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Professor Alison Kington

Professor in Psychology of Education

Institute of Education

Contact Details

email: a.kington@worc.ac.uk

tel: 01905 542025

 

Since completing her PhD in 2001, Alison has worked in a number of research and teaching roles and has gained extensive experience of and expertise in designing and conducting mixed methods research in education and social psychology. Her research interests focus on three main areas; children (including teacher-pupil relationships, peer relationships, classroom interaction, and self-efficacy), teachers (e.g. professional identity, work and lives, relationships with pupils, interactions, and effectiveness), and mixed methodologies (e.g. narrative, observational techniques, and repertory grid interviews).

Over the past 15 years, Alison has contributed to the success of a range of international and national research projects funded by Research Councils and Government agencies, including a four-year research project investigating variations in the work and lives of teachers, a study of effective classroom practice, and an exploration of early years education for two year-olds, and a study of inspirational and effective teachers. She is currently engaged in a number of research projects in the areas of trainee teachers' professional identity, the identity of mid-career primary teachers, the role of school staffrooms, and the impact and practice of interpersonal relationships in pre-school settings. 

As well as her involvement in research, Alison is course leader for the MRes Education, module leader on the interdisciplinary Professional Doctorate programme, and teaches on the MA Education (Research Methods).  She is currently supervising 10 (6 PhD & 4 EdD) research students who come from a range of international and national contexts, and has supervised a further 10 (5 PhD & 5 EdD) students to successful completion of their studies.

Alison is lead editor of the forthcoming volume, Social and Learning Relationships in the Primary School,  author of Effective Classroom Practice (2014, McGraw-Hill), co-author of Teachers Matter (2007), and co-editor of The Role of Theory and Research in Educational Practice (2008) and Paradigms and Research of Educational Practice (2012).  She has also published papers and chapters relating to her substantive and methodological interests.

Academic qualifications: 
PhD Education & Social Psychology (University of Bristol, 2001) – Teacher-Pupil Relationships in Key Stage Two: Case studies of individual differences, expectations and constraints
BEd (Hons) Primary Education and English (University of the West of England, 1994) 

Professional qualifications:
Postgraduate Certificate: Teaching and Learning in Higher Education (2014)
Certificate: Associate Teachers Programme (2010)
Certificate: Teaching and Learning (2008)
Certificate: Research Management (2005)

Teaching & Supervision

Teaching & Supervision

Teaching responsibilities:

Professional Doctorate:            
Module leader - Project Planning, Development & Management
Lecturer - Research Design & Methods

MRes Education:                          
Course leader
Module leader - Thesis Preparation

MA Education:                              
Module tutor - Research Methods
Dissertation supervisor

Research supervision:

Alison supervises PhD and EdD students and would welcome enquiries regarding further study in the following areas:

• teachers' work and lives
• teacher identity
• teacher careers/professional life phases
• teacher effectiveness
• classroom behaviours and interaction
• teacher-pupil relationships
• peer relationships in the classroom/friendships
• children's socio-cognitive development


Research

Research

Alison's research focuses on 'classroom life'; that is, the experiences, relationships and perceptions of children and staff in schools, with an emphasis on the utilisation and application of research to improve professional practice. Specifically, her main research interests are teacher-pupil and peer relationships, the impact of social interaction on cognitive development, classroom identities, and effective practice. Below are details of Alison’s recent research project experience at the University of Worcester:

Principal investigator
2016-17    Developing Effective Leadership in Schools (Stoke Local Authority)
2014-17    Tales from the Watershed: Developing Identities of Mid-career Primary School Teachers
2014-17    The Role and Significance of School Staffrooms    
2013-17    The Role of Children’s Friendships in the Transition from Pre-school to Primary School
2015-16    Student Teacher Identities: Alternative ITE routes in changing policy contexts
2014-15    The Impact of Multi-agency Working on Families with Severe and Multiple Disadvantage Lankelly Chase/Vestia)
2014          Developing a Research-led Culture in Post-92 Education Departments (HEA)       

Co-principal investigator
2014-18    International Comparison of Learning and Teaching (ICALT-3) (with the Universities of Southampton, Lincoln & Wolverhampton + 16 international partner universities)
2012-14    Inspirational and Effective Teachers (CfBT – with the University of Oxford)

