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Research Profile

  • Amanda O’Shea is a Senior Lecturer and specialises in mathematics education and assessment. She leads on teaching the Postgraduate Programmes for Specialist Teachers of Mathematics in both primary and secondary phases. Amanda also teaches on the MA in Education and supervises MA dissertations. She is a supervisor of several PhD students.

    Amanda taught for 15 years before becoming a lecturer here at the University of Northampton. She taught across all age groups, mainly in primary age phases. Amanda specialised in science and mathematics education in state primary and secondary schools across Bedfordshire and Hertfordshire. She completed her doctorate in education at the Faculty of Eduation, at the University of Cambridge. Amanda also worked at the University of Roehampton as a senior lecturer in mathematics education prior to joining the University of Northampton.

    The title of Amanda’s doctorate is: ‘Exploring the black box: a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children.’

    • MA Education
    • Postgraduate Certificate Primary Mathematics Specialist Teacher Programme
    • Postgraduate Certificate Secondary Mathematics Specialist Teacher Programme
    • PhD Doctoral Supervision
    • Peer communities of learners and peer professional communities
    • Mathematical reasoning and thinking, mathematical learning and learners, assessment for learning and learner autonomy, using mathematical language and mathematical dialogue with children in a post-pandemic return to education.
    • Effective continuing professional development
    • Student experience with dyslexia and dyscalculia

  • For publications, projects, datasets, research interests and activities, view Amanda O’Shea’s research profile on Pure, the University of Northampton’s Research Explorer.

  • Elhawary, D., O’Shea, A., Underwood, J., Elkharashi, S., Hammoud, D. E. & Elkhaial, N. H. (2020) SUP4PCL Case Study: Alexandria University and University of Northampton. Leading Change through Peer Communities of Learners: A Case Study between Egypt and The United Kingdom. Erasmus+ Project Number: 573660-EPP-1-2016-EG-EPPKA2-CBHE-JP School-University Partnership for Peer Communities of Learners (SUP4PCL)

    O’Shea, A (2020) Teachers’ Conceptions of Assessment for Learning: What Are The Implications For Children? Polish Journal of Educational Studies. 72(1) https://content.sciendo.com/view/journals/poljes/72/1/article-p64.xml?language=en

    Barrow, J. & O’Shea, A. (2020) A Case Study Exploring the Impact of Valuing Practices and Emotional Labour on the Well-being of one Senior Leader. Polish Journal of Educational Studies. 72(1) https://content.sciendo.com/view/journals/poljes/72/1/article-p109.xml?language=en

    Swaffield, S., Rawi, R. & O’Shea, A. (2016) ‘Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together’ in D. LEvault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation, The Enabling Power of Assessment 4. Springer Dordrecht DOI: 10.1007/978-3-319-39211-0_12

    O’Shea, A. (2015) Exploring the black box: a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children. Unpublished PhD Thesis. Cambridge: University of Cambridge.

    O’Shea, A. (2013) ‘Assessment for learning in the primary classroom: understanding new teachers’ developing conceptions and practices.’ Developments in higher education learning and teaching. (3) 20-26 London: University of Roehampton.