Lame Ducks': Central government and the history of teacher professional development in England and Wales 1920-1975. Paedagogica Historica: international journal of the history of education, 49(3), 345-360.

2012

Robinson W, Bryce M (2012). "Willing enthusiasts" or "lame ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica
Robinson W (2012). Curriculum and the teachers: 35 years of the Cambridge Journal of Education. HISTORY OF EDUCATION, 41(3), 431-433. Author URL.

2011

Robinson W (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education, 40(5), 557-575. Abstract.

2010

Robinson W (2010). Documentary Research. In Hartas D (Ed) Educational Research and Inquiry, London: Continuum, 186-198.
Robinson W, Campbell J (2010). Effective Teaching in Gifted Education: Using a Whole School Approach. London, Routledge. Abstract.
Robinson W, Campbell RJ (2010). Evaluating Teacher Quality and Practice. In Baker E, McGaw B, Peterson P (Eds.) International Encylopeadia of Education, Elsevier, 674-680.  Abstract.
R.J.Campbell (2010). Mining Silver or Leaking the Brightness Away? an Analysis of Educational Policy for Gifted Children in England. British Journal of Educational Studies
Robinson W (2010). Revisiting Teacher Professional Development: Past and Present Models 1920-2008. History of Education Researcher, 28-33.
Robinson W, Campbell RJ (2010). School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England. In Toomey, R, Lovat, T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer Press, 75-90.  Abstract.

2009

R. J. Campbell (2009). School Values and Pedgaogical Practice: Case Studies of Leading Edge Schools in England. In Toomey R, Lovatt T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2009). The English model: policy, context and challenges. In Eyre D (Ed) Gifted and Talented Education, London: Routledge.

2008

Robinson, W. (2008). The Case in England and Wales. In O'Donoghue T, Whitehead C (Eds.) Teacher Education in the English-Speaking World: Past. Present and Future, Charlotte, NC, USA: , 45-60.

2007

Robinson, W. (2007). 'The policy and politics of gifted education in England: past and present perspectives. In Crook D, McCulloch G (Eds.) History, Policy and Policy Making, London:.
Robinson, W. (2007). International Perspectives on Teacher Education: Past, Present and Future. Education Research and Perspectives, 1
Campbell, R.J. Neelands, J. (2007). Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135-154.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2007). The English Model: policy, context and challenges. Gifted and Talented International, 22(11), 47-54.
WRobinson, Campbell RJ, Eyre D, Muijis RD (2007). The social origins of gifted and talented students in England: a geo-demographic analysis. Oxford Review of Education, 33(1), 103-120.

2005

Campbell, R.J. Muijs, R.D. Kyriakides, L. (2005). The Evidence for Differentiated Teacher Effectivess: a review. School Effectiveness and School Improvement, 16(1), 51-70.

2004

WRobinson, Campbell RJ, Kyriakides L, Muits D (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model., Routledge Falmer.
WRobinson (2004). Power to Teach: Learning Through Practice., Routledge.
Campbell, R.J. Kyriakides, L. Muijs, R.D. (2004). Teacher Effectiveness and values:toward a model for research and appriasal. Oxford Review of Education, 30(4), 451-466.
Robinson, W. (2004). entry on Philip Boswood Ballard.
Robison, W. (2004). entry on Sarah Bannister.

2003

Robison, W. (2003). Frocks, frills, feminininity and representation of the woman teacher in the Woman Teacher's World. Journal of Educational Administration and History, 74(2), 87-99.
WRobinson (2003). Pupil Teachers and their Professional Training in Pupil-Teacher Centres in England and Wales, 1870 - 1914., Edwin Mellen Press.
Campbell, R. J, Muijs, R.D. Kyriakides, L. (2003). Teacher Appraisal:the case for differentiation. Education 3-13, 28(3), 3-10.

2002

Robinson W (2002). Historiographical reflections on the 1902 Education Act. Oxford Review of Education, 28(2), 159-172.

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Teaching

Modules

2018/19

Information not currently available


Supervision / Group

Postgraduate researchers

  • Angelique Hilli HEA Doctoral Studentship
  • Anna Maria Ostepenko-Denton

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