Karen Appleby

Principal Lecturer in Children & Families

Children and Families

Contact Details

email: k.appleby@worc.ac.uk
tel: 01905 855074

Learning and teaching in higher education has been a significant area of professional interest for Karen since joining the School of Education in 1995 as an experienced primary school teacher. Her work in enhancing the student learning experience was rewarded in 2003 with a University of Worcester Learning and Teaching Fellowship. In 2012 she was promoted to Principal Lecturer. In 2015 she achieved the status of Senior Fellow of the Higher Education Academy.

Karen's teaching interests have focused on children's learning including their development as communicators, language users, readers and writers. Her professional interest in reflective practice continues to inform her teaching, research and publications. Karen has worked independently and collaboratively with colleagues on a range of publications related to reflective practice.

Karen has had a range of leadership roles including the School of Education Co-Lead for Learning and Teaching. Within the Department for Children and Families her leadership responsibilities have included learning and teaching, quality enhancement, course and partnership development, course leadership and the co-ordination of collaborative provision.

For many years she was actively involved as a primary school governor with specific responsibility for Early Years and literacy.

As a part-time Principal Lecturer her role now includes the co-ordination of student representation on behalf of the School of Education.

Qualifications

  • Masters in Education (Distinction) University of Worcester
  • B Ed (Hons) QTS (Primary Education and English) University of London Goldsmiths College
  • Senior Fellow of the Higher Education Academy
  • University of Worcester Learning and Teaching Fellow

Teaching & Research

Teaching Interests

  • Child development
  • Children as learners
  • Communication, Language and Literacy
  • Reflective Practice

Research Interests

Karen's current research interests focus on practitioner perspectives on reflective practice.

Professional Bodies

  • Senior Fellow of the Higher Education Academy

Publications

Appleby, K. & Hanson, K. (2017) Becoming a critically reflective thinker and learner. In Musgrave, J., Savin-Baden, M., Stobbs N. (Eds) Studying for Your Early Years Degree: Skills and knowledge for becoming an effective practitioner. Northwich, Critical Publishing

Hanson, K. & Appleby, K (2017) Becoming a reflective practitioner. In Musgrave, J., Savin-Baden, M., Stobbs N. (Eds) Studying for Your Early Years Degree: Skills and knowledge for becoming an effective practitioner. Northwich, Critical Publishing

Kubiak, C., Fenton-OCreevy, M., Appleby, K., Kempster, M., Reed, M., Solvason, C.& Thorpe M. Brokering boundary encounters. In Wenger-Trayner, E., Fenton-OCreevy, M., Hutchinson, S., Kubiak, C.& Wenger-Trayner, B. (Eds) (2015) Learning in Landscapes of Practice. Abingdon, Routledge

Hanson K. & Appleby, K. (2015) Reflective Practice. In Trodd, L. (Ed) (2015) The Early Years Handbook for students and practitioners. Abingdon, Routledge

Appleby, K. & Hanson K. (2014). Reflective Practice. In Reed, M. & Walker, R. (2014). Early Childhood Studies: A Critical Reader. London, Sage Publications

Appleby, K. & Andrews, M. (2011) Reflective Practice is the Key to Quality Improvement. In Reed, M. & Canning, N. (2011) (Eds.) Implementing Quality Improvement and Change in the Early Years. London, Sage Publications

Appleby, K. (2010) Voices of Reflection. In Canning, N. & Reed, M. (2010). (Eds.) Reflection in the Early Years London: Sage Publications

Appleby, K. (2010) Playing and learning: ways of being in action. In Canning, N. (2010). (Ed.) Play and Practice in the Early Years Foundation Stage. London, Sage Publications

External Roles

  • Primary school governor with specific responsibility for Early Years and literacy.