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Rebecca Digby

2

Personal statement

I am a Programme Leader for Education Studies and the Award Leader for the Early Years Education degree. I teach on several modules including Care, Development and Learning from Birth to Five Years.

As co-leader of the research centre for Early Years, Childhood and Youth (CREYCY), I am involved with research into Early Years pedagogy and practice. Currently, I am academic lead for the Somerset Emotion Coaching Research Project and a research associate for the Attachment Aware Schools project, working with a number of schools, children’s and youth centres, and health organisations.

www.attachmentawareschools.com

www.cypsomersethealth.org

I am also undertaking a PhD examining the potential Video Stimulated Reflective Dialogue holds to facilitate practitioner critical reflection and understanding of creativity in science enquiry in early years education.

Previously, I have taught across the Primary and Early Years phases in both England and Scotland. My roles have included Advanced Skills Teacher specialising in Science and Creativity and Deputy Head Teacher.

Academic qualifications

  • BA(Hons) Falmouth
  • PGCE UWE
  • MA Bath Spa.

Professional qualifications

  • Fellow of the Higher Education Academy
  • Advanced Skills Teacher.

Professional memberships

  • ASE - Association for Science Education
  • BERA - British Educational Research Association
  • REFOCUS Sightlines Initiative exploring the practice of the preschools of Reggio Emilia
  • TACTYC Training Advancement and Co-operation in Teaching Young Children.

Other external roles

  • Providing Primary and Early Years Consultancy in schools and settings.

Teaching specialism

  • Primary and Early Years science education
  • Creativity and enquiry in education
  • Early Years.

Current scholarship

PhD (2014) The potential of Video Stimulated Reflective Dialogue as a facilitator of critical reflection in the context of creativity in scientific enquiry.

As a member of the regional hub for the Primary Science Teaching Trust (PSTT) and The Centre for Research in Early Scientific Learning (CRESL), I am involved in a three-year funded research project investigating approaches to teacher assessment in primary science education (TAPS).

Recent professional updating

  • Effective Researcher Series (2015)
  • Learning in the Early Years: a multimodal perspective seminar (2014)
  • Facilitator training for Emotion Coaching and Tuning into Kids Programme (2013)
  • School of Education Research Seminars (2012- to date).

Research and academic outputs

Go to ResearchSPAce

Teaching science and technology in the early years (3-7). 2nd ed
book

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2014) Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon. ISBN 9780415825580


Teacher assessment of science in English primary schools
book_section

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2016) 'Teacher assessment of science in English primary schools.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed. Jens Dolin & Per Kind) (Pt. 11). University of Helsinki, Helsinki, pp. 1577-1588. ISBN 9789515115416


Developing thinking and learning skills in science
book_section

Collier, C and Digby, R (2014) 'Developing thinking and learning skills in science.' In: Vickery, A, ed. Developing active learning in the primary classroom. Sage, London, pp. 154-173. ISBN 9781446255469


A thematic approach to humans and animals in Early Years education
book_section

Collier, C and McMahon, K (2014) 'A thematic approach to humans and animals in Early Years education.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon, pp. 125-144. ISBN 9780415825580


Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships
article

Rose, J, Gilbert, L, McGuire-Snieckus, R, Gus, L, McInnes, K and Digby, R (2017) 'Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships.' Open Family Studies Journal, 9 (Supp-1). pp. 160-171. ISSN 1874-9224


To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?
article

Digby, R (2017) 'To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?' Journal of Emergent Science, 12 (Winter). pp. 7-15. ISSN 2046-4754


The roles and development needs of teachers to promote creativity: a systematic review of literature
article

Davies, D, Jindal-Snape, D, Digby, R, Howe, A, Collier, C and Hay, P (2014) 'The roles and development needs of teachers to promote creativity: a systematic review of literature.' Teaching and Teacher Education, 41 (July). pp. 34-41. ISSN 0742-051X


Creative learning environments in education : a systematic literature review
article

Davies, D, Jindal-Snape, D, Collier, C, Digby, R, Hay, P and Howe, A (2013) 'Creative learning environments in education : a systematic literature review.' Thinking Skills and Creativity, 8 (April). pp. 80-91. ISSN 1871-1871


The impact of creative learning environments on learners: a systematic literature review
article

Davies, D, Jindal-Snape, D, Collier, C, Digby, R, Hay, P and Howe, A (2013) 'The impact of creative learning environments on learners: a systematic literature review.' Improving Schools, 16 (1). pp. 21-31. ISSN 1365-4802


Understanding creativity in science enquiry in the early years through video stimulated reflective dialogue
conference_item

Digby, R (2016) Understanding creativity in science enquiry in the early years through video stimulated reflective dialogue. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, Leeds, UK.


Developing understanding of creativity in scientific inquiry through video stimulated reflective dialogue
conference_item

Digby, R (2016) Developing understanding of creativity in scientific inquiry through video stimulated reflective dialogue. In: Primary Science Teaching Trust International Conference, 9 - 11 June 2016, Waterfront Halll, Belfast, Northern Ireland.


Developing trainee teachers’ reflective practice at BSU
conference_item

Duggan, M, Smith, H and Digby, R (2016) Developing trainee teachers’ reflective practice at BSU. In: 7th TEAN Annual Conference: Cultivating Learning, 5 - 6 May 2016, Aston University, Birmingham, UK.


Teacher assessment of science in English primary schools
conference_item

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August- 4 September 2015, Helsinki, Finland.


Introducing the TAPS pyramid model
commissioned_report

Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.


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