Co-investigator
2013          Identifying and elaborating the competencies required for effective classroom practice (HEA -with the University of Hertfordshire)

Prior to working at the University of Worcester, Alison had been involved in a number of mixed methods research studies including the following projects:

Principal investigator
2011-12     Evaluation of the Making Headway Pilot Project (SkillForce: £14,500)
2009          Analysis of PRES, PTES and CROS surveys (University of Nottingham, Graduate School: £8,000)
2007-8       Defining Classroom Relationships: developing the repertory grid technique
2002          Evaluation of the Laptops for Teachers Initiative (Department for Education and Skills: £60,000)
2002          Evaluation of the Excellence in Cities EMAG Programme (Department for Education and Skills: £40,000)
2002          Evaluation of the Leading Small Schools Pilot Programme (National College for School Leadership: 50,000)

Co-investigator/co-director
2009-10     Impact of the Two-Year Olds Pilot (Nottingham City Council: £30,000)
2006-8       Effective Classroom Practice (Economic and Social Research Council: £300,000)
2005-8       Impact of School Leadership on Pupil Outcomes (Department for Education and Skills: £775,000)
2005-6       Variations in Teachers' Work, Lives and Effectiveness: an extension (Department for Education and Skills: £60,000)
2001-2       Evaluation of the Computers for Teachers Scheme (Department for Education and Skills: £146,000)
2000-2      The Use of Computers in Learning Environments – an international project (OECD: £185,000)
2000-2      Classroom Practices using ICT in England: the 2nd information technology in education study(SITES) (IEA: £200,000)
1998         Children’s Friendships and Learning in School: cognitive enhancement through social interaction (Froebel Educational Trust: £1,000)

Lead researcher
2010-11     Pedagogic Quality and Inequality in University First Degrees (Economic and Social Research Council)
2009-11     Includ-ED (European Commission)
2009-10     Evaluation of Mathematics Pathways (Qualifications and Curriculum Authority)
2003-5       Variations in Teachers' Work, Lives and Effectiveness (VITAE) (Department for Education and Skills: £1,247,321).


Professional Bodies

Professional Bodies

Chartered Psychologist (CPsychol) of the British Psychological Society

Associate Fellow of the British Psychological Society (AFBPsS)

Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (FRSA)

Fellow of the College of Teachers (FCollT)

Fellow of the Royal Statistical Society (FRSS)

Fellow of the Higher Education Academy (HEA)

Member of the Economic and Social Research Council (ESRC) Peer Review College

Member of the British Educational Research Association (BERA)

Member of the American Educational Research Association (AERA)


Publications

Publications

Journal articles

Sammons, P., Lindorff-Vijayendran, A., Ortega, L. and Kington, A. (2016). Inspiring teaching: Learning from exemplary practitioners, Journal of Professional Capital and Community, 1 (2).

Kington, A., Reed, N. and Sammons, P. (2014). Teachers’ Constructs of Effective Classroom Practice: Variations across a career, Research Papers in Education, 29 (5), 534-556. DOI: 10.1080/02671522.2013.825309

Engel, L., Kington, A. and Mleczko, A. (2013). The Influence of Education on Community Cohesion: Adaptation of policy to practice. Journal of Educational Research. 106(5), 408-418

Kington, A. (2013). Interpersonal Relationships in the Primary Classroom: an analysis of social and affective outcomes. Journal of Psychology and Social Behavior Research, 1(4), 116-127.

Kington, A., Gates, P. and Sammons, P. (2013). Development of Social Relationships, Interactions and Behaviours in Early Education Settings. Journal of Early Childhood Research. 11(3), 293-312.

Mleczko, A. and Kington, A. (2013). The Impact of School Leadership on Parental Engagement: A study of inclusion and cohesion. International Research in Education. 1(1), 129-148.

Kington, A. (2012). Narratives of Variation in Teacher-pupil Relationships across a Career. European Journal of Educational Studies. 4,2, 2012.

Kington, A., Regan, E., Sammons, P. and Day, C. (2012). Effective Classroom Practice: A mixed method study of influences and outcomes, Nottingham: University of Nottingham Jubilee Press.

Kington, A. and Mleczko, A. (2011). The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. Proceedings of the International Scientific Conference, [online]. October 2011.

