University Lecturer in Teacher Education and Development / Pedagogical Innovation
- PhD in Science Education (King's College, London)
- MPhil in Psychology of Education (Cambridge)
- PGCE in Secondary Mathematics (Cambridge)
- MA in Social and Political Sciences, specialising in Social Psychology (Cambridge)
Membership of Professional Bodies/Associations
- British Educational Research Association (BERA)
- British Psychological Association (BPS), including the Education Section
- European Association for Research in Learning and Instruction, including the Motivation and Emotion Special Interest Group
- American Educational Research Association
Ros has a background in social psychology and taught psychology and mathematics in secondary schooling for a number of years before joining the Faculty in 2000. From 2000 to 2007, Ros worked on a number of research projects and also completed her PhD focusing on achievement motivation, which specifically concerned the role of motivation in explaining the cognitive acceleration effects of a particular science intervention programme (CASE). She was appointed Lecturer in Teacher Education & Development / Pedagogical Innovation in 2007. She is now working on a number of different projects (see below) focusing on student wellbeing, creativity, entrepreneurial self-efficacy, and anxiety.
Ros enjoys working collaboratively with schools to develop and refine strategies that make a real difference to teaching and learning in the classroom and is interested in teacher learning. She coordinates the long-standing SUPER network which is a partnership between the Faculty of Education and local schools that conducts research together that mutually benefits all partners. In recent years, she has been working with a network of schools in Kazakhstan alongside colleagues from the SUPER network to develop teachers' professional learning in Kazakhstan.
Academic Area / Links
- Teacher education & development
- Pedagogical innovation
- Social psychology
- Student wellbeing
- Achievement motivation
- Attitudes to school
- teacher learning
- Gender and achievement
Prospective PhD Applications
Ros would welcome informal contact from prospective PhD students on any of the research topics mentioned above.
Current Research Projects
Recently Completed Research Projects
Health and Wellbeing across Transition
- MEd SUPER (Partnership Coordinator)
- Psychology and Education Masters
- doctoral supervision
McLellan, R. & Steward, S. (forthcoming, 2015). Measuring children and young people’s wellbeing in the school context. Accepted for publication in Cambridge Journal of Education.
McLaughlin, C., Baumfield, V., Cordingley, P. and McLellan, R. (Eds.) (forthcoming, 2015). Making a difference: Turning teacher learning inside-out. Cambridge: Cambridge University Press.
McLellan, R. (forthcoming, 2015). Children and young people’s wellbeing in the school context. In M. Myhill. & R. Maclean (Eds.), Handbook on life in schools and classrooms – Past, present and future visions. London: Springer.
McLellan, R. & Galton, M.(2015). The impact of primary-secondary transition on students' wellbeing. Final report to the Nuffield Foundation.
McLellan, R. & Galton, M., with Walberg, M.(2014). The impact of arts interventions on health outcomes: A survey of young adolescents accompanied by a review of the literature. Newcastle: Creativity, Culture & Education.
McLellan, R. & Winter, L. (2014). Teacher identity in a changing educational landscape in Kazakhstan: The explanatory efficacy of Beijaard, Meijer and Verloop’s (2004) framework. In The improvement of the secondary education curriculum of Kazakhstan in the context of modern reforms: Final report. Cambridge: University of Cambridge Faculty of Education.
McLaughlin, C., McLellan, R. and Fordham, M. (2014). The role of teachers in educational reform in Kazakhstan: Teacher enquiry as a vehicle for change. In D. Bridges (Ed.), Educational reform and internationalisation: The case of Kazakhstan. Cambridge: Cambridge University Press.
Waterhouse, J., McLellan, R., McLaughlin, C, & Morgan, B. (2014). Powerful partnership in a schools-university research collaboration. In T. Stern, F. Rauch, A. Schuster & A. Townsend (Eds.), Action Research, Innovation and Change Across Disciplines: International Perspectives. London: Routledge.
Winter, L., McLellan, R. & Fimyar, O. (2013). Teachers' constructs of their professional identity in a changing educational environment in Kazakhstan. In Internationalisation and reform of secondary schooling in Kazakhstan: Final report. Cambridge: University of Cambridge Faculty of Education.
McLellan, R., & Nicholl, B. (2013). Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools. Thinking Skills and Creativity, 9, 165-185.
