- Room 506, Rolle Building, Drake Circus, Plymouth, PL4 8AA
- +44 1752 585348
- janet.georgeson@plymouth.ac.uk
Profiles
Dr Jan Georgeson
Associate Professor
Plymouth Institute of Education (Faculty of Arts, Humanities and Business)
Jan can be contacted through arrangement with our Press Office, to speak to the media on these areas of expertise.
- Education
- Research
- Early years
- Special educational needs
- Disability
- Professional development
Email publicrelations@plymouth.ac.uk to enquire.
Developing and conducting independent research projects and collaborating with colleagues in the development of research within Plymouth Institute of Education .
Research Practice Lead, overseeing University Practice Settings
Qualifications
BA Hons Experimental Psychology, University of Oxford
MA Experimental Psychology, University of Oxford
PG Cert Ed, University of Bristol
PG Certificate in Research Methods, University of Birmingham
EdD (Educational Disadvantage and Special Educational Needs), University of Birmingham
Teaching experience: Portage/Home Support (birth to 5 years); Teacher-in-charge: children with speech and language difficulties (3 to 5); reading difficulties and curriculum support (5-16 years). Registered Nursery Inspector (educational programmes).
Previous research experience: contract work for Universities of Birmingham, Bath, Oxford and Gloucestershire, and for OECD, DCSF and CWDC.
HE teaching: Undergraduate level: Inclusion; Special Educational Needs; Child Development; Policy and Early Years provision; Leadership and Management; participatory research with children; Dissertation supervision
Master's level:Critical Perspectives on Inclusion and Diversity; Professionalism in the Early Years; Leadership & Pedagogy; Child Development; Research Methodology; Dissertation supervision.
Doctoral level: Research Methods. Thesis supervision in Inclusion (including international perspectives); Transitions; International study trips;
Professional membership
Member of BERA (British Educational Research Association); Member of BERA Engagement Committee; Co-convenor, Early Childhood Education and Care SIG (special interest group)
Member of ISCAR (International Society For Cultural And Activity Research)
Member of Scientific Committee: EECERA (European Early Childhood Education Research Association)
Member of Scientific Committee: CIPE (Congreso Internacional de Psicología y Educación)
Trustee of TACTYC (Association for the Professional Development in Early Years)
Editor, Early Years; an International Research Journal
Editorial board member, Methodological Innovations Online
Teaching interests
Supervision of doctoral students towards EdD and PhD
Joint Module lead for MAED701 Researching Education Practice in Context (REPIC) MA Ed Core module
Special Educational Needs and Disability; Ontology of Difference
Writing skills: writing for publication; dissertation and thesis writing
Staff serving as external examiners
External Examiner at UCL: Master's in Early Years (F2F and Online)
Research interests
My research is strongly influenced by sociocultural and activity theory, in particular when applied to organisational structure, interactional style and approaches to pedagogy.
I have been involved in research projects investigating the experience of disabled students in Higher Education and the collection of data on disability in schools, with a particular focus in ways to access pupils' views.
I am currently researching University Practice Settings, professionalisation of the early years workforce, professional development, the semiotics of buildings for children’s services; ICT and pedagogy (including robotics and computational thinking).
I am interested in supervising research projects concerned with professional development, Early Years provision, with disability, inclusion and special educational needs across the age range, or projects where fine grain linguistic analysis and/or activity theory would offer an appropriate methodological approach.
Key publications
Key publications are highlighted
Journals
Articles
2018 'Building learning partnerships between schools and universities: an example from south-west England' Journal of Education for Teaching 44, (5) , DOI PEARL
2017 'Provision for mathematically able children in primary schools: a review of practice five years after England dropped the gifted and talented initiative' Educational Review 1-23 , DOI PEARL
2016 'Young children shaping interprofessional practice in early years settings: Towards a conceptual framework for understanding experiences and participation' Learning, Culture and Social Interaction 8, 12-24 , DOI
2015 'The role of Higher Education in forming loving early childhood educators in Hungary and England' Hungarian Educational Research Journal Publisher Site
2015 'Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?' European Education (4) 311-330 Publisher Site , DOI
2015 'Can we have an international approach to child-centred early childhood practice?' Early Child Development and Care 1-18 , DOI PEARL
2015 'Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions' Computers & Education 82, 118 - 128-118 - 128 Publisher Site , DOI
2014 'Consulting young children about barriers and supports to learning: teachers'
evaluations and children's responses' European Early Childhood Education Research Journal 22, (3)
2014 'Consulting young children about barriers and supports to learning' EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 22, (2) 198-212 , DOI
2013 'Multiagency working in the early years: confidence, competence and context' Early Years: An International Research Journal 33, (4) 380-397
2013 'Personal action potency: early years practitioners participating in interprofessional practice in early years settings' International Journal of Early Years Education 21, (1) 39-55 , DOI
2012 'Reasonable adjustments for disabled pupils: what support do parents want for their child?' European Journal of Special Needs Education 28, (1) 1-18 , DOI
2012 'Supporting Schools in Identifying and Safeguarding the Needs of Disabled Children: the challenges for data collection' Educational Review 64, (1) 77-98 , DOI
