Dr Emma Clarke
Emma joined Bishop Grosseteste University in 2015 after 17 years as a primary school teacher, where her roles included coordinating maths and ICT. She also undertook work in establishing nurture groups and has had experience in pupil referral units.
Teaching Emma teaches on a range of modules offered on the PGCE, where she is 5 – 11 Cohort Leader, as well as undertaking teaching on the undergraduate, Masters and doctoral programmes. Her teaching interests include managing challenging behaviour, science and maths, as well as research skills.
Emma’s Masters’ degree in Education focused on managing challenging behaviour. Her PhD with the University of Northampton considered how whole school issues and teaching assistants’ personal views affected how they chose to manage behaviour. Emma is particularly interested in creative research methodologies, well-being, approaches to managing behaviour and the wider school workforce. She sits on the editorial board for the journal Support for Learning, peer reviews articles for a number of journals and is a fellow of the Higher Education Academy. She is currently involved in a British Academy funded project on NQT well-being and Covid-19, an ERASMUS+ project investigating well-being for ITT trainees across Europe, and part of an Alternative Provision research network.
Clarke, E. & Visser, J. (2016). How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? TEAN Journal, 9(1), 66-79
Clarke, E. & Visser, J. (2016). Teaching Assistants managing behaviour – who knows how they do it? A review of literature. Support for Learning, 31(4), 266-280
Clarke, E. and McNichol, S. (2017) Behaviour. In Paige, R., Geeson, R and Lambert, S. (Eds) Building Skills for Effective Primary Teaching. Sage Publications Ltd.: London.
Clarke, E. (2017) Working with Teaching Assistants. In Paige, R., Geeson, R and Lambert, S. (Eds) Building Skills for Effective Primary Teaching. Sage Publications Ltd.: London.
Clarke, E., Compton, A. and Sharpe, J. (2017) Academic Writing. In Paige, R., Geeson, R and Lambert, S. (Eds) Building Skills for Effective Primary Teaching. Sage Publications Ltd.: London.
Clarke, E. (2018) A lifebelt in the methodological mire. https://www.bera.ac.uk/blog/beras-postgraduate-symposium-a-lifebelt-in-the-methodological-mire
Clarke, E. (2019) Paint pot washers or pedagogues? Is gender an issue for teaching assistants?, Educational Review, DOI: 10.1080/00131911.2018.1559800 https://www.tandfonline.com/doi/full/10.1080/00131911.2018.1559800;
Clarke, E. and Visser, J. (2019) Is a good Teaching Assistant one who ‘know their place’? Emotional and Behavioural Difficulties. 1-15. https://www.tandfonline.com/doi/full/10.1080/13632752.2019.1625207;
Clarke, E. and Visser, J. (2019) Teaching assistants managing behaviour – who knows how they do it? Agency is the answer. Support for Learning. 34(4), pp. 372-388 https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9604.12273;
Clarke, E. and Aermes, C. (2019) From the club to the classroom: developing trainee teachers’ behaviour management skills via Berlin techno. Journal of Imaginary Research (vol. 5). https://journalofimaginaryresearch.home.blog/2020/03/30/journal-of-imaginary-research-volume-five-2019/;
Thompson, S., Clarke, E., Quickfall, A. and Glazzard, J. (2020 - accepted) Averting the crisis in trainee teacher well-being – learning lessons across European contexts: A comparative study. Journal of Comparative and International Higher Education
https://www.headteacher-update.com/best-practice-article/teaching-assistants-role-in-managing-behaviour/174957/ (article) https://www.bera.ac.uk/blog/the-pgce-journey-wellbeing-and-workload (blog) https://www.bera.ac.uk/media/student-and-teacher-well-being (online presentation)
Clarke, E. (2020) Teaching Assistants Managing Behaviour: A Guide for Schools. Abingdon: Routledge
Clarke, E. (in press) New Perspectives on Classroom Behaviour. Abingdon: Routledge