McLellan, R., Galton, M., Steward, S., & Page, C. (2012). The Impact of Creative Initiatives on wellbeing: a literature review. Newcastle: Creativity, Culture & Education.
McLellan, R., Galton, M., Steward, S., & Page, C. (2012). The impact of Creative Partnerships on the wellbeing of children and young people. Newcastle: Creativity, Culture & Education.
McLellan, R., Kirkman, R., Cartwright, S., & Millington, B. (2011). Student Voice in the Secondary School Context: A case study of the benefits of schools, local authorities and higher education institutions working together. In G. Czerniawski & W. Kidd (Eds.), The student voice handbook: Bridging the academic / practitioner divide.
McLellan, R., & Nicholl, B. (2011). 'If I was going to design a chair, the last thing I would look at is a chair'. Product analysis and the causes of fixation in students' design work 11-16 years. International Journal of Technology and Design Education 21(1), 71-92.
McLaughlin, C., Waterhouse, J., McLellan, R., & Morgan, B. (2010). Collabroer dans las recherche: etude de l'action dans un tiers-espace. In P. Masson, V. Baumfield, K. Otrel-Cass & M. Pilo (Eds.), (Re)penser le partneriat en Education / Rethinking Partnership in Education. Lille, France.
McLellan, R. (2009). Analysing quantitative data In E. Wilson (Ed.), School-based research: A guide for education students (pp. 154-170). London: SAGE.
Nicholl, B., & McLellan, R. (2009). ‘This isn’t my project [work]. It’s…just do it…you just do research’. What student voice reveals about the nature of D&T lessons in English schools and the implications this has on their motivation and learning of complex tasks. In A. Jones & M. de Vries (Eds.), International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers.
Nicholl, B., & McLellan, R. (2008). ‘We’re all in this game whether we like it or not to get a number of As to Cs.’ Design and technology teachers’ struggles to implement the creativity and performativity policies. British Educational Research Journal, 34(5), 585-600.
Nicholl, B., McLellan, R., & Kotob, W. (2008). Understanding Creativity for Creative Understanding. Cambridge: University of Cambridge, Faculty of Education
Nicholl, B. & McLellan, R. (2007) The contribution of product analysis to fixation in students' design and technology work. In E. Norman, & D. Spendlove (Eds), The Design and Technology Association Education and International Research Conference 2007. Conference Proceedings. Wellesbourne, The Design & Technology Association, pp. 71-76.
Nicholl, B. & McLellan, R. (2007). Fixated on popular culture and other things: What students can tell us about generating ideas in D&T. In J. R. Dakers, W. J. Dow, & M. J. de Vries (Eds), PATT 18 Pupils attitudes towards technology international conference on design and technology educational research. Conference Proceedings. Glasgow, Faculty of Education, University of Glasgow, pp. 168-175.
Nicholl, B. & McLellan, R. (2007). 'Oh yeah, yeah, you get a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts.' Fixation in pupils' design and technology work (11 to 16 years). Design and Technology Education: An International Journal, Vol. 12, No. 1, pp. 34-44.
McLellan, R. (2006). The Impact of Motivational 'World-view' on Engagement in a Cognitive Acceleration Programme. International Journal of Science Education, Vol. 28, No. 7, pp. 781-819.
Gray, J. & McLellan, R. (2006). A Matter of Attitude? Developing a typology of boys' and girls' responses to primary schooling. Gender and Education, Vol. 18, No. 6, pp. 651-672.
Younger, M., & Warrington, M. with Gray, J., Rudduck, J., McLellan, R., Kershner, R., Bearne, E. & Bricheno, P. (2005). Raising Boys' Achievement: Final report. DfES.
Younger, M. & Warrington, M. with McLellan, R. (2005). Raising Boys' Achievement in Secondary Schools: Issues, Dilemmas and Opportunities. Maidenhead, Berkshire, Open University Press.
Warrington, M., Younger, M., & McLellan, R. (2003). 'Under-achieving boys' in English primary schools? The Curriculum Journal, Vol. 14, No. 2, pp. 139-156.
McLellan, R. (2003). New Ways of Thinking about Raising Boys' Achievement. Topic, Issue 30, pp. 1-6.
Younger, M., Warrington, M. & McLellan, R. (2002). The 'Problem' of 'Under-achieving Boys': some responses from English secondary schools. School Leadership & Management, Vol. 22, No. 4, pp. 389-405.