Kington, A., Sammons, P., Day, C. and Regan, E. (2011). Stories and Statistics: describing a mixed method study of effective classroom practice. Journal of Mixed Methods Research, 5(2), 103-125

Kington, A. (2010). Are Individual Pupil Differences the Primary Pervasive Influences on Teacher Expectations? Proceedings of the International Scientific Conference, [online]. October 2010.

Kington, A. (2009). Defining Teachers' Classroom Relationships. Proceedings of the International Scientific Conference, [online]. December 2009.

Day, C, Sammons, P, Hopkins, D, Leithwood, K and Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: policy and research contexts. School Leadership and Management, Special Issue: The impact of school leadership on student outcomes. 28(1), 5-25

Day, C and Kington, A (2008). Identity, well-being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture and Society. 16(1), 7-23

Penlington, C., Kington, A. and Day, C. (2008). Leadership in Schools: A qualitative perspective. School Leadership and Management, Special Issue: The impact of school leadership on student outcomes. 28(1),

Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G. and Smees, R. (2007). Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed methods study. British Educational Research Journal. 33(5), 681-701.

Day, C., Kington, A., Stobart, G. and Sammons, P. (2006). The Personal and Professional Selves of Teachers: Stable and unstable identities. British Educational Research Journal. 32(4), 601-616.

Day, C., Sammons, P., Kington, A. Stobart, G. and Gu, Q. (2006). Methodological Synergy: The VITAE Story. Evaluation and Research in Education. 19(2), 102-125.

Day, C., Stobart, G., Sammons, P. and Kington, A. (2006). Variations in the Work and Lives of Teachers: Relative and relational effectiveness. Teachers & Teaching: Theory & Practice, Vol 12, No. 2.

Day, C., Elliot, B. and Kington, A. (2005). Reform, Standards and Teacher Identity: Challenges of sustaining commitment. Teaching & Teacher Education, 21, 563-577.

Kutnick, P. and Kington, A. (2005). Children’s Friendships and Learning in School: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75(4), 521-538.

Kington, A. (2004). Profiling Variations in Teachers’ Work, Lives and Effectiveness: The VITAE project. Research Intelligence, 88, 03079023.

Harris, S., Kington, A. and Lee, B. (2002). Classroom Practice: New approaches supported by ICT, TOPIC. 28,

Kington, A., Harris, S. and Leask, M. (2002). Innovative practice using ICT in schools: findings from two case studies, Management in Education. 16, 1, 31-35.

Fletcher-Campbell, F. and Kington, A. (2001). Links between special schools and mainstream schools: a follow-up survey. Journal of Research in Special Educational Needs. 1(3).

Jackson, A., Kutnick, P. and Kington, A. (2001). Principles and practical grouping for the use of drill and practice programs. Journal of Computer-Assisted Learning. 17, 2, 130-141.

Books

Kington, A., Sammons, P. Regan, E., Brown, E. and Ko, J. with Buckler, S. (2014). Effective Classroom Practice. Maidenhead: McGraw Hill.

Sammons, P., Kington, A., Lindorff-Vijayendran, A. and Ortega, L. (2014). Inspiring Teachers: Perspective and practices. Reading: CfBT.

McDermott, J.C, Kington, A. and Matulcikova, M., eds. (2012). Paradigms and Research of Educational Practice, Los Angeles: Antioch University.

Kozlowska, A., Kahn, R. Kozuh, B., Kington, A. and Mazgon, J. eds (2008). The Role of Theory and Research in Educational Practice. Grand Forks: University of North Dakota.

Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007). Teachers Matter: connecting work, lives and effectiveness. Maidenhead: Open University Press.

Harris, S. and Kington, A. (2002). Innovative Classroom Practices Using ICT in England Slough: NfER.

Book chapters

Bingle, B., Kington, A., Howard, C. And Robinson, C. (forthcoming). Tales from the Watershed: Using repertory grids in the study of teachers‘ mid-career identity. In: Personal Construct Psychology, Cambridge: Cambridge Scholarly Publishing.

Kington, A. Gates, P. and Sammons, P. (2015). Social Relationships, Interactions and Behaviour: The impact of nursery education on two year old children. In: Social Relationships: Gender Differences, Influences on Human Development and Psychological Effects, NY: Nova Publications.

