Prof Laura Black

Professor

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My previous doctoral students have undertaken research on mathematics education focusing on issues of gender, class and ethnicity and also pedagogy in both primary classrooms and in higher education. Several have also taken a particular interest in working with disadvantaged communities to explore issues of access and participation in schooling/education. 

I am interested in supervising students in any of these areas, but in line with my research interests above, I welcome applicants who wish to look at home-school relationships in disadvantaged communities, particularly across the transition into formal schooling.

 

PhDs In Progress:

Kenna, Abate. Mathematics education and technology

Herbert, Jonathan. A narrative exploration of the impact of widespread internet access and ICT provision on educational attainment in white British boys from deprived areas of the UK.

Phillips, Rebecca. Literacy across domains: How children growing up in multilingual families engage with home, school and community literacy practices and the questions this raises for educators. 

Jahnagiri, Nooshin. An exploration of female studentschoice and experience of studying undergraduate mathematics and engineering programmes in Iran. 

 

PhD Completed:

Starkey, Rachel. PhD. Privileging entry to higher education: When capital counts. 

Alanazi, Mansour. PhD. AN INVESTIGATION OF DEVELOPING TEACHERS' UNDERSTANDING OF USING DIALOGIC APPROACH IN SAUDI PRIMARY MATHEMATICS CLASSROOMS:

Radovic, Darinka. PhD. Gender and Mathematics Education in Chile

Choudry, Sophina. PhD. Mathematics capital in the classroom and wider educational field: intersections of ethnicity, gender, and social class

White, Danielle. PhD. How are the career related decisions of young people from disadvantaged backgrounds shaped during their transition towards the end of compulsory schooling? 

Rhamani Sangani, Hamid.   PhD. Developing Reflective Practice through Collaborative Dialogue in an Iranian Context, 

Chatranoth, Phnita. PhD. The Impact of Teacher Corrective Feedback on Students’ Grammatical Accuracy: A Case Study in Thailand,