Dr Caroline Walker-Gleaves
Caroline Walker-Gleaves is Senior Lecturer in Special Education and Inclusion. Caroline teaches on the PGCE (both Secondary and Primary), the Primary BA (Ed), on the MA (Education) and EdD programmes, and in addition, supervises PhD and EdD thesis students.
Caroline's research has two strands: first, it asks whether autobiographical and narrative approaches to teacher education can help to prepare more caring teachers, whose practices are characterized by relational fidelity and complex reflection. On the basis of her work in this field, Caroline was in 2001, awarded a HEFCE National Teaching Fellowship and in 2005, nominated for the Ernest L. Boyer International Award for Outstanding Pedagogic Scholarship. Caroline's other major research interest is in the educational achievements and social and emotional development of looked after children. She is particularly interested in how teachers frequently ‘problematize' such children's abilities, and the ways in which they conceptualize fostered and adopted children's behaviours as narratives of difference and dysfunction.
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.
Queen's Campus Telephone: 01913340186
- Ms Kim Webb
- Mr Eric Anane
- Mr Philip Masterson
- Miss Shu-wen Lin
- Ms Lai Tang
- Mr Mark Brooke
- Ms Angela Hall
- Ms Hatice Buber
- Mrs Catherine Stewart
- Ms Zoe Rubadeau
- Miss Diana Baker
- Miss Sarah Robson
- Special and Inclusive Education
- Teachers Beliefs and Practices
- Narrative and Phenomenological Research
Journal papers: academic
- 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. (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, 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.