Kington, A., Day, C., Sammons, P., Regan, E., Brown, E. and Gunraj, J. (2012). What Makes Teachers Effective?: Profiles of innovative classroom practice. In: Day, C., ed., The Routledge International Handbook of Teacher and School Development, London: Routledge.

Kington, A. and Mleczko, A. (2012). The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. In: McDermott, J.C., Kington, A. and Matulcikova, M., eds., Paradigms and Research of Educational Practice, Los Angeles: Antioch University.

Kington, A. (2011). Are Individual Pupil Differences the Primary Pervasive Influences on Teacher Expectations? In: Kahn, R. and Mazur, S., eds., Education Studies and School. Los Angeles: Antioch University.

Day, C, Sammons, P, Gu, Q., Kington, A. and Stobart, G. (2009). Committed for Life? Variations in teachers' work, lives and effectiveness. In: Bayer, M., Brinkkjaer, U., Plauborg, H. and Rolls, S. eds., Teachers' Career Trajectories and Work Lives. Netherlands: Springer.

Kington, A. (2009). Defining Teachers' Classroom Relationships. In: Stefanc, D. and Harasimowicz, B., eds., The Social Context of Education. Ljubljana: Valentin Bucik.

Kington, A. (2005). Qualities, Formation and Development of Teacher-Pupil Relationships in the Primary School’. In: Kozuh, B., Beran, T., Kozlowska, A. and Bayliss, P. eds, Measurement and Assessment in Educational and Social Research. Exeter-Calgary-Cracow.

Kington, A. and Harris, S. (2003). Educational ICT Policy and Practice in England. In: Cross-national Policies and Practices on Information and Communication Technology in Education Information. Age Publishing Inc, Greenwich. 197-212

Working papers

Mleczko, A. Kington, A., Holford, J. and Welikala, T. (2011). Strategies for Inclusion and Social Cohesion in Europe from Education: Education in European policies and in the development of citizenship. A working paper for WP19. Barcelona: CREA.

Kington, A., Brown, E., Day, C., Regan, E., Gunraj, J. and Sammons, P. (2008). Findings from Secondary Teachers’ Interview data. Working paper ECP/09, [online]. Nottingham: University of Nottingham.

Kington, A., Reed, N, Regan, E., Sammons, P., Day, C. and Gunraj, J. (2008). Initial Findings from the Repertory Grid Data. Working paper ECP/03, [online]. Nottingham: University of Nottingham.

Kington, A., Regan, E., Day, C., Gunraj, J. and Sammons, P. (2008). Findings from Secondary Teachers’ Observational Data. Working paper ECP/07, [online]. Nottingham: University of Nottingham.

Kington, A., Sammons, P. and Day, C. (2008). The Use of Mixed Method Design in the Research of Effective Classroom Practice. Working paper ECP/02, [online]. Nottingham: University of Nottingham.

Ko, J., Sammons, P., Kington, A., Regan, E. and Day, C. (2008). Variations in Effective Classroom Practices: Confirmatory factor analysis. Working paper ECP/08, [online]. Nottingham: University of Nottingham.

Ko, J., Sammons, P., Kington, A., Regan, E., Day, C. and Gunraj, J. (2008). Using Systematic Observation Schedules to Explore Variations in Effective Classroom Practice. Working paper ECP/04, [online]. Nottingham: University of Nottingham.

Tolley, H., Day, C., Sammons, P., Kington, A., Regan, E. and Gunraj, J. (2008). A Review of Literature Relating to Teacher Effectiveness and Effective Classroom Practice.Working paper ECP/05, [online]. Nottingham: University of Nottingham.

Robertson, D., Sammons, P., Kington, A., Day, C., Regan, E. and Gunraj, J. (2007). Analysing Pupil Attitudes to Teaching and Learning.Working paper ECP/01 [online]. Nottingham: University of Nottingham.

Reports

Sammons, P., Kington, A., Lindorff-Vijayendran, A. and Ortega, L. (2014). Inspiring Teachers: Perspective and practices. Final report. Reading: CfBT.

Kington, A. and Efthymiou, E. (2012). An Evaluation of the 'Making Headway' programme: Final report. Nottingham: SkillForce. Kington, A. and Efthymiou, E. (2012). . Nottingham: SkillForce.