2012 'The use and usefulness of a parent questionnaire to help schools identify disability' Journal of Research in Special Educational Needs Volume 12, (1) 22-27 , DOI
2011 'Recognising the needs of every disabled child: the development of tools for a disability census' British Journal of Special Education 120–125 38, (3) 120-125
2009 'Collecting disability data from parents. 11 November 2009 (iFirst), pp. 1-17' Research Papers in Education 1-17
2008 'Reasonable adjustments and disabled students' experiences of learning, teaching and assessment' Interchange Publisher Site
2005 'Kits, colours and confusion: a pilot study of vision and football' Perception 34, 633-637
1987 'Facilitation and masking of briefly presented gratings: time-course and contrast dependence' Vision Res 27, (3) 369-379 , DOI
1985 'On seeing temporal gaps between gratings: a criterion problem for measurement of visible persistence' Vision Res 25, (11) 1729-1733 , DOI
1984 'THE TIME-COURSE AND CONTRAST DEPENDENCE OF SPATIAL-FREQUENCY MASKING' PERCEPTION 13, (1) A29-A29
1982 'PARAFOVEAL PICKUP IN READING' PERCEPTION 11, (1) A34-A34
Books
2017 Beginning teaching beginning learning in Early Years and Primary Education. Open Univ Pr
Georgeson JM; Campbell-Barr V 2015 International Perspectives on Early Years Workforce Development. Northwich Critical Publishing
2014 Early Years Foundations Meeting the Challenge. Open University Press
2014 Early Years Foundations: Critical Issues. McGraw-Hill Education (UK)
2013 international Perspectives on Early Childhood Education and Care. Maidenhead Open University Press
Chapters
2017 'Researching the “Free Places for 2-Year-Olds” Initiative From Multiple Perspectives With a Mixed-Methods Approach: Managing Time and Timings' Sage , DOI
2017 'Parenting and the family in the 21st Century' BERA-TACTYC Early Childhood Research Review 2003-2017 London BERA 30-48
2017 'Sustainable leadership in the early years' Early Childhood Care and Education for Sustainability: International Perspectives 124-136 , DOI
2016 'Using Early Years practitioners’ knowledge
from ‘being alongside’ to support the development
of children with special educational needs' in Sozio P Diventare un professionista esperto nei Servizi Educativi. Competenze, transizioni
e processi di crescita (Becoming an Expert Practitioner in the Educational Services. Competences, Transitions and Trajectories) Lecce Pensa MultiMedia 57-68
2015 'Pulling the threads together' in Georgeson JM; Campbell-Barr V International Perspectives on Early Years Workforce Development 136-142
2015 'Becoming a disabled student in Higher Education: rights and relationships' in Cornacchia M Andare a tempo. Ripensare la vita indipendente dell'adulto con disabilità
2014 'Work or play: how children learn to read the signals' in Moyles J The Excellence Of Play McGraw-Hill Education (UK) 159-172
2014 'Qualifications and Quality in the Early Years Foundation Stage' in Moyles J; Payler J; Georgeson J Early Years Foundations: Critical Issues McGraw-Hill Education (UK) 52-63
2013 'Using CHAT to understand systems to support disabled students in Higher Education' in Wells G; Edwards A Pedagogy in Higher Education: A Cultural Historical Approach
2013 'Early Childhood Development and Care in England: Piecemeal development through Philanthropy, Propagation, Pluralism and Pragmatism' in Payler JK International Perspectives on Early Childhood Development and Care
2011 'Social class and culture: building bridges' in Moyles J; Georgeson JM; Payler J Btbl in Primary Education Open Univ Pr 203-214
2011 'Diverse needs, different provision; how differences in preschool settings support children to learn how to be learners' in Daniels H; Hedegaard M Vygotsky and Special Needs Education Continuum Intl Pub Group 191-206
2010 'Work or play: How children learn to read the signals about activity type in today’s early years provision' in Moyles J The Excellence of Play Open University Press 34-52
2009 'Identity work: ways of being a disabled student in higher education' in Fuller M; Georgeson JM; Healey M; Hurst A; Kelly K; Riddell S; Roberts H; Weedon E Improving disabled students' learning 96-113
2009 'Organisational Structures for Disability Support: Contradictions as Catalysts for Change' in Fuller M; Georgeson J; Healey M; Hurst A; Kelly K; Riddell S; Roberts H; Weedon E Improving disabled students' learning 146-163
2009 'The Professionalisation Of The Early Years Workforce' in Edwards S; Nutall J Professional Learning in Early Childhood Settings Sense Pub 115-130
2008 'Constructing meanings together: differences in the interactional microclimate' in Moyles JR; Papatheodorou T Learning together in the early years 120-135
Conference Papers
2012 'Methodological issues in accessing children's views: using interviews and questionnaires' 1605-1609 , DOI
Reports
2017 Evaluation of the impact and effectiveness of the National Award for Special Educational Needs Coordination. Department for Education https://afaeducation.org/media/1301/evaluation-of-the-impact-and-effectiveness-of-the-national-award-for-special-educational-needs-coordination.pdf Achievement for All Publisher Site PEARL
2017 Review of the National Award for Special Educational Needs Coordination Provider Group quality assurance processes. Department for Education https://afaeducation.org/media/1302/review-of-the-national-award-for-special-educational-needs-coordination-provider-group-quality-assurance-processes.pdf Achievement for All Publisher Site PEARL
2014 TWO-YEAR-OLDS in England: an exploratory study. Tactyc
2010 Testing of Disability Identification Tool for Schools: Preparing for the 2011 School Census. Testing of Disability Identification Tool for Schools: Preparing for the 2011 School Census Nottingham Publisher Site
2008 Disability Data Collection for Children's Services. Disability Data Collection for Children's Services. DCSF Nottingham DCSF
2008 Supporting Parents in Promoting Early Learning
The Evaluation of the Early Learning Partnership Project. Supporting Parents in Promoting Early Learning
The Evaluation of the Early Learning Partnership Project DCSF Nottingham