CRITICAL PUBLISHING - Key Persons
Aisha Howells is a Lecturer at the University of Suffolk. She leads a Masters-level Practice Education programme focussed on integrating creative approaches to learning. Because of her experience and commitment towards practice, she feels passionate about learning that equips practitioners and students in their busy professional lives and helps them to flourish.
Learning and Teaching Practical Skills As seen on TV By Andrew Armitage and Harriet Harper This innovative book uses examples from popular TV shows to help teachers support the development of students' practical skills.
Andy Armitage was head of the department of post-compulsory education at Canterbury Christ Church University and taught in secondary, further, adult and community education, and HE for over 40 years. He was an associate inspector and then Ofsted Inspector (OI) from 2011-15. He now works as a consultant with universities, advising them on teacher training and as a staff developer in the education and training sector. As Chair of the Universities' Council for the Education of Teachers Post 16 Committee from 2014-7, he was closely involved with the development of the Education and Training Apprenticeships. He is co-author of a number of key texts for FE ITE programmes including Teaching in Post-14 Education and Training, Working in Post-Compulsory Education, Assessment in FE, Developing Professional Practice 14-19, Series Editor Teaching 14+.
Job Titles:
- Professor at Warwick Business School
Management from A to Z and back again 52 Ideas, tools and models for managing people By Bob Thomson If you want to develop your ability to manage yourself and the people who work for you, this engaging guide is just what you need.
Bob Thomson is a Professor at Warwick Business School. He has many years of experience working in leadership and management development in the energy industry and in higher education. He is accredited as a coach and supervisor by the European Mentoring and Coaching Council, and is a qualified and experienced mediator. He has written eight previous books on coaching, managing people, and learning from experience. He is the editor of Critical Publishing's Business in Mind series of books on mental well-being in the workplace.
Since retiring as principal lecturer in Early Childhood Studies at Staffordshire University, Carol Hayes have written and edited numerous books and articles on early years, specializing in cognitive and language development. She has engaged with several research projects and have been able to contribute, from the knowledge of almost 50 years in the early years sector, as teacher, tutor and external examiner. She was National Chair of the Sector Endorsed Foundation Degrees in Early Years Professional Association (SEFDEY), which strives to endorse quality education for practitioners engaging with degree level courses and provides a platform for those working and researching within early years.
Caroline Wheatley taught for many years within the primary age phase. She became a Senco and subsequently trained as a specialist teacher in dyslexia and literacy. She managed a local authority learning support service and, until recently, was service leader for a group of seven inclusion services which together address all four of the main areas of SEND. This role enabled her to see the graduated response to need at all levels in action on a daily basis, from the perspectives of children, young people and their families, as well as from colleagues in education, health and social care.
Carolyn Reily is an experienced coach with over 25 years of working with businesses, executives, senior managers and entrepreneurs. She is passionate about using coaching to support and develop all staff both personally and professionally, and has used her knowledge of leadership and management to support the well-being of individuals and teams in organisations.
Catherine Bovill is Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh, and Visiting Fellow at the University of Winchester. At the University of Edinburgh she leads a range of strategic student engagement initiatives with a view to supporting culture change towards more engaged forms of learning and teaching. She also leads the programme and course design team in IAD, supporting colleagues across the University in curriculum work. She is a Principal Fellow of the Higher Education Academy and Fellow of the Staff and Educational Development Association. Catherine is an editorial board member for Teaching in Higher Education and has been an editor and advisor on several other international journals. She has published and presented internationally on student engagement, students as partners and student-staff co-creation of curricula. She has also contributed to several international and UK change programmes focused on students as partners in curriculum design. In 2019-2020 she was a Fulbright Scholar based at Elon University in North Carolina undertaking teaching and research related to student engagement and the role of student-faculty relationships, and involved in strategic development work.
Colin Davies OBE is a lecturer in policing at Liverpool John Moores Univesity with more than 25 years' experience working for the Crown Prosecution Service. He has a detailed understanding of the challenges involved in investigating and prosecuting major and serious crime cases and has prosecuted many serious crime cases including those involving organised crime group s, homicides and international dimension s.
Job Titles:
- Professor of Teacher Education at the University of Oxford
Diane Mayer is Professor of Teacher Education at the University of Oxford. Prior to joining Oxford, she was Professor of Education and Dean at the University of Sydney. She has also held positions at the University of California at Berkeley and at Victoria University, Deakin University and the University of Queensland in Australia. Diane's research and scholarship focuses on teacher education and early career teaching, examining issues associated with the policy and practice of teachers' work and teacher education.
Evidencing Teaching Achievements in Higher Education By Marita Grimwood and Steve McHanwell Edited by Joy Jarvis and Karen Mpamhanga Explores how to evidence teaching achievements, and the implications of this for the status of HE teaching, as well as individual careers, before suggesting practical and demonstrable ways forward for individuals and institutions.
Managing Stress By Neil Thompson A theoretically informed practical guide to understanding and tackling stress, presented by a well-respected author who explains complex ideas clearly and accessibly without oversimplifying them.