Holford, J, Welikala, T., Kington, A. and Mleczko, A. (2011). Intersections between Educational Policies and Other Areas of Social Policy: Successful mixed interventions. A Preliminary Report for WP18 Barcelona: CREA.

Gates, P., Kington, A. and Sammons, P. (2010). An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham, Nottingham: Nottingham City Council.

Kington, A., Holford, J., Engel, L. and Restorick, J. (2010). Strategies for Inclusion and Social Cohesion in Europe from Education: Case studies of local projects, Report for the European Commission - Project 6 (4). Barcelona: CREA.

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E. and Kington, A. (2009). The Impact of School Leadership on Pupil Outcomes. Final Report: DCFS.

Kington, A. and Restorick, J. (2009). Analysis of Postgraduate Research Experience Survey (PRES): Final report. Nottingham: University of Nottingham

Kington, A. and Restorick, J. (2009). Analysis of Postgraduate Taught Experience Survey (PTES): Final report. Nottingham: University of Nottingham

Kington, A. and Restorick, J. (2009). Analysis of Career Researchers Online Survey (CROS): Final report. Nottingham: University of Nottingham

Brown, E., Kington, A. and Day, C. (2008). What Do Effective Teachers Look Like? How Do Effective Teachers See Themselves? Findings from primary and secondary teacher data. Swindon: ESRC.

Day, C., Sammons, P., Kington, A., Regan, E., Ko, J., Brown, E., Gunraj, J. and Roberston, D. (2008). Effective Classroom Practice: A mixed method study of influences and outcomes. End of Award Report: ESRC, (online). Swindon: ESRC.

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Penlington, C., Mehta, P. and Kington, A. (2007). The Impact of School Leadership on Pupil Outcomes: DCSF Research Brief No. RB018. DCSF Publications, (978 1 84775 081 5).

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Penlington, C., Kington, A. and Mehta, P. (2007). The Impact of School Leadership on Pupil Outcomes: DCSF Interim Report No. RB018. DCSF Publications, (978 1 84775 081 5).

Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R. and Mujtaba, T. (2006). Variations in in Teachers’ Work, Lives and Effectiveness. Final report for the VITAE project. London: DfES.

Kington, A., Harris, S., Smith, P. and Hall, M. (2003). Computers for teachers: a qualitative evaluation of Phase 1. Department for Education and Skills, London. (1841859702).

Harris, S. and Kington, A. (2002). Redefining the Classroom: Innovative pedagogical practices using ICT in primary and secondary schools in England. Available at: http://www.nfer.ac.uk/publications/other-publications/conference-papers/

Hobson, A.J. and Kington, A. (2002). Evaluation of Excellence in Cities Primary Extension: A Report on the Findings of the Learning Mentor Strand Study. Slough: National Foundation for Educational Research.

Hobson, A.J., Braun, A., Kington, A., Felgate, R. and O'Conner, K. (2002). Evaluation of Excellence in Cities Primary Pilot: A Report of the Findings of Interviews with Partnership Coordinators. Department for Education and Skills, London.

Kington, A., Hobson, A.J. and Kendall, L. (2002). Excellence in Cities Primary Extension: Interim Research Summary: Findings of School, Teacher and Pupil Surveys. Department for Education and Skills, London.

Kington, A., Easton, C. and Masson, J. (2002). Evaluation of the Leading Small Primary Schools Pilot Programme: Interim Report, National College of School Leadership

Leask, M. and Kington, A. (2002). Raising Pupil Achievement and Supporting Community Regeneration: A role for primary school ICT provision, Available at: http://www.oecd.org/dataoecd/61/3/2740131.pdf

Leask, M. and Kington, A. (2002). Integrating ICT into Teachers' Practice, Available at: http://www.oecd.org/dataoecd/60/24/2740089.pdf

Kington, A. (2001). Information and Communications Technology and whole school improvement: case studies of organisational change. Available at: http://www.leeds.ac.uk/educol/documents/00001905.htm

Kington, A. and Kendall, L. (2001). Headteachers' Main Concerns - Annual Survey of Trends in Education, Slough: NfER.

