Prof David Galloway
David Galloway was Professor of Primary Education at Durham University from 1992-2001 and Chairman of the Board of Studies in Education from 1993-2000. He retired from his full-time post in December 2001 but has continued to supervise doctoral students and to give occasional lectures. From 2002-5 he was Visiting Professor at the University of Stavanger, Norway, and published research on school and teacher influences on bullying in schools. This extended his previous work on provision for special educational needs, motivation and how schools influence children’s behaviour.
His current research interests include education policy in relation to the Labour government’s Academies programme and problems of transition to secondary school in Tanzania. From 2008-09 he was an Advisory Professor at The Hong Kong Institute of Education. In 2015 / 16 he taught courses and conducted workshops in Sierra Leone and Sri Lanka.
He has (co) authored or edited 15 books and about 100 articles.
2018 Galloway, D. Preface for re-issue by Routledge of: D. Galloway (1985) Schools, Pupils and Special Educational Needs, Croom Helm.
2017 Galloway, D. Sheffield Local Education Authority Psychological Service; 1972-1979: A personal View. In: M. Desforges and G.A. Lindsay, (Eds.) A Retrospective Case Study of a Professional Educational Psychology Service: The Sheffield Psychological Service (1937-2000). Monograph Series of British Psychological Society, Division of Educational and Child Psychology, pp. 41-50
2017 Mason-Sesay, M., Galloway, D. and Joyce-Gibbons, A. Closing the Attainment gap: Collaboration between schools in Sierra Leone. Educational and Child Psychology, 35, (i) 27-39
2017 Joyce-Gibbons, A., Galloway, D., Mollel, A., Mgoma, S., Pima, M. and Deogratias, E. Successful transition to secondary school in Tanzania: What Are the barriers? Journal of International Development. DOI:10.1002/jid.3304 (Wiley on-line library.)
2017 Joyce-Gibbons, A., Galloway, D., Mollel, A., Mgoma, S., Pima, M. and Deogratias, E. Mobile phone use in two secondary schools in Tanzania. Education and Information Technologies. DOI:10.1007/s10639-017-9586-1.
Indicators of Esteem
- 2009: Advisory Professor: Advisory Professor at the Hong Kong Inst of Ed
- Educational psychology
- Personal and social education in primary and secondary schools
- Policy and practice in primary education
- Special educational needs
- Westergard, E. & Galloway, D. (2010). Partnership, participation and parental disillusionment in home-school contacts: A study in two Norwegian schools. Pastoral Care in Education 28(2): 97-107.
- Yip, W.L.T.C. & Galloway, D. (2008). 'I never thought that eating with a spoon could be difficult': The effectiveness of service learning in a Hong Kong primary school. Citizenship Teaching and Learning 4(2): 58-69.
- Omdal, H. & Galloway, D. (2008). Could Selective Mutism be Re-conceptualised as a Specific Phobia of Expressive Speech? An Exploratory Post-hoc Study. Child and Adolescent Mental Health 13(2): 74-81.
- Dean, S. & Galloway, D.M. (2008). Teaching respect: a school- and community-based approach to improving the social and educational climate. Can experiences in Canada have implications for practice in England?. Emotional and Behavioural Difficulties 13(3): 217-228.
- Dean, S. & Galloway, D.M. (2008). What can other schools learn from a failing school that turned around? Some suggestions from Canada. Pastoral Care in Education 26(3): 159-169.
- Omdal, H. & Galloway, D. (2007). Interviews with selectively mute children. Emotional and Behavioural Difficulties 12(3): 205-214.
- Koh, C. & Galloway, D. (2006). Assessing motivational styles of students in the South East Asian context of Singapore. Asia Pacific Education Review 7(2): 184-194.
- E. Westergard & D.M. Galloway (2004). Parental Disillusionment with School: prevalence and relationship with demographic variables, and phase, size and location of school. Scandinavian Journal of Educational Research 48(2): 189-204.
- E. Roland & D.M. Galloway (2004). Professional cultures in schools with high and low rates of bullying. School effectiveness and school improvement 15(3&4): 241-260.
- E. Roland & D.M. Galloway (2002). Classroom influences on bullying. Educational Research 44(3): 299-312.
- Leo, E., Galloway, D. & Hearne, P. (2010). Academies and Educational Reform: Governance, Leadership and Educational Strategy. Multilingual Matters/ Channel View Publications.
- Galloway, D. (2004). Bullying in Schools. London: Association for Child Psychology and Psychiatry.
- Galloway, D. (2003). Children with Special Needs: A Response to the New Code of Practice. London: Association for Child Psychology and Psychiatry.
Chapter in book
- Chai Yip, W.L., Galloway, D.M. & Lee, W.O. (2010). The Effectiveness of Action learning in the Teaching of Citizenship Education: A Hong Kong Case Study. In Citizenship Pedagogies in Asia and the Pacific. Kennedy, K.J., Lee, W.O. & Grossman, D.L. Hong Kong: Comparative Education Research Centre and Springer. 53-81.
- Galloway, D. (2008). Foreword. In Motivation and Practice for the Classroom. Towndrow, P.A., Koh, C. & Soon, T.H. Rotterdam/ Taipei: Sense Publishers. vii-viii.
- Galloway, D. (2007). Alternativas a la Disrupcion en el aula. In La Disrupcion en las Aulas. Problemas y Soluciones. Gonzalez, A.M. Spain: Ministerio de Educacion y Ciencia. 321-335.
- Galloway, D. (2006). Educational reconstruction in the aftermath of war: some observations from the work of aid agencies in Bosnia and Herzegovina. In Education in the Muslim World. Griffin, R. Oxford: Symposium Books.
- D.M. Galloway & E. Roland (2004). Is the direct approach to reducing bullying always best?. In Bullying in Schools: How Successful can Interventions be?. Smith, P.K., Pepler, D. & Rigby, K. Cambridge: Cambridge University Press. 37-53.
- D. Galloway (2004). School policies on bullying: A problem of competing initiatives. In Bullying in Schools. London: Association for Child Psychology and Psychiatry. 41-47.
- D. Galloway (2003). Introduction: Conflicting priorities in assessing and teaching children with special educational needs. In Children with special educational needs: A response to the new Code of Practice. London: Association for Child Psychology and Psychiatry. 5-11.