Helen Demetriou
Position/Status
Research Associate
E-mail Address:
had24@cam.ac.uk
Phone
01223 767609
Qualifications
- MA (Hons) Psychology
- PhD Developmental Psychology
Membership of Professional Bodies/Associations
- British Psychological Society - member of Developmental Psychology section
Profile
My PhD was in developmental psychology from the Institute of Psychiatry, University of London. I have worked at Homerton College since 1998 in the Research Department as Research Associate with Professor Jean Rudduck. During this time I have also lectured in developmental psychology in the Social and Political Sciences Department of the University of Cambridge.
Academic Area/Links
Gatsby Technical Education Project
Research Topics
- Sustaining Progress in Year 3, for OFSTED
- Boys' Performance in Modern Foreign Languages, for QCA
- Friendships and Performance at Transfer and Transition, for DfES
- Consulting Pupils about Teaching and Learning, funded by the ESRC
- How young children talk about fairness - internally funded by Research and Development
- How pupils deal with incidents of unfairness - internally funded by Research and Development
Course Involvement
Current Research Projects
Supporting Opportunities for Newly Qualified Teachers, Gatsby funded project with Elaine Wilson
Publications
Demetriou, H. (2003). Pupils' views about friendships and schoolwork. Improving Schools, 6, 10-19.
Demetriou, H., Goalen, P. and Rudduck, J. (2000). Academic performance, transfer, transition and friendship: listening to the student voice. International Journal of Educational Research, 33, 425-441.
Demetriou, H. and Hay, D. (2004). Toddlers' reactions to the distress of familiar peers: the importance of context. Infancy, 6, 299-318.
Demetriou, H. and Hopper, B. (in press). 'Some things are fair, some things are not fair and some things are not, NOT fair': young children's experiences of 'unfairness' in school. In Thiessen, D. and Cook-Sather, A. (eds.) The International Handbook of Student Experience of Elementary and Secondary School. Springer Science.
Demetriou, H. and Rudduck, J. (2001). Transforming our perceptions of pupils. ESRC/TLRP Newsletter, schools edition.
Demetriou, H. and Rudduck, J. (2004). Pupils as researchers: the importance of using their research evidence. Primary Leadership Paper: Teaching as a research informed profession, 11, 31-34. For the National Association of Head Teachers.
Doddington, C., Bearne, E., Demetriou, H. and Flutter, J. (2001). 'Testing, testing, testing...can you hear me?' Can year 3 pupils tell us anything we don't know already about assessment? Education 3-13 The Professional Journal for Primary Education, 29, 43-46.
Dunn, J., Cutting, A.L. and Demetriou, H. (2000). Moral sensibility, understanding others, and children's friendship interactions in the preschool period. British Journal of Developmental Psychology, 18, 159-177.
Hay, D.F., Castle, J., Davies, L., Demetriou, H. and Stimson, C.A. (1999). Prosocial action in very early childhood: links with gender and problematic behaviour. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 905-916.
Hay, D.F. and Demetriou, H. (1998). 'The developmental origins of social understanding'. In A. Campbell and S. Muncer (eds.), The Social Child. Psychology Press.
Jones, B., Jones, G., Demetriou, H., Downes, P. and Rudduck, J. (2001). Boys' performance in modern foreign languages - listening to learners. London: CILT.
MacBeath, J. Demetriou, H., Rudduck, J. and Myers, K. (2003). Consulting pupils: A toolkit for teachers. Pearson Publishing.
MacBeath, J., Myers, K. and Demetriou, H. (2001). Supporting teachers in consulting pupils about aspects of teaching and learning, and evaluating impact. Forum, 43, 78-82.
Rudduck, J. and Demetriou, H. (2003). Student perspectives and teacher practices: the transformative potential. McGill Journal of Education, 38, 274-288.
Wilson, E. and Demetriou, H. (submitted). Science teacher shortages: Is there a 'leak in the education pipeline'? Journal of Education for Teaching.