Kington, A. (2001). Teacher Recruitment and Retention (Annual Survey of Trends in Education), Slough: NfER

Kington, A., Harris, S. and Lee, B. (2001). ICT and innovative pedagogy: examples from case studies in two schools collected as part of the Second Information Technology in Education Study SITES) in England. Available at: http://www.leeds.ac.uk/educol/documents/00001906.htm

Kington, A. and Kendall, L. (2001). Information and Communications Technology (ICT) in the Primary School (Annual Survey of Trends in Education), Slough: NfER.

Conference papers

Lindorff-Vijayendran, A., Sammons, P., Kington, A. & Ortega, L. (2015). Teacher and student voices: Perspectives from ‘inspiring’ classrooms. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference (August), Limassol, Cyprus

Bingle, B., Howard, C., Robinson, C. & Kington, A. (2015). Tales from the Watershed: Using repertory grids in the study teachers’ mid-career identity. Paper presented at the XXIth International Congress for Personal Construct Psychology (July), Hatfield, UK.

Ortega, L., Sammons, P., Kington, A. & Lindorff-Vijayendran, A. (2014). Inspiring Teaching: What we can learn from exemplary practitioners? Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference (August), Southampton, UK.

Kington, A., Howard, C., McKerr, L. and Messenger, W. (2013). Developing Professional Identity: from methods to messages. Paper presented at the UW Research in Focus conference, Worcester (October).

Kington, A. (2012). Using Repertory Grid interviews to Collect Qualitative Data. Paper presented at the 8th International Congress of Qualitative Inquiry, (May).

Kington, A. (2011). Using Critical Event Narrative in the Study of Teachers’ Professional Identity. Paper presented at the 7th International Congress of Qualitative Inquiry, (May).

Kington, A. and Mleczko, A. (2011). The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. Paper presented at the International Scientific Conference, online (September).

Kington, A. (2010). Are Individual Pupil Differences the Primary Pervasive Influences on Teacher Expectations? Paper presented at the International Scientific Conference, online (September).

Kington, A. (2009). Defining Teachers' Classroom Relationships. Paper presented at the International Scientific Conference, online (September).

Kington, A., Day, P., Sammons, P. and Regan. E. (2009). Observing Effective Classroom Practice. Paper presented at the annual ECER conference, Vienna (September).

Kington, A., Day, P., Sammons, P., Regan. E. and Brown, E. (2009). Effective Classroom Practice: A study of influences and outcomes. Symposium presented at the annual BERA conference, Manchester (September).

Sammons, P. Ko, J. Kington, A., Day, C. and Regan, E. (2008). Variations in Effective Classroom Practices: Results from two international teacher classroom observation instruments. Paper presented at the Annual EARLI Conference, Frankfurt (August).

Day, C., Sammons, P. Hopkins, D., Leithwood, K., Harris, A., Kington, A., Gu, Q. and Penlington, C. (2007). The Impact of School Leadership on Pupil Outcomes. Keynote Symposium presented at the BERA Conference (September).

Day, C., Sammons, P. Kington, A., Gu, Q., Hopkins, D., Mehta, P., Harris, A. and Leithwood, K. (2007). The Leadership Challenge: Headteachers’ impact on pupil outcomes. Paper presented at the AERA Conference (April).

Kington, A., Day, C., Sammons, P. Regan, E. and Gunraj, J. (2007). Designing Mixed-Methods Study of Effective Classroom Practice. Paper presented at the BERA Conference (September).

Sammons, P., Gu, Q., Day, C., Kington, A., Leithwood, K., Hopkins, D., Harris, A. and Mehta, P. (2007). Exploring the Impact of School Leadership on Pupil Outcomes: Sampling strategies. Paper presented at the ICSEI Conference, Slovenia (January).

Day, C., Sammons, P., Gu, Q. and Kington, A. (2006). Exploring the Impact of Leadership on Pupil Outcomes: Research design and sampling. Paper presented at the CCEAM Conference, Cyprus (October).

Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2006). Variations in Teachers’ Work, Lives and their Effects on Pupils (VITAE): The key findings. Keynote Symposium presented at the BERA Conference, Warwick (September).

Day, C., Kington, A., Gu, Q. and Sammons, P. (2005). The Role of Identity in Variations in Teachers’ Work, Lives and Effectiveness. Paper presented at the BERA Conference, Glamorgan, Wales (September).

