Centre for Education and Research (CER)
The Centre for Education and Research (CER) develops and promotes social justice, equity and inclusion through a culture of high-quality research that is accessible to all in education and related disciplines.
About Centre for Education and Research (CER)
CER is a focal point for the research, development, consultancy, research degree supervision and teaching in formal, informal, and non-formal Education across diverse social contexts and throughout life. CER engages with and promotes interdisciplinary, multidisciplinary and trandisciplinary research relating to Education and it’s related areas.
CER sits within the Faculty of Health, Education and Society (FHES) at the University of Northampton. The Centre operates in partnership with a wide range of local, national and international stakeholders, including children’s centres, NGOs, governments, further and higher education institutions, charities, nurseries and schools, and many CER members have previously worked on the ground in children’s services. Consequently, educational research at the University of Northampton has a long-standing and successful track record of promoting positive outcomes for children and young people, and adults working in all areas of educational provision.
CER is the base for Special Interest Groups (SIGs) in the field of Education. CER SIGs explore exciting approaches to researching in education, including critical research, participatory research and research with children. Each CER SIG has its own identity and focus:
- Education in Schools
- Early Childhood Education and Care
- Children and Young People
- Families and Communities
- Inclusion, Diversity and Special Education
- Higher and Further Education
CER hosts a rich programme of events concerning research in the field of Education, including research training, workshops and a research seminar programme which attracts many visiting speakers and is open to all.
Research, Practice and Policy
At CER, our research is strongly interwoven with policy and practice. We build links with colleagues across multiple sectors within the field of Education and beyond so that research at CER is informed by education practice and policy which are, in turn, informed by CER research findings. Our commitment to impactful research guides our work with the wide range of organisations we work with locally, in the UK and internationally. CER is based in the Faculty of Health, Education and Society where our research informs – and is informed by – learning and teaching in the two Education subject teams at UON:
- Children, Young People and Families (CYF)
Almost all the research conducted by CER contributes towards the achievement of the United Nations global Sustainable Development Goal (SDG) 4 for Quality Education, and much of our research also makes contributions to other SDGs.
Inclusion and diversity in Education
CER features specialist expertise in inclusion, diversity and special educational needs. CER members conduct and promote research about special educational needs provision, autism, dyslexia, and behaviour.
Early Childhood Education and Care
CER has a strong reputation for research conducted in early childhood education and care. Our work features studies about young children as researchers, children living in poverty, young children’s language development, young children’s literacies and high-quality early years practice.
Education in Schools
Many of the studies that CER members undertake concern aspects of life in schools that affect teachers and students every day. Our research with schools includes focus on pedagogy, out-of-school learning, non-cognitive skills, learning outdoors, and curriculum areas including art, music, digital technologies and science.
Children’s and Young People’s Rights in Education
Much of the work CER does includes focus on children’s and young people’s rights. Examples of our research in this area include support for migrant children in their new countries, early school leaving and attitudes to children with disabilities.
CER members and associate members are educational researchers and education research users and include a large group of post-graduate research (PGR) students from around the world.
CER Special Interest Groups (SIG)
CER Special Interest Groups (SIGS) are groups of staff members who lead on specialist areas within the wider Centre for Educational Research. CER SIGs engage with their communities through a broad range of activities including hosting events, working on research, supporting enquiry and writing for publication.
- CER Children and Young People (CYP) SIG
SIG Lead: Prof Federico Farini, email@example.com
The CER Children and Young People (CYP) SIG focuses on conducting and sharing research about experiences of children and young people concerning informal, non-formal and formal education. The CER CYP SIG is home to the CHILD-UP Horizon 2020 programme.
- CER Early Childhood Education and Care (ECEC) SIG
SIG Lead: Dr Tanya Richardson, firstname.lastname@example.org
The CER Early Childhood Education and Care (ECEC) SIG develops research and expertise about a wide range of issues concerned with young children’s development, learning, and professional workforce. Our work includes focus on children’s language development and research by children.
- CER Education in Schools (EiS) SIG
SIG Lead: Korrin Smith-Whitehouse, Korrin.Smith-Whitehouse@northampton.ac.uk
CER Education in Schools (EiS) SIG members develop, discuss and share educational research and its impact in schools, including promoting practitioner research and Continuing Professional Development. Our work includes focus on school exclusion and links between curriculum subjects and well-being.
- Families and Communities (F and C) SIG
The vision of the CER Families and Communities (F and C) SIG is to provide a transformative non-judgmental space for researching and showcasing diverse current issues relating to families and communities, ranging from human rights law to healthy diet.
- Higher, Further and Adult Education (HFAE) SIG
Based on the ideal of critical inquiry for advancing knowledge, understanding and development of practice, the CER HFEA SIG fosters research, study and work in higher, further and adult education sectors, for example the uses of digital technologies in HEIs.
- Inclusion, Diversity and Special Education (IDSE) SIG
The CER Inclusion, Diversity and Special Education (IDSE) SIG is a multi-disciplinary group fostering research and discussion about inclusion and diversity in formal and non-formal education settings, featuring, for example, curriculum decolonisation, restorative justice and special educational needs provision.
Funded by Horizon 2020
CHILD-UP researches how migrant children integrate through social participation, taking into account gender differences, legal status and age groups, with the final aim to propose an innovative approach to understand and transform their social condition. The research focuses on:
- Policies and practices of integration in schools, reception centres, social services and communities;
- Children’s and parents’ experiences, perceptions and expectations of integration;
- Specific practices of language teaching, facilitation of dialogue, intercultural education and mediation. Second objective is providing support for migrant children’s exercise of agency in changing their own conditions of integration and constructing hybrid identities.
These objectives will be achieved through the promotion of different dialogues in schools and in their relations with partners (social services, reception centres, education and mediation agencies) and families.
Funded by the Brazilian State Funding Agencies (FAPs)
The project aims to explore current conceptualizations and practical implications of developing digital universities for the 21st century and compare the role of technology as a pedagogical tool and as essential employability skill. It will share pedagogical and institutional practices to act as a starting point for collaboration and shared development setting out recommendations for the development and implementation of technology-enhanced teaching and learning.
Funded by The National Gallery and Paul Hamlyn Foundation
NG TOP for NPAT is an investigation of the views of NPAT Year 4 students and their teachers about their experiences of The National Gallery’s Take One Picture (TOP) NPAT Programme and its effects on the teachers’ professional development and the students’ outcomes in art, writing and non-cognitive skills acquisition. This project has an innovative participatory approach which features diverse research methods and teachers as co-researchers.
- Abiotic predictors of fine sediment accumulation in lowland rivers
McKenzie, M., England, J., Foster, I. and Wilkes, M., 13 Feb 2022, In: International Journal of Sediment Research. 37, 1, p. 128-137 10 p.
- Academics’ experiences of online interprofessional education in response to COVID-19
Power, A., Park, V., Owens, M. and Sy, M., 2 Apr 2022, In: British Journal of Midwifery. 30, 4, p. 222-228 7 p.
- Adaptive Interference Tolerant Receivers for Asynchronous Cooperative MIMO Communications
Litchfield, C. and Kanakis, T., 26 Mar 2022.
- A Deep Neural Network-Based Prediction Model for Students’ Academic Performance
Al-Tameemi, G., Xue, J., Ajit, S., Kanakis, T., Hadi, I., Baker, T., Al-Khafajiy, M. and Al-Jumeily, R., 1 Mar 2022. 6 p.
- All Things Being Equal
Murray, J., 21 Apr 2022, (Accepted/In press) In: International Journal of Early Years Education. 30, 2, 1.
- Abiotic predictors of fine sediment accumulation in lowland rivers