| Post: | Lecturer in Education (Education) |
| Location: | Essex House Eh 105 |
| Email: | L.H.Gazeley@sussex.ac.uk |
Telephone numbers | |
| Internal: | 7931 |
| UK: | (01273) 877931 |
| International: | +44 1273 877931 |
| download vCarddownload vCard to your mobile | |
Biography
Qualifications and position
- PGCE MA DPhil
- Lecturer in Education
Summary
I am a Lecturer in Education at the University of Sussex where I contribute to a range of academic programmes. I am also actively involved in research. Projects that I have worked on focus on the relationship between educational and social (dis)advantage. Specific areas addressed include: access to higher education for under-represented groups; disciplinary exclusion and equity; how UK education policy addresses issues relating to social class; how initial teacher education addresses issues of equity and exclusion; expectations of parental involvement in education.
Professional activities
In addition to working as a Lecturer in Education I am currently also working with the Widening Participation team at the University of Sussex on impact evaluation.
Teaching and tutorial supervision:
Leader of the International Baccalaureate (IB) strand of the MA in Education Studies, offered with the IB Advanced Certificate in Teaching and Learning Research
MA Education Studies
MA International Education and Development
Doctoral Supervision
- Educational (dis)advantage
- Inclusive Education
- Teacher Education
Role
Post: Lecturer in Education
Location: Essex House 105
Telephone: 01273 87(7931)
Email: lhg20@sussex.ac.uk
Recent and ongoing research
- Literature synthesis: The contribution of pre-entry interventions to student retention and success (funded by the Higher Education Academy).
- Evaluation of The Villiers Park Scholars Programme (funded by Villiers Park)
- Initial Teacher Education and the Disciplinary Exclusion of Black Pupils (funded by the TDA/Multiverse)
- Exclusion from school and social class (Doctoral research)
- Addressing working class underachievement (funded by Multiverse)
- Gazeley, L. (2012), The impact of social class on parent professional interaction in school exclusion processes.: deficit or disadvantage? International Journal of Inclusive Education
- Gazeley, L. (2010), The role of school exclusion processes in the re-production of social and educational (dis)advantage,British Journal of Education Studies, Vol. 58, No. 3, pp. 293 – 309.
- Gazeley, L. (2009), Personalised learning and multi-agency working in: Clarke, S. and Westbrook J. (Eds.), The Complete Guide to Becoming an English Teacher (Second Edition).
- Dunne and Gazeley (2008), Teachers, underachievement and social class,British Journal of Sociology of Education, 29, 5, pp.
- Gazeley and Dunne, (2007), Addressing the social class attainment gap in Initial Teacher Education, Journal of Education for Teachers, 33, 4, pp.409-424.
- Reducing the disciplinary exclusion of Black pupils: an exploration of perceptions and practices within Initial Teacher Training programmes (2008), (2008), Multiverse. With Máiréad Dunne.Multiverse. With Máiréad Dunne.
- Addressing working class underachievement, (2006), Multiverse. With Máiréad Dunne. Multiverse. With Máiréad Dunne.
Recent conference presentations
- Perspectives on Working Class Underachievement, Key note BAAL Conference Sheffield Hallam University, April 2011
- Breakfast Seminar Understanding Aspiration, Into University October 2010
- Reducing the disciplinary exclusion of Black pupils? Policy, practice and the role of Initial Teacher Education, University of Sussex Open Seminar. February 2010. With Máiréad Dunne
- Intergenerational educational (dis)advantage: policy, practice and exclusion from school. Socio-economic Status, Social Class and Education Conference. Institute of Education May 2009
Gazeley, Louise, Marrable, Tish, Brown, Chris and Boddy, Janet (2013) Reducing inequalities in school exclusion: learning from good practice. Project Report. Children's Commissioner.
Gazeley, Louise and Aynsley, Sarah (2012) The contribution of pre-entry interventions to student retention and success. A literature synthesis of the Widening Access, Student Retention and Success National Programmes Archive. Project Report. York: Higher Education Academy.
Gazeley, Louise and Dunne, Mairead (2012) Reducing the disciplinary exclusion of Black pupils: and exploration of perceptions and practices within initial Teacher Training programmes. Project Report. TTRB3.org.uk.
Gazeley, Louise, Jacklin, Angela, Sebba, Judy and Aynsley, Sarah (2012) Evaluation of the Villiers Park Scholars Programme. Project Report. Villiers Park Educational Trust.
Gazeley, Louise (2012) The impact of social class on parent-professional interaction in school exclusion processes: deficit or disadvantage? International Journal of Inclusive Education, 16 (3). pp. 297-311. ISSN 1360-3116
Gazeley, Louise (2010) The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage. British Journal of Educational Studies, 58 (3). pp. 293-309. ISSN 0007-1005
Gazeley, Louise (2010) Personalized learning and multi-agency working. In: The complete guide to becoming an English teacher (2nd ed.). Sage Publications Ltd., Thousand Oaks, pp. 79-90. ISBN 9781847872883
Gazeley, Louise and Dunne, Mairead (2009) Addressing 'the exclusion gap' in Initial Teacher Education. Unset. Unset.
Dunne, Mairead and Gazeley, Louise (2008) Teachers, social class and underachievement. British Journal of Sociology of Education, 29 (5). pp. 451-463. ISSN 0142-5692
Gazeley, Louise and Dunne, Mairead (2007) Researching Class in the Classroom: Addressing the social class attainment gap in Initial Teacher Education. Journal of Education for Teaching: International Research and Pedagogy, 33 (4). pp. 409-424. ISSN 0260-7476