Professor Kate Wall

Education

Personal statement

My work focuses on the development of innovative pedagogies and research methodologies (including visual approaches) that facilitate effective talk about learning (metacognition). I am interested in the development and exploration of democratic spaces where learners can talk about their experiences of learning.

I have worked extensively in partnership with teachers of all ages and stages, using practitioner enquiry approachesand have a growing interest in how tools with pedagogic and methodological origins can be used to support theorised practice. I have used the same ideas when working under a 'students as researchers' or student voice heading with children as young as 4. I am interested in methodologies for gathering learners’ views on experience, curriculum and learning. I am particularly interested in how visual approaches can facilitate voice with young children – I often think we have not been asking children their opinion or to participate in appropriate ways. I am interested in generating knowledge of ethical practice for eliciting voice within a democratic community and to do this, particularly with young children, then I think we need to look to more creative methods and practices for supporting the level of participation and ensuring authentic voice.

Publications

What does learning look like? Using cartoon story boards to investigate student perceptions (from 4 to 15) of learning something new
Wall Kate, Higgins Steve, Hall Elaine, Gascoine Louise
Good Questions (2017) (2017)
Mind the Gap : an exploratory investigation of a family learning initiative to develop metacognitive awareness
Wall Kate, Burns Helen, Llewellyn Anna
Journal of Early Childhood Research Vol 15, pp. 115-129 (2017)
https://doi.org/10.1177/1476718X15579744
The assessment of metacognition in children aged 4-16 years : a systematic review
Gascoine Louise, Higgins Steve, Wall Kate
Review of Education Vol 5, pp. 3-57 (2017)
https://doi.org/10.1002/rev3.3077
Teachers as metacognitive role models
Wall Kate, Hall Elaine
European Journal of Teacher Education (2016)
https://doi.org/10.1080/02619768.2016.1212834
The adductive leap : eliding visual and participatory in research design
Hall Elaine, Wall Kate
Visual Research Methods in Educational Research (2016) (2016)
What is Practitioner Enquiry [online video]
Hall Elaine, Wall Kate
(2015)
https://doi.org/10.4135/9781473930094

more publications

Professional activities

Maynooth University
Visiting researcher
1/1/2021
The power of arts-based research methods in early years
Blogger
10/2/2020
Research Briefing: using creative, playful arts-based methods in research with young children.
To be assigned
7/2018
External Examiner for Bath University EdD
Examiner
31/7/2017
FWO Research Foundation Flanders (External organisation)
Advisor
1/5/2016

more professional activities

Projects

Practitioner enquiry support in East Renfrewshire (Woodfarm and Cross Arthurlie)
Wall, Kate (Principal Investigator) Beck, Anna (Academic) Firth, Jonathan William (Academic) Moore, Iain (Academic)
Tailored practitioner enquiry support to develop whole school approaches
01-Jan-2020 - 30-Jan-2021
Socially Innovative Interventions to Foster and to Advance Young Children’s Inclusion and Agency in Society through Voice and Story
Beaton, Mhairi (Principal Investigator) Wall, Kate (Visiting Academic) Arnott, Lorna (Visiting Academic) Cassidy, Claire (Visiting Academic)
The AdVoSt -project will take into practice the theoretical guiding principles for facilitating and enhancing young children’s voice in specific contexts (Wall et al., 2017). This will be done in close cooperation with practitioners working with indigenous children in Finland, marginalized, indigenous, and immigrant children in Canada, and children with diverse ethnical and cultural backgrounds in the UK. Previous literature indicates that young children are often viewed as ‘becomings’ rather than ‘beings’ within their communities. This is especially the case with children from non-mainstream communities, where ‘becoming’ might also mean to become a mainstream citizen, meaning simultaneously compromising identity, culture and language (e.g. von Benzon & van Blerk 2017; Sköld & Vehkalahti 2016). The AdVoSt-project will enhance educators' knowledge of multiple storytelling pedagogies including perspectives of land-based learning. The research-based development of composing narratives with young learners through art, writing, photography, performance and digital representations privilege young children’s voice enabling their full citizenship. These research-based initiatives will contribute to the development of child centred learning that is focused in land-based pedagogy and play. Play helps children to gain positive learning experiences (Tang & Adams 2010). Children’s varied play engagements often use culturally relevant toys and ephemera which help them to narrate their stories and facilitate hearing the voices of young children. However, educators, administration, local communities and parents do not always know how to promote such play to enhance children’s literacy engagements. Additionally, the digital delivery of early childhood education with distance management sets diverse challenges for educational activities. The AdVoSt-project recognizes the challenges concerning minority and indigenous children and will facilitate knowledge sharing between the participating countries and beyond. Using a community-based qualitative, comparative case study approach, the project will ensure that local cultural contexts play a key role in all research activities.
01-Jan-2020
Practitioner enquiry support in East Renfrewshire (Woodford Lodge School)
Wall, Kate (Principal Investigator) Beck, Anna (Academic) Firth, Jonathan William (Academic) Moore, Iain (Academic) Jones, Lynne (Researcher)
A sustained engagement to develop a whole school approach to practitioner enquiry.
01-Jan-2019 - 30-Jan-2020

more projects