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Emma Carter


Research Associate

E-mail Address



  • PhD Psychology and Education (University of Cambridge, UK)
  • MPhil Psychology and Education (University of Cambridge, UK)
  • GradCert in Educational Studies (University of Melbourne, Australia)
  • B Ed Honours (University of Melbourne, Australia)
  • BMus Honours (Australian National University, Australia)

Membership of Professional Bodies/Associations

  • Member of the British Psychological Society (BPS)
  • Member of the British Educational Research Association (BERA)
  • Member of the European Association for Research on Learning and Instruction (EARLI)

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Emma is a Research Associate with interests in the impacts of disadvantage on cognitive and social-emotional development and strategies that can best address the needs of learner’s from underserved backgrounds. Her PhD research examined the psychosocial experiences of disadvantaged students from ethnic minority backgrounds involved in programmes aimed at identifying and developing high academic potential within Australia and the UK. Case studies included the Academic Leader’s Programme (Cape York Institute of Policy and Leadership, Australia) and the Emerging Scholar’s Intervention Programme (Support and Help in Education Trust, UK).

Emma has previously worked as a Research Assistant for REAL Centre where she supported the development of the survey instrument for a longitudinal evaluation of the impact of Speed Schools for out-of-school children in Ethiopia. In 2012, she also worked as a Policy Advisor for the Cape York Institute for Policy and Leadership in Australia. Here, she developed a research base informing recommendations for the ‘Opportunity System’, a reform project aimed at improving psychological, educational, social and economic outcomes for Indigenous Australians. Emma has extensive international experience as a teacher, having worked in Australia, China, the United Arab Emirates and the UK. Her current role as Research Associate for the REAL Centre involves a comprehensive evaluation of Complimentary Basic Education (CBE) in Ghana. The CBE programme aims to bridge achievement gaps of out-of-school children so they can be reintegrated into mainstream public education after nine months of accelerated learning instruction.

Academic Area/Links

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Research Topics

  • Education research in sub-Saharan Africa
  • Contemporary approaches towards the understanding and measurement of intelligence
  • Psychosocial impacts of poverty and disadvantage
  • International education
  • Educational evaluation
  • Accelerated learning approaches
  • Country experience; Ethiopia, Ghana, China, United Arab Emirates, Australia, UK.

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Coursse involvement

Supervisor for Education Tripos: Psychological Development (Preliminary/Part 1)

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Principal and Recent Publications

Carter, E. (2017). Orbiting two worlds: Shifting conceptions of giftedness amongst Indigenous Australians. Paper currently under review.