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Mary Anne Wolpert

Position/Status

Affiliated Lecturer and Senior Teaching Associate

E-mail Address

mw401@cam.ac.uk

Phone

(+44) 01223 767553

Qualifications

  • MEd, Critical Approaches to Children's Literature, University of Cambridge
  • PGCE Primary, Brighton University
  • MA History, University of Cambridge
  • BA (Hons) History, University of Cambridge

Membership of Professional Bodies/Associations

  • United Kingdom Literacy Association: National Council and Eastern Region Rep
  • International Literacy Association: Publications Committee
  • Commonwealth Centre for Education Caribbean Poetry Project Advisory Panel
    Children’s Poetry Archive Advisory Panel
    National Writing Project
    School Governor: Trumpington Federation, Trumpington, Cambridge

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Profile

Mary Anne taught for many years as a primary English specialist and was a senior manager in a London school before she moved into teacher education at the Faculty of Education in 2005 where she is currently Deputy Course Manager for the Early and General Primary PGCE course. She also coordinates the Primary Professional Studies course and teaches on the English course. She is a member of the research staff team for the Cambridge/Homerton Research and Teaching Centre for Children's Literature. Her responsibilities in this area have included being Course Coordinator for the undergraduate Children and Literature course and teaching on the Masters course in Critical Approaches to Children's Literature.
Mary Anne is an Associate Consultant in Primary Literacy for the Cambridgeshire Local Authority. She has worked as a part-time Research Fellow with the Faculty’s Centre for Commonwealth Education, collaborating on a project to raise student achievement and foster interactive teaching in Antigua and Barbuda and working on the CCE project in Mongolia.

Academic Area/Links

Pedagogy, Language, Arts and Culture in Education


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Research Topics

  • English teaching in primary schools
  • Children and literature
  • Teacher education
  • Interactive pedagogies in literacy teaching
  • Developing reading comprehension at Key Stage 2
  • Developing teachers as writers

Current Research Projects

  • Neurocognitive Factors Governing Response to Intervention with Graphogame Rime: A project funded by the Wellcome Trust and EEF in collaboration with Professor Usha Goswami, (Centre for Neuroscience in Education, University of Cambridge) investigating the impact of teaching phonics through rhyme analogy.
  • Creative and Innovative Pedagogies Impact Development Study: A project funded by the OU in collaboration with Professor Teresa Cremin to extend the reach and deepen impact of research into Teachers as Readers for trainee teachers, teachers and teacher educators and to develop partnerships through involvement with a web-based community.
  • BookPlay: A project, internally funded, to investigate how the book, as a materila object of play, contributes to the development of oracy and literacy.
  • PLaNS (Play, Learning and Narrative Skills): A project funded by the LEGO Foundation investigating the impact of an intervention using playful experiences with Lego to support the development of children's metacognitve abilities, and their narrative and writing skills.
  • Improving inference-making skills in reading at Key Stage Two: A collaborative  primary classroom intervention project with UEL and Barking & Dagenham School Improvement Service.
  • Assessment of Non-Cognitive Attributes (ANCA) Project: Developing an evidence-based tool to assess non-cognitive attributes of prospective teachers: a joint project with Professor Rob Klassen, University of York.

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Course Involvement

  • Postgraduate
    • Critical Approaches to Children's Literature (MPhil,MEd,PGCE-M)
    • Primary PGCE Course (Deputy Course Manager, Partnership, Professional Studies, English)
  • Undergraduate
    • Children and Literature (Education Tripos Part II)

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Selected Publications

Arizpe, E. and Styles, M. with Cowan, K., Mallouri, L. and Wolpert, M.A. (2008). 'The Voices Behind the Pictures.' In L.R. Sipe and S. Pantaleo. (Eds.). Postmodern picturebooks; play, parody and self-referentiality. London: Routledge.

Galliard, J. and Wolpert, M.A. (2007). Enjoy picture books at KS2: ideas to support teachers and pupils to engage with picture books. Stevenage: Badger Publishing.

Pollard, A. et al. (2014). Reflective teaching (4th Ed.). London: Continuum.

Warwick, J. & Wolpert, M.A. (2014). 'Making the most of your placements'. In J. Arthur and T. Cremin (Eds.). Learning to teach in the primary school. Oxon: Routledge.

Wolpert, M.A., Dunn, T., Brown, A. and Chapman E. (2010). 'Superheroes in the primary classroom'. English 4-11, 40 11-16.

Wolpert, M.A., Styles, M. (2016) What Else Can This Book Do?’ Picturebooks as stage sets for acts of reading. In E. Arizpe & V. Smith (Eds.). Children as Readers in Children’s Literature, London: Routledge

Wyse, D., Jones, R., Bradford, H. and Wolpert, M.A. (2013).Teaching English, language and literacy. (3rd Ed.). London: Routledge.

In preparation

Klassen, R.M., Patterson, F., Rowett, E., Durksen, T.L., Kim, L., Warwick, J., Warwick, P. & Wolpert, M.A. - Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programmes