Paula Rivas-Torrecillas – Learning and Teaching Fellow

Academic achievements

• Edge Hill University Current Study
  Postgraduate Certificate in Pre-doctoral Studies

• Lancaster University 2006
  MA professional Education (Merit)

• Lancaster University 2005
  Postgraduate Diploma Professional Education

• Lancaster University 2004
  Postgraduate Certificate in Higher Education Teaching
  and Learning Support (Merit)

• Liverpool University 2004
  BSc (Hons) Professional Health Studies (2:1)

Professional Qualifications

• Nursing & Midwifery Council Register
• Community Practice Teacher
• Registered Health Visitor
• Registered Midwife
• Registered Sick Children’s Nurse
• Registered General Nurse

Fellowship aims and objectives

The Learning and Teaching Fellowship study will examine the relationship between disruptive classroom behaviour and the classroom environment in higher education. This research will form the basis of MPhil/PhD level study with joint supervision from the Department of Social and Psychological Sciences and the Learning and Teaching Development Unit. A research proposal for this research has been developed as a registration document for admission to an MPhil/ PhD programme of study. An indicative search of the literature has as yet to identify a study that has utilised a classroom environment instruments to explore the relationship between student behaviour in the classroom and the classroom environment. Following successful validation of an appropriate instrument for use in higher education classrooms the potential then exists for lecturers to utilise classroom environment instruments as part of evaluation of their own classroom teaching and in particular to address issues of classroom behaviour that disrupts teaching and learning thus improve professional practice.

It is envisaged that the above evaluation could be incorporated into teaching and learning practice either as part of the professional development programme at Edge Hill or through the Post Graduate Certificate in Higher Education Teaching and Learning Support (PGCHELTS). Preliminary discussions have taken place with senior lecturing staff from the Teaching and Learning Development Unit in relation to conducting a pilot study within the PGCHELTS to establish the validity of a classroom environment questionnaire.

Both research studies engage with the aims of the newly-formed Evidence-based Practice Research Centre (EPRC) within the Faculty of Health and Social Care which will endeavour to develop programmes of research concerning evidence-based education practice and evaluation alongside that of clinical practice.

The University Research and Knowledge Transfer Policy has identified areas of activity that are recognised as ‘excellent’ and includes education as one of these areas of research. Collaborative working within research is recognised as beneficial and the policy encourages the development of collaborative research and scholarly activity across the institution. Both projects demonstrate coherence with both of these areas of research development within the institution.

The study has the potential to be of benefit to several of the key objectives of the learning and teaching strategy at Edge Hill. Although this strategy focuses on the academic induction of students during the first semester, there is potential for incorporating orientation into the student experience as a whole including acceptable student classroom conduct. The results of this research could also be utilized to inform discussion and policy in relation to classroom behaviour and management based on both student and teacher engagement within the process. Professional development for staff is stated as being crucial to the development of learning and teaching facilitation. The findings of the projects could therefore be incorporated into the staff induction and continuing development programme in relation to the prevention and management of disruptive classroom conduct. This would also provide an additional scholarly-based pathway for determining the content of the professional development programme in addition to AMR, performance and peer reviews.