Katharine Bailey is Director of Applied Research at the Centre for Evaluation and Monitoring (CEM) at Durham University. Her responsibilities include overall direction of assessment reporting, policy engagement and communications.
Katharine has many years of experience working with schools, governments and partner organisation in the UK and around the world, helping them to use assessment data for pupil and school improvement.
Katharine has a BSc in psychology and research methods. Her Master’s degree involved the development of an assessment to measure the relative abilities of young children to decode emotional facial expressions. She is currently studying for a doctorate exploring the validity of interpretations made from assessment data with a particular focus on teachers’ data literacy.
The Centre for Evaluation and Monitoring (CEM) at Durham University is one of the largest and longest established research groups providing learning assessment for children of all ages. CEM’s methods are research-based, evidence driven and market-tested, built on a foundation of non-commercial academic practice with the School of Education at Durham University.
Prof Robert Coe
Rob Coe is Professor of Education and Director of the Centre for Evaluation and Monitoring (CEM) at Durham University. He is researcher in educational assessment, evaluation and evidence-based practice, and a former secondary maths teacher. As Director of CEM – the largest educational research centre in a UK university – Rob leads a team of over 100 staff, providing innovative assessment and monitoring systems to many thousands of schools across 70 countries.
Rob has contributed to the writing of some key publications that connect evidence and educational practice. He is a co-author of the Sutton Trust / Education Endowment Foundation’s Teaching and Learning Toolkit and the EEF’s DIY Evaluation Guide for teachers. He is lead author of the Sutton Trust report What Makes Great Teaching? and co-author of the Teacher Development Trust’s Developing Great Teaching report. He is a member of advisory groups for a wide range of educational organisations.
Dr Lee Copping
Assessment Developer and Researcher
Research interests: Assessment and measurement, structural equation modelling, multi-level modelling, Rasch analysis, fair access, widening participation, social mobility, sex differences, personality (impulsivity & risk taking), aggression and evolutionary psychology.
Current work: Lee is currently working on the Investigating Mathematical Attainment and Progress (IMAP) project, and iPIPS (international Performance Indicators of Pupils in School).
You can also view Lee talking about ‘What’s in a name’ – recent research showing that the length of a child’s name is not predictive of future academic attainment.
Dr Helen Cramman
Helen Cramman is Research Contract Manager at CEM. Her research interests lie in STEM education and gender differences. Within these areas, Helen has managed projects relating to the development of CEM’s assessments, randomised control trials looking at the impact of assessment reporting, development of innovative assessments for the early years as well as large scale national surveys. Before joining CEM in 2011, Helen was a Teaching Fellow in the Department of Physics at Durham University.
Stuart Kime (BA, MA, PGCE, PhD, FRSA, FRSS)
Stuart Kime is Director of Education at Evidence Based Education, a consultancy and training organisation with a mission to empower and support schools in their use of research evidence and evaluation techniques for the purpose of school improvement.
Stuart is a qualified teacher and former school leader, researcher and policy advisor. He undertook doctoral research work on evaluating teaching quality with Prof. Rob Coe and Prof. Steve Higgins at Durham University, for which he won the Prize for Outstanding Postgraduate Studies.
As one of the co-authors of the Education Endowment Foundation’s DIY Evaluation Guide and Assessing and Monitoring Pupil Progress Guide, Stuart continues to work with the EEF on a number of projects; he focuses on maintaining high methodological standards while encouraging the degree of pragmatism necessary for engaging teachers and school leaders in appropriate interpretation and use of research. Currently, he is working on the EEF’s RISE Project (which seeks to train school leaders to find, appraise and understand education research, use it in school to support decision-making, and evaluate the impact of the choices made) and their Research Schools project.
Stuart is a former Policy Fellow at the Department for Education.
Dimitra is a lecturer at the School of Education and a member of the Education Evaluation Group at the Centre for Evaluation and Monitoring at Durham University. She teaches undergraduate and postgraduate modules on the Arts in Education. She has been principal investigator or co-investigator in a number of research projects including leading the evaluation of the Restorative Approaches initiative in County Durham and a recent piece of research funded by the Nuffield Foundation about improving the primary-secondary transition in music education at the North East of England. She is one of the authors of the Sutton Trust-EEF Teaching and Learning Toolkit and is currently the lead process evaluation researcher for the Calderdale writing intervention funded by the Education Endowment Foundation.
Her research interests include the identification and improvement of the educational, behavioral and socio-psychological conditions in schools with a specific focus on pupil creativity and engagement.
Prof Christine Merrell
Christine Merrell is the Director of Research at CEM and also is an expert on improving the education of children who are impulsive, hyperactive or severely inattentive. She has a background in running large scale monitoring of attainment and progress in primary, using a range of systems developed by CEM.
She is well known as a commentator on a range of issues affecting the primary sector and she is also a Professor in the School of Education at Durham.
In her 20 years at the centre, Christine developed assessment for children aged between 3 and 14 years, including assessments of reading, mathematics, English vocabulary, non-verbal ability and motor development.
