Dr Sosu is a Senior Lecturer in the School of Education. He has a strong interest in quantitative methods and in addressing educational issues from a psychological perspective. His current research is predominantly focused on exploring how socioeconomic disadvantage influences educational and psychological trajectories from childhood.
Dr Sosu received his PhD from the University of Strathclyde in 2008, and studied for an MSc degree at Lund University, Sweden. His first degree is a BEd (Hons) Psychology (1st class honours) from the University of Cape Coast, Ghana, followed by a one and half year experience as trainee clinical psychologist. In addition he obtained a postgraduate diploma in psychology (distinction) from the Open University in 2011.
Between 2008 and 2013, he worked for the University of Aberdeen, first as a research fellow on the Scottish Teachers for a New Era (STNE) project and subsequently as a lecturer in Education. During this period, Dr Sosu examined the impact of initial teacher education experiences on students’ cognitive dispositions and the extent to which these dispositions influence their classroom competence.
Dr Sosu is the lead author of the influential Joseph Rowntree Foundation report on Closing The Attainment Gap In Scottish Education (http://www.jrf.org.uk/sites/files/jrf/education-attainment-scotland-full.pdf), and the research on Widening Access to Higher Education for Students from Economically Disadvantaged Backgrounds: What Works and Why? (https://pure.strath.ac.uk/portal/files/55895221/Sosu_etal_2016_widening_access_to_higher_education_for_students_from_economically_disadvantaged_backgrounds.pdf ) funded by the Scottish Funding Council.
Dr Sosu is a Centre for Health Policy Fellow in the Centre for Health Policy at Strathclyde University.
As well as supervising PhD and Masters students, I teach on the BA in Education, PGDE, MSc Early Years Pedagogue and MEd Inclusive Education programmes. My contributions cover the following areas:
Poverty, Social Class and Educational Achievement
The Role of Social and Emotional Interaction in Child Development
Development of Scientific and Mathematical Knowledge in Childhood
Social Issues in Education
My primary research focus is on the relationship between poverty and developmental outcomes. I am interested in understanding the mechanisms by which socioeconomic circumstances and experiences of poverty influence educational attainment and psychological outcomes across the lifespan. I harness the power of large longitudinal datasets to aid our understanding of these mechanisms. My goal is to undertake research that drives policies and practices which can improve outcomes for those experiencing adversity nationally and internationally.
Specific Research Interests:
- Childhood and Family–poverty and its effects on developmental outcomes; social mobility; parental beliefs (inc. aspirations)
- Methodology – quantitative methods; structural equation modelling; secondary data analysis; longitudinal designs; psychometrics; mixed methods
- Teacher Education –teacher effectiveness; teacher expertise; pedagogical innovations
- Poverty and developmental outcomes: Understanding and supporting families to thrive
- Poverty and children’s educational outcomes: What do psychological theories have to offer? - Presentation of ‘Psychology in the Pub’ event
- British Psychological Society Psychology of Education Annual Conference
- Child Development (Journal)
- Peer reviewer
- External Examiner (Ph.D.), Trinity College Dublin
- Grant Review Panel - ESRC Scottish Graduate School of Social Sciences (External organisation)
more professional activities
- School and University Research Enquiry
- Sosu, Edward (Co-investigator) Firth, Jonathan William (Co-investigator) Beck, Anna (Co-investigator) Klein, Markus (Co-investigator)
- The School and University Research Enquiry project (SURE) aims to bridge the gap between education research and practice. It will investigate the Scottish Attainment Challenge and the ‘what works’ agenda in terms of specific school interventions. In April 2017, the Scottish Government published their Research Strategy for Scottish Education, which stressed the need for a focus on “increasing the levels of collaboration and communication between all actors within the education system". SURE is contributing to this goal via a school-university collaborative study exploring Headteachers’ relationship with
research and gaining an understanding of their choices of interventions employed in their schools, with reference to PEF funding. Researchers on the project represent two Glasgow schools as well as the University of Strathclyde.
- Period 01-Jun-2017
- Evidence into Action: Promoting Equitable Access to Quality (PEAQ) Educational Experiences in Sub-Saharan Africa
- Sosu, Edward (Principal Investigator)
- Period 01-Feb-2018 - 31-Jul-2018
- Nurturing School Ethos to Improve Educational Attainment
- Cassidy, Claire (Principal Investigator) Holmes, Joanna (Co-investigator) Klein, Markus (Co-investigator) Sosu, Edward (Co-investigator)
- Period 01-Aug-2017 - 31-Mar-2019
- Family background and educational attainment: An investigation into the mediating role of school absenteeism
- Klein, Markus (Principal Investigator) Sosu, Edward (Co-investigator)
- Period 01-Jun-2018 - 30-Nov-2019
- Cognitively Guided Instruction
- Sosu, Edward (Co-investigator)
- Period 16-Feb-2016 - 30-Jun-2016
- Closing the poverty attainment gap in Scottish Education
- Sosu, Edward (Principal Investigator) Ellis, Susan (Co-investigator)
- Period 27-May-2014 - 27-May-2014
Lord Hope Building
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