Dr Caroline Walker-Gleaves
Caroline Walker-Gleaves is a former secondary school teacher with specialisms in Physics and Music. She has a Masters Degree in Political Science, and she earned her Doctorate in Education from the University of Leicester with a thesis on Pedagogical Caring Philosophy and Practice. Walker-Gleaves has been Senior Lecturer at Durham University since 2010, and prior to that, was Director of Postgraduate Teacher Development at the University of Sunderland.
Walker-Gleaves’ work has been recognized for outstanding pedagogic praxis and scholarship: she was the recipient of a HEFCE National Teaching Fellowship in 2001, and in 2005 she received the International Award for Innovative Excellence in Teaching and Learning with Technology (awarded by the US Association of Colleges of Education), and she was also a finalist for the Ernest L. Boyer International Award for Outstanding Pedagogic Scholarship. Since joining Durham University, Walker-Gleaves has been honoured with the Durham University Faculty Scholar’s Award for Outstanding contribution to Outreach in 2011, the Durham University Vice Chancellor’s Award for Excellence in Teaching and Learning in 2013, and the Durham University Vice Chancellor’s Award for Excellence in Doctoral Supervision in 2014.
Walker-Gleaves teaches Inclusive Education, with areas of specialization in Teachers’ and Academics’ beliefs and values, Relational and Authentic approaches to pedagogical practice, Autobiographical Narrative and Phenomenological approaches to practitioner research, and the educational experiences of looked after and adopted children.
Information for prospective doctoral research student supervisions
Caroline welcomes enquiries from potential doctoral students with interests in special educational needs, inclusive teacher praxis, theories of teacher development, looked after children's educational experiences, and adoptive parents' involvement in their children's learning within school.
Indicators of Esteem
- 2014: Education Subject Judge:
International Undergraduate Awards Panel
- 2014: National Teaching Fellowship Scheme:
Individual Applicant Reviewer
- 2013: Visiting Associate Professor:
Professional Learning, Hong Kong University
- 2010: Editorial Board Member:
- Mr Philip Masterson
- Ms Lai Tang
- Mrs Janet Degg
- Miss Olivia Wilkins
- Ms Hatice Buber
- Mrs Catherine Stewart
- Miss Diana Baker
- Mr Trevor Prendergast
- Ms Esther Kraska-ruser
- Miss Lynette Harland
- Special and Inclusive Education
- Teachers Beliefs and Practices
- Narrative and Phenomenological Research
Journal papers: academic
- Walker, C. & Gleaves, A. (2016). Constructing the caring higher education teacher: a theoretical framework. Teaching and Teacher Education 54: 65-76.
- Chan, N.N., Walker-Gleaves, C. & Walker-Gleaves, A. (2015). An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers and Education 82: 96-106.
- Reeson, M. & Walker-Gleaves, C. (2015). Attitudes Towards Shared Learning of Trainee Dental Technicians and Undergraduate Dental Students. Journal of Dental Education 79(1): 95-100.
- Reeson, M., Walker-Gleaves, C. & Jepson, N. (2013). Interactions in the dental team: understanding theoretical complexities and practical challenges. British Dental Journal 215(9): E16.
- Gleaves, A. & Walker, C. (2013). Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work. Computers & Education 62: 249-261.
- Walker, C. & Gleaves, A. (2011). Is there a place for caring teaching in education?. Praxis: The Journal of Practitioner-Based Research 1(1): 5-16.
- Gleaves, A. & Walker, C. (2010). Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements. Teacher Development 14(2): 139-152.
- Walker, C. & Gleaves, A. (2008). An exploration of students' perceptions and understandings of creativity as an assessment criterion in undergraduate-level studies within higher education. Irish Educational Studies 27(1): 41-54.
- Walker, C. & Gleaves, A. (2008). Creativity in Education: an exploration of students' perceptions and experiences in Higher Education. Irish Educational Studies 27(1): 41-54.
- Walker-Gleaves, A. & Walker, C. (2008). Imagining a different life in school: educating student teachers about 'looked after' children and young people. Teachers and Teaching: theory and practice 14(5-6): 465-479.
- Gleaves, A., Walker, C. & Grey, J. (2008). Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?. Assessment and Evaluation in Higher Education 33(3): 219-231.
- Gleaves, A., Walker, C. & Grey, J. (2008). Using digital and paper diaries for learning and assessment purposes in higher education: a comparative study of feasibility and reliability. Assessment and Evaluation in Higher Education 32(6): 631-645.
- Walker, C., Gleaves, A. & Grey, J. (2006). A study of the difficulties of care and support in new University teachers' work. Teachers and Teaching: Theory and Practice 12(3): 347-363.
- Walker, C., Gleaves, A. & Grey, J. (2006). Can students within higher education learn to be resilient and, educationally speaking, does it matter?. Educational Studies 32(3): 251-264.
- Walker, C. (2005). Reflective Teaching in Post Compulsory Education: casting wide the net but coming up short. Higher Education Review 38(1): 68-89.
- Walker-Gleaves, C. (2010). Invisible Threads of Pedagogic Care: A study of 'caring' academics and their work within a UK university. Saarbrucken: LAP-Verlag.
- Dagg, L., Walker, C. & Gleaves, A. (2005). Learning databases through teaching: toward a realignment of pedagogy for student teachers. University of Ulster: HE Academy & Subject Centre for Information and Computing Sciences.
- Walker, C. & Gleaves, A. (2015). Beyond Longhand: the mentality and physicality of writing by hand. In Beyond Early Writing. Waugh, D., Bushnell, A. & Neaum, S. London: Critical Publishing.
- Walker-Gleaves, C. (2015). Understanding the educational achievements and difficulties of looked after children. In Making an Impact: Preparing to Teach in Specialist Provision. Martin-Denham, M. London: Sage.
- Walker, C. & Gleaves, A. (2011). Exploring Creativity within ICT: Concepts, Themes and Practices. In Creativity for a New Curriculum: 5-11. Newton, L.D. Routledge. 94-108.
- Walker, C. (2011). Listening, Nurturing, Pulling: a passion to teach with care. In Ten Years of the National Teaching Fellowships: Four Stories from Education. Brown, T., Chapman Hoult, E., Hewitt, D., Sadler, D., Walker-Gleaves, C. & Watson, D. Bristol: ESCalate. 17-20.
- Walker, C. & Gleaves, A. (2011). Thinking back and feeding forward: analyzing the effects of multimedia commentaries on student learning. In Multimedia in Higher Education. InTech Publishers.
- Reeson, M., Walker-Gleaves, C. & Jepson, N. (2009). Emerging themes: a commentary on interprofessional training between undergraduate dental students and trainee dental technicians. In Dental Implantation and Technology. P.A. Williams New York: Nova Scientific. 71-89.
Edited works: conference proceedings
- Gleaves, A. & Walker, C. (2006). How does digital caring differ from physical caring? Examining students' experiences of and responses to a technological intervention within a caring pedagogy. CEAP, City University.
- Gleaves, A. & Walker, C. (2006). The use of digital video and narrative forms to prepare student teachers for working with looked after children. 6th International DIVERSE Conference, Vanderbilt and Glasgow Caledonian Universities.
- Walker-Gleaves, C. (2014). The Teacher-Learning framework in further education: analysis of its theoretical basis as a means to improving student outcomes. Report to the Further Education Learning Consortium. London: FELC Publications.
- Walker, C., Gleaves, A. & Grey, J. (2004). An investigation into the use and application of PDAs in the teaching placements of ITT ICT student teachers. Department for Education and Skills. London, TTA/DfES.