Tony Mahon

Project Leader

Description

Tony is the overall Project Leader for RQTEPP-TELTA and Coordinator of Work Package 1: BA Programme Curriculum Development. Tony is a Principal Lecturer (Learning and Teaching) and Director for International Development in the Faculty of Education at Canterbury Christ Church University in England.

Tony has worked in Palestine since 2011 on three high-profile World Bank funded teacher education projects. His areas of expertise include curriculum development, development of competency frameworks and authentic assessment. Tony also lived and worked in Egypt, Saudi Arabia, Philippines, Japan and Hong Kong as a teacher, teacher educator and educational consultant.

Anne Stone

Project Administrator

Description

Anne is the Project Administrator and oversees all aspects of project administration working closely with our partner administrators and project teams.
Before joining the project Anne worked as an administrator for the School of Teacher Education and Development at CCCU. Prior to joining CCCU Anne had experience as a School Business Administrator, School Financial Compliance Officer and experience in Farm Administration and Finance.

Dr Viv Wilson

Leader of Work Package 4

Description

Viv is the leader of Work Package 4: Capacity Building in Higher Education Pedagogy.  Viv is a UK National Teaching Fellow, a Senior Fellow of the Higher Education Academy and Principal Lecturer in the Faculty of Education at Canterbury Christ Church University in England.

Her areas of expertise include higher education pedagogy, teacher education and mentoring and mentor development.

Viv has worked in Palestine since 2011 on a high-profile World Bank funded teacher education project and she has also led a four year project in Malaysia (2005-2009) to develop degree level primary teacher education programmes.

Karl Bentley

CCCU representative

Description

Karl is the CCCU representative for Work Package 6: Technology Enhanced Learning Environment led by our partner, University of Eastern Finland.

He is the Programme Director for the PGCE 7-14 route into teacher training and a Senior Lecturer in the Faculty of Education. A Fellow of the Higher Education Academy and mentor for the PGCAP route for lecturers Karl is an advocate for TPACK across teaching and learning.

Prior to joining the university in 2010 Karl was an Advanced Skills Teacher in Primary Education and before that an Engineer for over twenty years in the petro-chemical industry.

Dr John-Paul Riordan

Data Analyst

Description

John-Paul is supporting the work of Work Package 6: Technology Enhanced Learning Environment as well as advising on the online collection and analysis of data.

John-Paul is a senior lecturer at Canterbury Christ Church University in the UK in Primary Education. He has a PhD in science education (Conceptual Change Pedagogy). He has taught science (specializing in physics) since 1999 and worked full-time in mainstream schools for ten years.

John-Paul now teaches part-time in a school for children who have learning disabilities. He is interested in science ‘misconceptions’ and what to do about them, as well as instructional strategy.

Dr. Judy Durrant

Leader of Work Package 8

Description

Judy is Director of Master’s Programmes for the Faculty of Education at Canterbury Christ Church University. She teaches on a range of MA programmes, is a module leader for the Education Doctorate and supervises a number of doctoral students. Her role includes continual involvement in programme quality assurance and development at Faculty and university level, including validation panels and policy consultation. Judy has experience of a variety of project evaluation work including research and development programmes with teachers and other education practitioners funded by Esmée Fairbairn, the Big Lottery fund and Local Authorities. Her own research focuses on teacher-led development, professional identity and agency, while much of her teaching supports action research for school improvement. Judy’s PhD (2013) focused on the role of teachers in school change; she is currently working on a book based on this research entitled ‘Teacher Agency, Professional Development and School Improvement’ (forthcoming in 2018).

Lorna Hughes

Senior Lecturer

Description

Lorna Hughes is a Senior Lecturer in Special Educational Needs (SEN) and Inclusion at Canterbury Christ Church University. Previously she taught in a mainstream secondary school as an English Teacher and held the position of Special Educational Needs Co-ordinator (SENCO). She is currently the Programme Director for the National Award for SEN Coordination as well as teaching on undergraduate programmes.
Her Masters Degree is in Enabling Learning, Inclusion and Institutional Development and research has been in the areas of: school systems and policy development; dyslexia; speech, language and communication needs and the effectiveness of support / outcomes for learners. Lorna is interested in multi-agency working and the impact of collaborative practices to support learners and is currently a member of the Action for Collaborative Transformation (ACT) research group at Canterbury Christ Church University which is working towards developing an interdisciplinary community of learning, teaching and research.
Wider, external activities focus on improving best practice in school based professional contexts, including moderation for Cambridge International Examinations, as well as being commissioned to complete work in relation to the development of a new professional development syllabus on inclusion.

Claire E. Hughes, Ph.D.

Faculty Director

Section

Claire E. Hughes, Ph.D. is Faculty Director and Principal Lecturer of the Special Needs and Inclusion program at Canterbury Christ Church University in England. She was recently the Executive Director of the School of Education and Teacher Preparation at the College of Coastal Georgia, and a Fulbright Scholar to Greece. She is Past-Chair of the Special Populations Network for the National Association for Gifted Children and has been active on the boards of The Association for the Gifted (CEC-TAG) and Teacher Education Divisions (CEC-TED) of the Council for Exceptional Children.
She received her doctorate in gifted education and special education from the College of William and Mary, and is author of numerous books and chapters, including The Parents’ Guide to Children with High Functioning Autism and Teaching Children with High Functioning Autism. Her research areas include: twice-exceptional children- particularly gifted children with autism; positivistic views of exceptionality; and international special education. She has personal and professional interests in working with children with sensory integration and communication issues in schools.