Dr Rosie Ridgway, EdD, SfHEA
Rosie initially trained as a primary school teacher (2004 Durham University) and became both a primary and secondary school teacher in special and mainstream schools in the North East of England. She taught a very diverse range of learners aged between 2 and 16 years old and enjoyed it immensely! While working as a teacher, Rosie studied part time for her MA and Doctorate. In 2012 she left the classroom and joined Durham University School of Education, and is now the enthusiastic teacher of undergraduate and postgraduate students studying education, training to be teachers and/or developing their own research.
Rosie’s research interests are in education practices which support the learning and achievement of all pupils, developing innovative methodologies and using technologies to support a more inclusive pupil voice. Rosie is also interested in how people reason using different sources of information, and has been working recently on the idea of 'statistical literacy'.
Current Roles: Rosie is Director of the BA Primary Education (QTS) programme.
Current teaching: Teaching has included contributions to courses at all levels in the School of Education. Current core courses include: Responding to Special Educational Needs (EDUC3271) and Teaching and Learning in the Primary School (EDUS2401).
- Special Educational Needs and Disabilities
- Teacher Education
- Ridgway, J. & Ridgway, R. (2019). Teaching for Citizen Empowerment and Engagement. Radical Statistics 123: 15-23.
- Ridgway, R. (2017). A Multidimensional tool for describing communicative behaviours of individuals with Profound Intellectual and Multiple Disabilities (PIMD/PMLD)- confirming reliability and validity. Journal of Applied Research in Intellectual Disabilities
Chapter in book
- Ridgway, R. (2017). Supporting Deaf Learners. In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions. Walker-Gleaves, C. & Waugh, D. London: Sage. 101-118.
- Ridgway, R. (2017). Supporting struggling learners: teachers, learners, and labels of SEN. In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions. Walker-Gleaves, C. & Waugh, D. London: Sage. 67-86.
- Ridgway, R. (2017). Writing through Computing. In Inviting Writing: Teaching and Learning Writing Across the Primary Curriculum. Bushnell, A. & Waugh, D. London: Sage. 96-109.
- Ridgway, J., Nicholson, J. & Ridgway, R. (Accepted), Looking Back- Looking Forward; Statistics and the Data Science Tsunami, ISI World Statistics Congress. Kuala Lumpur, Malaysia..
- Ridgway, J., Ridgway, R. & Nicholson, J. (2018), Data Science for all: A stroll in the foothills, in Sorto, M. A., White, A. & Guyot, L. eds, International Conference on Teaching Statistics. Kyoto, Japan., International Statistical Institute, Voorburg, The Netherlands, 1-6.
- Ridgway, R. (2018), SEND Inclusion: Pedagogy, Content Knowledge, Theory and Practice. Some challenges and opportunities, Teacher Education Advancement Network. Birmingham, UK..
- Ridgway, J., Arnold, P., Moy, W. & Ridgway, R. (2017), Deriving heuristics from political speeches for understanding statistics about society, in Engel, J. eds, IASE Roundtable Conference. Berlin, International Association for Statistical Education.
- Ridgway, R., Nicholoson, J. & Ridgway, J. (2019). Citizen Empowerment - changing the face of statistical literacy. ISI World Statistics Congress, Kuala Lumpur, Malaysia..
- Ridgway, R. (2017). Giving a voice to the Hard to Reach: Song as an effective medium for communicating with PMLD children who have low social tolerance. PhD.
- Ridgway, R. (2019). Initial Teacher Education: Navigating the Inclusion Illusion.