CCE Fellows
Alfred Ampah-Mensah
Alfred's research interests are in classroom based studies. He is especially interested in mathematics classroom interactions and interaction in classrooms where the medium of interaction is different from pupils home languages. He has taught in all the levels of formal education in Ghana and believes that with a formal education system where there are structured and permanent walls, the attainment of quality education rests to a large extent on what happens in the classroom. Alfred is an advocate of school and classroom level leadership that empowers people to take initiative in creating the enabling environment for effecting learning in schools. He is currently coordinator of the Leadership for Learning programme in Ghana which is a collaboration between the Ghana Education Service (GES), CCE and the Institute for Educational Planning and Administration (IEPA), University of Cape Coast aimed at developing and researching initiatives to develop basic school headteachers' leadership capacity.
Sue Brindley
Sue Brindley is a Senior Lecturer at the University of Cambridge Faculty of Education, where she co-ordinates the blended learning MEd Researching Practice. She taught English in secondary schools in East London for many years, as Head of Department, Faculty and Acting Head. She joined the OU as a lecturer and later went on to work for government as a Professional Officer for QCA. She is involved in a number of overseas projects, including developing blended learning courses with Argentina and curriculum development with the Chilean government. She is currently leading on Outreach India: the Helga Todd Foundation Project which focuses on teacher professional development and initial teacher training and education through a teacher exchange scheme. The team are also developing a materials bank for ITTE and CPD in Indian schools, and a book is planned on the work of the project. Sue's recent research is concerned with teacher knowledge and with ICT and pedagogy.
Susan CrichtonSusan Crichton is an associate professor and Graduate Program Director at the University of Calgary - Faculty of Education, where she teaches in the Bachelor of Education program as well as the graduate specialisation of Educational Technology. Her research explores the design and development of ICT enhanced learning environments and the use of digital approaches for qualitative research. She studies blended learning and the use of one-to-one technologies (laptops, iPod Touch, iPad) for teachers and students. Internationally, she has worked for the Canadian International Development Agency (CIDA) in western China and the Asian Development Bank in Hunan Province - both focusing on iCT to enhanced basic education and professional development. She has been invited to work in Bhutan, Chile and Tanzania, principally in the area of ICT enhanced teaching and professional development. She is the founder of jiFUNzeni (http://jifunzeni.org) - organization developing ePublishing options for appropriate technologies. |
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Patricia GeorgePatricia George’s research interests include: mathematics education, specifically making mathematics accessible to all students in a classroom; identity; equality, equity and the general area of the sociology of education; poverty and education; studies that provide cross-national comparisons. Her most recent work involved conducting a social risk assessment of the education system of Antigua and Barbuda as part of groundwork towards universal secondary education. Patricia taught Mathematics and Chemistry in secondary schools in Antigua for 13 years. Patricia currently works as a part-time Research Fellow within the CEE and is involved in the Raising Students’ Achievement Project being conducted in Antigua. The project, among other things, seeks to create communities of practice in which teachers communicate and collaborate on best practices in teaching which enhance students’ learning. |
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Emmanuel KamuliEmmanuel's current research is on gender in education, exploring the reasons for girls' retention in areas which are acknowledged as difficult contexts for girls' education in Uganda. This study links into ongoing research by the Centre for Commonwealth Education into what keeps girls in school against the odds. Prior to joining UNICEF Uganda as an Education Specialist, Emmanuel served as a lecturer at Kyambogo University and before that as a secondary school teacher in Uganda and Kenya. He has considerable experience in education in emergency and post conflict situations and has worked on a number of consultancies in Southern Sudan, Somaliland and DR Congo. He is keen to explore ways of furthering active learner participation in education as well as innovations in teaching and learning in resource-constrained contexts. |
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George OduroDr Oduro holds a PhD (CANTAB)degree from the University of Cambridge, United Kingdom. His PhD thesis, which focused on the Professional Development of Headteachers in Ghana, won the 2nd Prize of the British Educational Leadership and Management Society (BELMAS) Best Thesis Award competition in 2004. He is currently the Director of the Institute for Educational Planning & Administration (IEPA) of the University of Cape Coast and the local director of the Cambridge-Ghana Leadership for Learning Network. Prior to taking up a lectureship appointment with the University of Cape Coast, he worked with the Leadership for Learning-Cambridge Network, University of Cambridge Faculty of Education as a Post-Doctoral Research Associate. Dr Oduro’s area of specialty is Leadership, Institutional and Professional Development in Education. His research interests lay in the cultural and gender dimensions of educational leadership, teacher leadership for learning, educational leadership for peace building and social cohesion, and strategies for enhancing quality education through efficient resource and performance management. |
