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Jess is a final year, part-time PhD researcher at the School of Education, University of Sheffield. Her research project, which is funded by the Economic and Social Research Council (ESRC), aims to critically explore different concepts around starting school and school readiness in early childhood educational policy. Jess is employing Discourse Historical Analysis and Q Methodology, a mixed methodology, to explore different articulations of school readiness. By synthesising these approaches, new ways of thinking about and enacting school readiness can be identified.
This vibrant forum will provide doctoral students and early career researchers with the tools and insights necessary to navigate the intricate world of scholarly communication.
This ECR Conference celebrated the journey of “becoming” an educational researcher. It was an opportunity to celebrate and disseminate small and big successes in ECRs’ journey from research...
During the process of undertaking doctoral research, it is important to acknowledge the research journey and emphasise your rationale for conducting that specific research project. This relates to...
Continue reading blog postOn 14 February 2020, at the BERA ECR Network Symposium, my presentation focussed on participatory research in early childhood education. Having worked for a number of years in an early childhood...
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