Dr. Lynne Grant
Lecturer in education (primary curriculum)
Programme Leader (M.Ed. Leadership for Learning)
Background
Lynne Grant is a lecturer in education and programme leader for the M.Ed. Leadership for Learning. She transferred to education from a background in finance and has since held senior management posts in a primary school and worked at education authority level. Before joining UWS in 2008 Lynne was a Teacher Fellow at the Stirling Institute of Education.
Lynne is currently the principal external examiner for the University of Hertfordshire with reference to their Professional Development and Early Years programmes. She is a co-convener and reviewer of a network within the European Educational Research Association (EERA) that focuses on Educational Effectiveness and Quality Assurance, and in 2010 became an executive member of the Scottish Educational Research Association (SERA).
Lynne has experience of teaching a variety of age ranges from nursery, primary and early secondary education. She has been a member of the Scottish Masterclass programme for ICT since its conception in 2001 and a member of the Scottish ICT Reference group and a NOF trainer for ICT.
Lynne has been an educational advisor on various educational products including: Stonewall, 2010; Bank of England School Money, 2007; Global Action Plan, 2007; Woolworths Playground Partnerships, 2004-2006; Cryosat Mission, 2005. She is currently educational advisor to Glasgow Acting Academy and 21st Century Dance Academy.
Current Teaching
Since joining UWS Lynne has developed and delivered a range of postgraduate and undergraduate modules focusing on educational policy and practice, informed professional, humanities, and an online programme focusing on leadership for learning.
She delivers a range of continual professional development courses on leadership, assessment and on moderation. These courses are aimed at all those involved in education.
Knowledge Transfer
Recent knowledge transfer events have focused on the impact on teachers’ professional practice when employing moderation for both accountability and improvement, and also on moderation and assessment within curriculum for excellence.
Research Interests
Lynne’s research interests are varied and include moderation for accountability and improvement, quality assurance and assessment, educational effectiveness, homeschooling, educational transitions, pupils’ voice in learning, teacher education, the impact of social capital on young people’s educational attainment, leadership within education and the benefits of children’s involvement in expressive arts.
Current Research Project
Her current research focuses on the area of building sustainable cross sector assessment cultures. This is a research project involving 5 Scottish local authorities and involves nursery, primary, and secondary education staff along with school senior management teams and quality improvement officers from the identified authorities.
Doctoral Supervisory Interests
Lynne supervises PhD students and is currently supervising a candidate undertaking an investigation in to teacher involvement in curriculum development. She is interested in supervising projects across the educational spectrum including theoretical and empirical research.
Journal Articles
Grant, L. (2012) Cross Sectoral Moderation as a Means of Promoting Communities of Practice. International Journal of Learning, 10 (5).
Grant, L. (2011) ‘What’s the score? Scottish youth football and social capital’ (forthcoming).
Grant, L. (2011) ‘Remove your Shoes! Student teachers begin to engage with education policy’ (forthcoming).
Grant, L. (2011) ‘What educational benefits do young people gain from involvement in expressive arts?’ (forthcoming).
Grant, L. (2011) Home schooling – a form of child abuse! I don’t think so. Effective Education. (Decision Pending).
Grant, L. (2011) Secondary teachers’ perceptions of early secondary education. Curriculum Journal. (Decision Pending).
Grant, L., and Hill, S. (2011) Social Capital and its influences on pupil education: external connections matter. Critical and Reflective Practice in Education (Decision pending).
Grant, L. (2011) Teachers’ views of pupil involvement in learning at transition. Teachers and Teaching (Decision Pending).
Grant, L. (2011) Building sustainable assessment cultures between the sectors, Research Intelligence (Decision pending).
Grant, L. (2011) Journeys through and across borders. Cross-sectoral moderation and Curriculum for Excellence, Scottish Educational Review (Decision pending).
Grant, L. (2011) Evaluating the importance of pupil involvement in transition, in: P.S.Gento. (eds) Educational Effectiveness and Factors of Quality Assurance. (in press 2011).
