Dr. Lisa JonesLecturer in EducationSchool of Education and Social Science, The University of HullMy main area of interests relate to social and educational inclusion, particularly issues of social class and socio-economic disadvantage. Before joining the University of Hull, I worked as a researcher at the University of Manchester where I also completed my PhD. I am actively engaged in research and am currently the PGR Coordinator in Education at the University of Hull as well as teaching on our undergraduate, masters and EdD programmes.
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Summary of my research:
I have worked on a number of funded projects (JRF; DCSF/DfE; WHO; TTA/TDA) both empirical and conceptual, working closely as part of research team, including being a Project Manager on the national evaluation of Extended Services in Schools in England. As a result, I have a consistent body of work relating to issues of social exclusion/inclusion, educational and social disadvantage leading to a number of publications (see selection below). I have been the Principal Investigator (PI) on a project exploring Teach First recruitment and retention in schools facing challenging circumstances (£10,000 funded by the Teacher Development Agency) and I am the also the PI on a project exploring the understandings and uses of culture amongst children and young people in Hull with Dr Josef Ploner (£9,800 funded by Hull 2017). I have recently submitted a bid to the ESRC New Investigators Grant (£287,000 total with £22,000 allocated to a Co-I from another institution) looking at teaching and teacher preparation for those working with disadvantaged white working class communities.
Selected publications
Adderley, R.J., Hope, M.A., Hughes, G.C., Jones, L., Messiou, K., and Shaw, P.A. (2015) Exploring inclusive practices in primary schools: focusing on children’s voices. European Journal of Special Needs Education, 30(1) 106-121
Messiou, K. and Jones, L. (2015) ‘Pupil Mobility: Using Students’ Voices to Explore their Experiences of Changing Schools’ Children and Society, 29(4) 255-265
Dyson, A. and Jones, L. (2014) ‘Extended schools in England: emerging rationales’, International Journal for Research on Extended Education 2(1) 5-17
Hall, D. and Jones, L. (2013) ‘Social class (in)visibility and the professional experiences of middle class invoice teachers’ Journal of Education for Teaching, 39(4) 416-428.
Dyson, A., Jones, L. & Kerr, K. (2011)” Inclusion, place and disadvantage in the English Education System” In Artiles, A.J., Kozleski, E.B., and Waitoller, F.R. (Eds.) Inclusive Education. Cambridge: Harvard Education Press.
Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L. & Kalambouka, A. (Eds.) (2010) Education and Poverty in Affluent Countries, New York, London: Routledge (includes six co-authored chapters)
Raffo, C., Dyson, D., Gunter, H., Hall, D., Jones, L. and Kalambouka, A. (2009) ‘Education and poverty: mapping the terrain and making the links to educational policy’. International Journal of Inclusive Education 13(4) 341-358.
Selected publications
Adderley, R.J., Hope, M.A., Hughes, G.C., Jones, L., Messiou, K., and Shaw, P.A. (2015) Exploring inclusive practices in primary schools: focusing on children’s voices. European Journal of Special Needs Education, 30(1) 106-121
Messiou, K. and Jones, L. (2015) ‘Pupil Mobility: Using Students’ Voices to Explore their Experiences of Changing Schools’ Children and Society, 29(4) 255-265
Dyson, A. and Jones, L. (2014) ‘Extended schools in England: emerging rationales’, International Journal for Research on Extended Education 2(1) 5-17
Hall, D. and Jones, L. (2013) ‘Social class (in)visibility and the professional experiences of middle class invoice teachers’ Journal of Education for Teaching, 39(4) 416-428.
Dyson, A., Jones, L. & Kerr, K. (2011)” Inclusion, place and disadvantage in the English Education System” In Artiles, A.J., Kozleski, E.B., and Waitoller, F.R. (Eds.) Inclusive Education. Cambridge: Harvard Education Press.
Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L. & Kalambouka, A. (Eds.) (2010) Education and Poverty in Affluent Countries, New York, London: Routledge (includes six co-authored chapters)
Raffo, C., Dyson, D., Gunter, H., Hall, D., Jones, L. and Kalambouka, A. (2009) ‘Education and poverty: mapping the terrain and making the links to educational policy’. International Journal of Inclusive Education 13(4) 341-358.
Motivation for this workshop
In addition to enhancing networks both within the UK and with our colleagues in Thailand, I see a lot of other opportunities that may result from attending this workshop. In particular, the capacity for developing my expertise in and around the use of mobile technologies as well as for developing my thinking about how this can work across and transcend borders (both internationally and interculturally within countries) has the potential to lead to developing my thinking conceptually. I would hope that these opportunities then benefit both my research and my teaching.
Future research intentions:
I anticipate, as a result of attending this workshop that I will meet and develop important and engaging networks with researchers interested in similar issues/themes, particularly in terms of locating my research interests in a more international context that goes beyond other western countries. Importantly, I also anticipate that this may then lead to the possibility of future links for applying for research funding.