Professor Garry Hornby
Profiles

Professor Garry Hornby

Professor of Education & Associate Head (Research)

Plymouth Institute of Education (Faculty of Arts & Humanities)

Role

My role is to support academic staff working in education to develop their research expertise and profiles in order to ensure that teaching becomes a more evidence-based profession and involves coordinating the drive towards improving the education submission for REF 2020, as well as directing the PhD programme in education.


Background 

My first job was working for four months as a residential social worker in a school for emotionally disturbed and intellectually disabled children in the USA. I then taught physics for one year in England before moving to Auckland, New Zealand, where I taught maths and physics and worked with slow learners at a high school for two and a half years. After that I taught a high school special class of children with moderate learning difficulties for three years. 

I then trained and worked for seven years in Auckland as an educational psychologist in pre-school, primary and high schools. I then lectured in special education at Auckland Teachers’ College for two years, and set up a one year full-time training course for teachers of the visually impaired. After that I worked at Manchester University as a researcher on children with Down's syndrome and their parents for fifteen months, then lectured at Hull University in educational psychology, special education and counselling for twelve years.

In 1997 and 1998 I worked in Barbados as a government consultant on special education for two years, setting up a range of levels of teacher training for special needs. I then worked as Director of Research in the Education Department at Hull University for two years, before being appointed as Professor of Education at the University of Canterbury in New Zealand where I worked for twelve years. During my time there I taught a range of under-graduate and post-graduate courses, and conducted research on parental involvement, ability grouping and children with emotional and behavioural difficulties. I also worked on the development and teaching of an innovative national blended-learning post-graduate programme for training specialist teachers. In both 2006 and 2012 I was a member of the national panel that assessed the quality of research of academics in the field of education throughout New Zealand.

I have published over 200 journal articles and book chapters, and thirteen books, on topics including: parent involvement, special needs education, bullying, inclusive education, children's mental health, educational psychology and teacher education. My latest books are: Inclusive Special Education (2014) and Parental Involvement in Childhood Education (2011), both published by Springer in New York.

Qualifications

BSc Physics, Leeds University, 1970

BA Education, Auckland University, 1978

MA Educational Psychology, Auckland University, 1981

Diploma in Educational Psychology, Auckland University, 1981

PhD Psychology in Education, University of Hull, 1992

Chartered Educational & Counselling Psychologist: Fellow of the British Psychological Society

Research interests

Inclusive and Special Education, parental involvement in education, evidence-based practice, teacher education for special needs, educational psychology, bullying

Key publications are highlighted

Journals
Articles
Hornby G 2016 'Bullying: An Ecological Approach to Intervention in Schools' Preventing School Failure: Alternative Education for Children and Youth 60, (3) 222-230 , DOI PEARL
Hornby G, Pilgrim M, Everatt J & Macfarlane A 2016 'Evaluation of an innovative programme for training teachers of children with learning and behavioural difficulties in New Zealand' Educational Review , DOI PEARL
Hornby G, Hajdukova EB & Cushman P 2015 'Bullying experiences of students with social, emotional and behavioural difficulties (SEBD)' Educational Review , DOI PEARL
Hornby G 2015 'Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities' British Journal of Special Education 42, (3) 234-256 , DOI
Hornby G, Gable RA & Evans W 2013 'Implementing Evidence-Based Practice in Education: What International Literature Reviews Tell Us and What They Don’t' Preventing School Failure: Alternative Education for Children and Youth 57, (3) 119-123 , DOI
Books
Hornby G 2014 Inclusive Special Education Evidence-Based Practices for Children with Special Needs and Disabilities. Springer
Davies G, Hornby G & Taylor G 2013 The Special Educational Needs Co-ordinator's Handbook A Guide for Implementing the Code of Practice. Routledge
Hornby G 2011 Parental Involvement in Childhood Education Building Effective School-Family Partnerships. Springer
Hall C, Hall E & Hornby G 2003 Counselling Pupils in Schools Skills and Strategies for Teachers. Routledge
Atkinson M & Hornby G 2002 Mental Health Handbook for Schools. Routledge PEARL
Hornby G 2000 Improving parental involvement.
Stakes R & Hornby G 2000 Meeting Special Needs in Mainstream Schools A Practical Guide for Teachers. David Fulton Publishers
Stakes R & Hornby G 1997 Change in Special Education What Brings it About?. Continuum International Publishing Group
Hornby G, Atkinson M & Howard J 1997 Controversial Issues in Special Education. David Fulton Publishers
Hornby G 1994 Counselling in Child Disability Skills for Working with Parents. Nelson Thornes
Hornby G 1994 Working with Parents of Children with Special Educational Needs.
Chapters
East M, Hajdukova EB, Carr ME, Evans WH & Hornby G 2017 'Comparative review of education doctorates in three Countries.' in Alphin H; Lavine J; Chan R Exploring the Future of Accessibility in Higher Education Hershey, PA IGI Global PEARL
Hornby G 2015 'New Zealand: Inclusive Education and Children with Social, Emotional and Behavioural Difficulties' in Crossley M; Hancock G; Sprague T Education in Australia, New Zealand and the Pacific London Bloomsbury Publishing 143-157 PEARL
Hornby G & Evans B 2014 'Including students with significant social, emotional and behavioural difficulties in mainstream school settings' in Garner P; Kauffman. J; Elliott J The SAGE Handbook of Emotional and Behavioral Difficulties London Sage 335-347
Hornby G & Sutherland D 2014 'School principals’ views of teaching standards for inclusive education in New Zealand' in Jones P Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. Abingdon Routledge 47-56 PEARL