Grant, L. (2011) Cross-sector moderation as a means of engaging staff with assessment and teaching pedagogy, Policy Futures in Education, Developing Sustainable Assessment Cultures in School Learning Organisations. (in press 2011).
Grant, L. (2011) Personal Learning Planning as a means of increasing pupil involvement in learning at transition, International Journal of Learning. 18(1), 151-162.
Grant, L. (2010) A means of ensuring quality in teacher assessments, in: P.S.Gento. (eds) How to Progress on Educational Quality Assurance. ISBN 978-84-614-2567-9.
Media Articles
Grant, L. (2009). The continuing professionalism of teachers, Times Educational Supplement Scotland (TESS), in press 10/4/09.
Recent Conference Presentations
Grant, L. (2011) Teacher professional development in moderation. Scottish Educational Research Association (SERA), (Accepted) Stirling Highland Hotel, Stirling: 24-25 November.
Grant, L., & Matemba, Y. (2011) Constraints for assessment in Scottish Religious Education, Scottish Educational Research Association (SERA), (Accepted) Stirling Highland Hotel, Stirling: 24-25 November.
Grant, L, & Simpson, F. (2011) Student teachers gaining confidence in the delivery of science lessons through the introduction of microteaching tasks. Scottish Educational Research Association (SERA), (Submitted awaiting decision), Stirling Highland Hotel, Stirling: 24-25 November.
Grant, L. (2011) Moderation for enhancement - a means of teacher professional development, Ireland International Conference of Education (IICE), (Submitted awaiting decision), Bewleys Hotel Ballsbridge, Dublin: 3-5 October
Grant, L. (2011) Defining educational effectiveness, European Conference on Educational Research (ECER), (Accepted) University of Berlin: Berlin 13 - 16 September.
Grant, L. (2011) Quality assurance for integrated educational delivery, European Conference on Educational Research (ECER), (Accepted) University of Berlin: Berlin 13 - 16 September.
Grant, L. (2011) Cross-sector moderation, 18th International Conference of Learning, University of Mauritius: Mauritius: 5 - 8 July.
Grant, L. (2011) ’Moderation within Curriculum for Excellence’ University of the West of Scotland, Stirling Management Centre, Stirling: 12th March.
Grant, L. (2011) ‘Getting Your Work Out There – Presenting a Conference Paper’, University of the West of Scotland, Ayr: 9th March.
Grant, L., & Hill, S. (2010) Social capital and curriculum for Excellence, Scottish Educational Research Association (SERA), Stirling Highland Hotel, Stirling: 25-26 November.
Grant, L (2010) Evaluating the importance of pupil involvement in transition. European Conference on Educational Research (ECER), University of Helsinki: 25-27 August.
Grant, L (2010) Pupil involvement in transition. Hong Kong Institute of Education, Tia-Po. 6-8 July.
Grant, L (2009) It is my education and I deserve to be involved, Scottish Educational Research Association (SERA), Royal George Hotel, Perth: 26-28 November.
Grant, L. (2009) A means of ensuring quality in teacher assessments. European Conference on Educational Research (ECER), University of Vienna: 28-30 September.
Grant, L (2007) Taming the Beast within: A view of personal learning planning in Scottish schools. International Transitions Research Conference, University of Strathclyde: 11-14 April.
Research Grant Income
2010 – Scottish Government – successful bid for £91,000 2nd Tranche funding. £41,000 of this to investigate a cross sectoral approach to moderation within Curriculum for Excellence. The remainder focusing on various Curriculum for Excellence projects.
2009 Carnegie Trust – successful research bid for £2500 to examine the emerging development of integrated early years and early primary provision within some local authorities and to investigate the staff development needs for such developments.
2005-2007 Scottish Executive – successful bid for £135,000 for various research projects conducted within an education authority to further develop effective learning and teaching practices in all sectors.
Membership of Professional Bodies
Scottish Educational Research Association (SERA)
The Educational Colloquium of the Universities of Glasgow, Strathclyde and the West of Scotland
The Historical Association (HA)
General Teaching Council for Scotland (GTCS)
Educational Institute of Scotland (EIS)