Teaching and Research
Seán’s research interests include; Higher Education and Leadership, Technology and accessibility, Universal Design for Learning, Inclusivity, Intercultural Education, Identity and education.
Over the past three years, Seán has acted as Principal Investigator on two research projects funded by the British Academy. The first of these focused on the use of Lesson Study in Higher Education. This research explored student experiences of learning and assessment. A team at UW worked closely with colleagues from Brazil who are based at the Universidade Estadual Paulista "Júlio de Mesquita Filho" in Marília, São Paulo. Together we identified that strategies for embedding Universal Design for Learning (UDL) could overcome some of the challenges faced by ‘non-traditional- students.
More recently, Seán has led a team of colleagues from UW in a capacity building exercise for researchers in Mauritania, Morocco and Tunisia. This Project aims to enhance academic writing, publishing and development of sustainable research skills more widely in the Global South.
PhD Project idea
Bracken, S. and Novak, K, (editors) (2019) Transforming Higher Education through Universal Design for Learning: An International Perspective. London: Routledge (March 13th, 2019)
Bracken, S. and Novak, K, (2019) ‘Universal Design for Learning: a global framework for realising inclusive practice in higher education’. In, Bracken, S. and Novak, K, (editors) (2019) Transforming Higher Education through Universal Design for Learning: An International Perspective. London: Routledge (March 13th, 2019)
Soler Costa, R. & Bracken, S. (2019) ‘Creating synergies between UDL and core principles of the European Higher Education Area in planning for pre-service teacher education’ In, Bracken, S. and Novak, K, (editors) (2019) Transforming Higher Education through Universal Design for Learning: An International Perspective. London: Routledge (March 13th, 2019)
Hanesworth, P., Bracken. S., and Elkington, S. (2018) A typology for a social justice approach to assessment: Learning from Universal Design and Culturally Sustaining Pedagogy. Teaching in Higher Education
Bracken, S. (2018) Multilingualism: Overcoming Policy Constraints, In Woolley, R. (Ed). Understanding Inclusion: Core Concepts, Policy and Practice. London: Routledge PP 58-70.
Olivera, J.,Rodrigues, E.,Bracken, S. (2017). Suportes para a escolarização de estudantes do público-alvo da Educação Especial. Revista De Estudios e Investigacion en Psicologia y Educacion.
Bracken, S. Kadi-Hanifi, K., Driver, C. (2017) Teaching English as an Additional Language in Secondary schools: Policy and Practice. London: Routledge
Conferences, Seminars and Papers
Becoming visible: comparing inclusive and special education policies, practices and research in Brazil and the UK. Paper presentation Universidade Federal de São Carlos, Brazil (UfSCAR), 12-14 March 2015
Linguistic inclusion, elision and subjectivities: The dynamics of language power at play in two English primary schools. Presenter AERA Annual Conference, Chicago, Illinois, USA. 16 – 20 April 2015
Supporting mental health, positive behaviour and well-being: Sharing best practice in education. University of Worcester in collaboration with Worcestershire Local Authority and Solihull Borough Council, Co-Organiser,16th March 2015
Children’s futures in the West Midlands; Addressing changes in policy and practice for SENCos (working in collaboration with Midlands Pathfinder in SEN) Organiser, University of Worcester, ARENA http://www.worcester.ac.uk/discover/childrens-futures-west-midlands.html
Assessing the impact of professional development on inclusive learning and teaching: Research findings from a review of the National Award SENCO. Presenter BERA Annual Conference: University of Sussex. September 2013
Subjected self and becoming other(ed): A study of immigrant educational experiences in an English town. Presenter Centre for Learner and Identity Studies: Edge Hill University. 2011