Professor Fiona Hallett

Name: Professor Fiona Hallett
Department: Faculty of Education
Current position: Professor in Education
Email: hallettf@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education

Biography:

Teaching:

  • 2010- current, Reader in Education, Faculty of Education, Edge Hill University.
  • 2009-2010, Programme Leader, Post-Graduate National Award for SEN Coordination, Edge Hill University
  • 2008-2010: Research Fellow, Centre for Learner Identity Studies, Edge Hill University;
  • 2004-2009 Senior Lecturer, Edge Hill University, Faculty of Education
  • 2003-2004 Deputy Head Teacher Special School for children with autism
  • 2002-2003 Assistant Head Teacher Special School for children with Social, Emotional and Behavioral Difficulties

Qualifications:

  • BSc (Honours, with Qualified Teacher Status) Science and Technology, 2:1
  • MA (Special Educational Needs)
  • PhD (Educational Research)

Achievements:

Fellow of the Higher Education Academy

Senior Fellow of the Emerging Researchers Group of the European Educational Research Association

Joint Editor of the British Journal of Special Education

Research:

Research interests

  1. Special and Inclusive EducationAcademic Literacy
  2. Qualitative Research Methodologies
  3. Social Injustice
  4. Academic Literacy

Research Group(s)

  1. Senior Fellow of the Emerging Researchers Group of the European Educational Research Association

Published work:

Books

  • HALLETT, F & HALLETT, G. 2017. Transforming the role of the SENCo (2nd Edition). London: Open University Press
  • ARMSTRONG, D., ELLIOTT, J, HALLETT, F & HALLETT, G. 2016. Understanding Child and Adolescent Behaviour in the Classroom. Cambridge, Melbourne: Cambridge University Press.
  • ASHWIN, P., BOUD, D., COATE, K., HALLETT, F., KEANE, E., KRAUSE, K., LEBOWITZ, B., MACLAREN, I., MCARTHUR, J., MCCUNE, V & TOOHER, M. 2015. Reflective Teaching in Higher Education. London: Bloomsbury.

Chapters in books

  • HALLETT, F & CHAPMAN, A. 2017. The personal epistemologies of tutors in Higher Education. In. G. SCHRAW, J. LUNN. BROWNLEE, L. OLAFSON & M. VANDERVELDT.(Eds) Teachers’ personal epistemologies: Evolving Models for Informing Practice.  Charlotte, NC: Information Age Publishing.
  • DUNNE, L., HALLETT, F., KAY, V. and WOOLHOUSE, C. 2017. Visualising Inclusion: Employing a photo-elicitation methodology to explore views of inclusive education. Invited Sage Case Study. London: Sage.
  • HALLETT, F. and ERYAMAN, M. Y. 2014. Beyond Diaspora: The lived experiences of academic mobility for educational researchers in the European Higher Education Area. In: MAADAD, N. and TIGHT, M. (Eds). Academic Mobility. International Perspectives on Higher Education Research, 11. Bingley: Emerald Group Publishing, pp. 61-78.
  • HALLETT, F. 2014. The dilemma of methodological idolatry in Higher Education research: The case of Phenomenography. In: HUISMAN, J. and TIGHT, M. (Eds). Theory and Method in Higher Education Research II. International Perspectives on Higher Education Research, 10. Bingley: Emerald Group Publishing Limited, pp. 203-225.
  • HALLETT, F. and HALLETT, G. 2012. Inclusive and ethical research. In: Cornwall, J. and Graham-Matheson, L. (Eds). Leading on Inclusion: Dilemmas, Debates and New Perspectives. London: Routledge pp. 109-119.

 Journal articles

  • BEER, P, HALLETT, F, HAWKINS, C. & HEWITSON, d. 2017. Cyberbullying levels of impact in a special school setting. The International Journal of Emotional Education, 9 (1). pp. 121-124.
  • HALLETT, F. and ALLAN, D. 2016. Architectures of oppression: Perceptions of individuals with Asperger’s syndrome in the Republic of Armenia. Journal of Research in Special Educational Needs. doi:10.1111/1471-3802.12367
  • HALLETT, F. and FIDALGO, P. 2014. Educational research capacity building in the European Union: a critique of the lived experiences of emerging researchers. European Educational Research Journal, 13 (4). pp. 425-433.
  • HALLETT F. 2013. Study support and the development of academic literacy in Higher Education: a phenomenographic analysis. Teaching in Higher Education, 18 (5). pp. 518-530.
  • SHORTT, D., HALLETT, F., SPENDLOVE, D., HARDY, G. and BARTON, A. 2012. Teaching, morality, and responsibility: A structuralist analysis of a teachers’ code of conduct. Teaching and Teacher Education, 28 (1). pp. 124-131.
  • ARMSTRONG, D. and HALLETT, F. 2012. Private knowledge, public face: conceptions of children with SEBD by teachers in the UK – a case study. Educational & Child Psychology, 29 (4). pp. 77-87.
  • HALLETT, F. and ARMSTRONG, D. 2012. ‘I want to stay over’: a phenomenographic analysis of a short break/extended stay pilot project for children and young people with Autism. British Journal of Learning Disabilities. 41(1) pp. 66-72
  • SPENDLOVE, D., BARTON, A., HALLETT, F. and SHORTT, D. 2012. Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England. European Journal of Teacher Education, 35 (4) pp. 449-462
  • HALLETT, F. 2010. The postgraduate student experience of study support: a phenomenographic analysis. Studies in Higher Education, 35 (2). pp. 225-238.
  • HALLETT, F. 2010. Do we practice what we preach? An examination of the pedagogical beliefs of teacher educators. Teaching in Higher Education, 15 (4). pp. 435-448.
  • HALLETT, F., HALLETT, G. & MCATEER, M. 2007. Every voice matters: evaluating residential provision at a special school. British Journal of Special Education, 34 (4). pp. 219-225.

External collaboration and partnership activity:

Between 2012 and 2015 Fiona was involved in an EU Tempus funded project in Armenia and Georgia which sought to enhance access to society (with an emphasis on access to education) for individuals with disabilities http://www.aspire-tempus.eu/. She is now working on an Erasmus+ project in Vietnam and Laos.

Projects:

Research on Inclusive and Special Education

Multi-disciplinary autism research: bridging the theory / practice gap.