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Jane RarieyaDr Jane Rarieya is an Assistant Professor and Head of Programmes at the Aga Khan University - Institute for Educational Development, Eastern Africa where she teaches both the gender and leadership courses offered by the Institute. Jane has extensive experience in working with teachers in South Asia as well as Eastern and Southern Africa in the area of school leadership, gender and school improvement. Her research interests are in the area of gender and leadership and she has conducted studies in these areas in Pakistan and Eastern Africa. Currently she is engaged in two CCE gender studies in Kenya, both of which are aimed at understanding girls' retention in school despite the odds stacked against them. |
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Ciaran SugrueProfessor Ciaran Sugrue of University College Dublinworked as a primary teacher in disadvantaged schools in Dublin, and as a schools inspector before becoming a teacher educator. He has worked in several sub-Saharan African countries with agencies such as World Bank, UNESCO and Irish Aid, and has experience of working in the middle-east and Asia. He has been a visiting scholar at the faculty of education in Stanford University and at the International Centre for Educational Change at OISE/ University of Toronto and was until recently Reader in School Leadership and School Improvement at University of Cambridge Faculty of Education. His research interests include Leadership, Continuing Professional Development, and Educational Change in Developed and Developing Country contexts. With CCE he is currently involved in a study of Pedagogy and Leadership in Tanzania. |
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Sharlene SwartzDr Sharlene Swartz is a sociologist, youth activist and research director at the Human Sciences Research Council in South Africa. She holds undergraduate degrees in Science (University of the Witwatersrand) and Theology (University of Zululand), a Master's degree in Education at Harvard University and a PhD in the Sociology of Education at the University of Cambridge. Her research interests include the sociology of morality, peer and sex education, and youth development. Before embarking on graduate studies, Sharlene spent 12 years at a youth NGO where she pioneered peer-led social justice and lifeskills programmes. She is the author of three books: Teenage Tata: Voices of young fathers in South Africa (2009, HSRC Press): Ikasi: The Moral Ecology of South Africa's Township Youth (2009, Palgrave Macmillan and Wits University Press): and Moral Education in Sub-Saharan Africa: Conflict, culture, economics and AIDS. She is currently working on the African Sexual Knowledges project at CCE. |
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David WhitleyDavid Whitley is a Lecturer in English at the University of Cambridge Faculty of Education with a broad range of teaching experience. His current teaching focuses on medieval, eighteenth century and modern literature; he also has particular interests in film, media education and children's literature. David is currently working with the Centre for Commonwealth Education as a core member of the Caribbean Poetry Project team in Cambridge who are collaborating with University of West Indies, Jamaica and Trinidad. David has been closely involved with the development of the Teaching Caribbean Poetry course which is being taught in Barbados, Cambridge, Jamaica and Trinidad and is collaborating with colleagues in related joint international research. |
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Mary Anne WolpertMary Anne Wolpert is an Affiliated Lecturer at the University of Cambridge Faculty of Education where she is a member of the course management team for the Early Years and Primary PGCE and coordinates the English and Professional Studies courses. She is also part of the research staff team for the Cambridge/Homerton Research and Teaching Centre for Children's Literature and teaches on Undergraduate and Masters courses in Children's Literature. For the past few years she has worked as an Associate Consultant in Primary Literacy for the Local Authority in Cambridgeshire. Prior to this she taught for many years as a primary English specialist in London schools. With CCE she is currently working as a part-time Research Fellow involved in the Raising Students' Achievement Project in Antigua and Barbuda. |
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Professor Dominic WyseDominic Wyse has recently taken up a chair at the University of London, Institute of Education but continues to collaborate with colleagues at CCE on the Pedagogy and Leadership in Tanzania project. Dominic's research focuses on curriculum, pedagogy and policy. A major strand of his work being the teaching of English, language and literacy. Dominic is editor (with Richard Andrews and Jim Hoffman) of The Routledge International Handbook of English, Language and Literacy Teaching. He also works on creativity, and educational innovation. Dominic's international experience includes working with the British Council in the area of children's rights in Jordan, and in the Ukraine. |
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