Her other experience includes the evaluation of a range of educational interventions, and the provision of in-service training for teachers and education authority personnel in relation to assessment and monitoring pupils’ progress.
Alex Quigley is an English teacher and Director of Research School, at Huntington School, in York. He is an English teacher who reads and writes about research evidence, attempting to translate it into practice.
Alongside teaching and school leadership, Alex leads the Education Endowment Foundation RISE Project (Research-leads Improving Students’ Education), looking to see if research evidence can drive school improvement and impact positively upon student outcomes.
He is the author of 'The Confident Teacher: Developing Habits of Mind, Body and Pedagogy', as well as a book for new English teachers entitled, 'Teach Now! Becoming a Great English Teacher', both published by Routledge.
He writes a regular blog at www.theconfidentteacher.com and is a regular columnist for Teach Secondary magazine. He also writes occasionally for the Guardian, and has given talks at the Wellington Festival of Education, NorthernRocks, ResearchEd York and ResearchEd in the past year.
Stephanie Raine is a qualified primary school teacher (QTS) who enjoys working with children of all ages in exploring mathematics. Her passion for helping children to explore and feel confident in mathematics is fundamental to her past academic career as a lecturer in mathematics education. She taught trainee teachers while completing her masters and starting her PhD.
Stephanie’s PhD on Mathematical Thinking centres on examining the concept of mathematical thinking, namely how using representations and making connections across mathematics can help children in feeling competent and confident in mathematics.
Her present role as a researcher at CEM’s (Centre for Evaluation and Monitoring) research centre at Durham University is an exciting opportunity that serves to bring together the practitioner and academic elements of Stephanie’s passions.
Stephen was Headteacher of an 11-18 school for thirteen years before becoming the Executive Headteacher of the school and of a one form entry primary school. He now leads a multi-academy trust involving the 11-18 secondary school and two one for entry primary schools. Working in Blackpool he’s rooted in the practicalities of leaders’ daily lives. He has extensive experience within the 11-18 age range and is increasingly knowledgeable about a range of issues affecting primary schools and their leaders. The issue of enhanced transition across phases is a key area of work for him.
He works nationally as the Chair of Headteachers’ RoundTable Group and has done substantial work with SSAT. As a prolific blogger (www.leadinglearner.me) he writes on a range of topical educational issues, teaching & learning and leadership.
He’s on twitter as @LeadingLearner and is author of Liminal Leadership.
Prof Peter Tymms (FRSS, AcadSS, PhD, Med, PGCE, MA)
Director of iPIPS, Centre for Evaluation and Monitoring (CEM) and Professor of Education, School of Education, Durham University
Fellow of the Wolfson Research Institute for Health and Wellbeing.
After taking a degree from Cambridge University in Natural Sciences, Peter Tymms taught in a wide variety of schools from Central Africa to the north-east of England before starting an academic career. He was “Lecturer in Performance Indicators” at Moray House, Edinburgh before moving to Newcastle University and then to Durham University where he is presently Professor of Education. He is an adviser to the German NEPS project, led the start of the Online Educational Research Journal and started the PIPS project.
His main research interests include monitoring, assessment, performance indicators, ADHD, reading and research methodology. The PIPS project, which is designed to monitor the affective and cognitive progress of children through primary schools starting with a computer adaptive on-entry baseline assessment. Peter Tymms was Director of CEM until 2011 when he took over as Head of Department and Chair of the Board of Studies in the School of Education. At present, he is Director of iPIPS, an international project designed to study children starting school around the world. Peter is on the Expert Board of the European Science Foundation and a member of the Academy of Social Science. He has published more than 100 scientific papers.
David Weston is the Chief Executive of the Teacher Development Trust, the national charity for effective professional development in schools and colleges. He is also Chair of the Department for Education’s CPD Expert Group which produced the new Standard for Teachers’ Professional Development.
David taught Maths, Physics and ICT for 9 years in two state schools in the South-East of England, and was leading data management for the last five. During the last few years of his teaching career he began consultancy work around data and professional development, including a role setting up a new data management award for the Specialist Schools and Academies Trust (SSAT) and some teaching on the PGCE Mathematics course at Brunel University and the Teach First (Science) course run from Kings College & Canterbury Christ Church.
Follow the TDT on Twitter at @TeacherDevTrust
Kirsty Younger has worked at the Centre for Evaluation and Monitoring since 2012. She joined CEM as an administrator, working on randomised controlled trials funded by the Education Endowment Foundation. With support from CEM, she completed an MA in Research Methods in 2014 and now works as a Research Associate.
Kirsty was lead researcher on a Common Evaluation Framework for the Sutton Trust, evaluating several of their programmes with a range of qualitative and quantitative methodologies. She is currently principal investigator on two evaluation projects, looking at the effectiveness of universities’ efforts to support progression to higher education for young people from less advantaged backgrounds. She is currently project manager on the Practical Work in Science study.