Day, C., Sammons, P., Kington, A., Gu, Q., Kidd, H. and Stobart, G. (2005). The Interaction Between professional, Personal and Contextual Influences. Paper presented at the EERA Conference, Lieden (September).

Day, C., Sammons, P., Kington, A., Gu, Q. and Stobart, G. (2005). The Interaction Between professional, Personal and Contextual Influences and Notions of Relative and Relational Effectiveness: Findings from VITAE. Paper presented at the AARE Conference, Australia (November).

Day, C., Stobart, G., Sammons, P., Hadfield, M. and Kington, A. (2004). Profiling Variations in Teachers’ Work, Lives and Effectiveness: The VITAE Project. Invited Keynote Symposium Paper presented at the BERA Conference, Manchester (September).

Day, C., Stobart, G., Sammons, P. and Kington, A. (2004). Understanding Variations in the Work and Lives of Teachers: Interim Findings of a 4 Year National Multi-Site Research Project. Paper presented at the AERA Conference, San Diego, California (April)

Day, C., Stobart, G., Sammons, P. and Kington, A. (2004). Profiling Variations in Teachers’ Work, Lives and Effectiveness. Paper presented at the EERA Conference, Crete (September).

Day, C., Stobart, G., Sammons, P. and Kington, A. (2003). Variations in Teachers’ Work and Lives and Their Effects on Pupils (VITAE). Paper presented at ISATT, Norway.

Day, C., Stobart, G., Kington, A. and Ellison, L. (2003). Variations in Teachers’ Lives, Work and Effectiveness (VITAE): An Overview of the Research Design and Key Factors Emerging from Phase One of the Study. Paper presented at ATEE Annual Conference, Malta (August)

Hadfield, M., Kington, A., Day, C. and Sammons, P. (2003). Combining Qualitative and Quantitative Methods in Multi-Site Longitudinal Research. Paper presented at the BERA Conference, Edinburgh (September).

Kington, A., Lee, T., Day, C. and Sammons, P. (2003). A Critical Review of the Literature on School and Teacher Effectiveness and Teachers’ Work and Lives: Towards Relational and Relative Effectiveness. Paper presented at the EERA Conference, Hamburg (September).

Harris, S. and Kington, A. (2002). Redefining the Classroom: innovative pedagogical practices in Primary and Secondary Schools in England. Paper presented at the American Educational Research Association Conference.

Kington. A., Harris, S., Lee, B. and Leask, M. (2001). ICT and whole school improvement: case studies of organisational change. Paper presented at the British Educational Research Association Annual Conference.


External Responsibilities

External Responsibilities

Editorial boards and reviewing

  • 2016-Present: Editorial Board: Review of Education
  • 2012-2015: Associate Editor: Review of Education
  • 2011-2015: Editorial board: Insights
  • 2011-12: Co-Editor: Nottingham Jubilee Press, Working Paper series
  • 2009: Bid reviewer: Economic and Social Research Council Peer Review College
  • 2008-2012: Editorial board: Annual International Scientific Conference
  • 2006-2012: Abstract reviewer: American Educational Research Association conference
  • 2005: Abstract reviewer: British Educational Research Association conference
  • 2004: Article reviewer: Cambridge Journal of Education, Journal of Experimental Psychology, Journal of Mixed Method Research, School Improvement, Teachers and Teaching: Theory and Practice, Teaching and Teacher Education

External Examining

  • 2016: PhD, University of Derby
  • 2015: Education Doctorate, UCL Institute of Education
  • 2012: PhD, Griffith University, Australia
  • 2012: PhD, Institute of Education, University of London
  • 2010-2014: MA Education, Oxford Brookes University

Membership of societies / associations

  • Fellow: Royal Society for the encouragement of Arts, Manufactures and Commerce; College of Teachers; Royal Statistical Society
  • Member: ESRC Peer review College; BERA; AERA; Society for Educational Studies; Mixed Methods; International Research Association; Association for Partnership in Teacher Education; International Association of Professional Doctorates

Membership of external committees

  • 2013-14  BERA History Projects Working Party
  • 2010       BERA Academic Publications Committee
  • 2008-12  International Scientific Board for Education and Social Sciences