I am a member of both the PGCE tutor team and CPD team.
PGCE team: When I started working at BSU I was a Senior Lecturer in Mathematics Education. This involved teaching undergraduate students and PGCE trainees mathematics and professional studies as well as supporting trainees through their school experiences and liaising with their mentors. I now teach Mathematics Education within PGCE and also have a tutor group and teach professional studies. I am particularly interested in how children's misconceptions arise and how good teaching can anticipate and address these. I am fascinated by the pedagogical choices teachers make which enables children to access the learning.
CPD: I support a range of teachers who are working at different stages towards their Master's. In particular I run a module for NQTs; this builds upon the Master's credits gained after completing a PGCE and encourages them to undertake research to inform practice. I also run coaching and mentoring courses (INSET and Master's modules) which are always tailored to meet the needs of the group and/or organisation in terms of content, timing and venue (often at client's premises). I am particularly interested in the potential benefits of coaching in supporting professional development and how questioning can be used to support new understanding.
Prior to working at the University I taught in Sandwell Authority in the Midlands. My class teaching experiences were mainly in primary schools with some secondary experience. Later I became a mathematics advisory teacher within the same authority and this enabled me to work with a wide range of schools.
- MA Bath College of Higher Education
- BEd Nene College
- Diploma in Mathematics Education Wolverhampton Polytechnic
- Diploma in English as a Second language in Multicultural Schools Wolverhampton Polytechnic
- Level 7 Certificate in Executive Coaching and Leadership Mentoring ILM.
- Fellow of the Higher Education Academy.
Other external roles
- Peer review for EPPI "The Impact of newly Qualified Teachers induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: a systematic review of research literature on Induction." Institute of Education. University of London - April 2003
- I have previously been an external examiner for the Faculty of Education at Durham University. This focused mainly on their mathematics courses and also enabled me to observe trainees and talk with mentors in schools.
- Coaching and Mentoring
- Mathematics Education.
My recent research focuses on:
- Emotion coaching project
- How does a school develop a coaching culture
- The impact of coaching on 3rd year under graduates employability and transferable skills.
Recent professional updating
- I regularly undertake further courses and attend conferences when there are opportunities to do so.
Research and academic outputs
Barrington, R, Harries, T and Hamilton, C (2005) 'What do children see? A study of children's representations of numbers and operations.' In: Watson, A, Houssart, J and Roaf, C, eds. Supporting mathematical thinking. David Fulton, London, pp. 39-50. ISBN 1843123622
Barrington, R (1996) 'Implementing mathematics in the National Curriculum.' In: Primary Core National Curriculum: policy into practice. Cassell, London, pp. 120-142. ISBN 0304338044
Barrington, R and Harries, A (2001) 'An exploration into the mathematics subject knowledge of students on QTS courses.' Mathematics Education Review (14). ISSN 1353-5080
Coombs, S, Barrington, R, Sorensen, N, Caston, A, Maine, F and Wisdom, P (2010) Fixed vs negotiated CPD: abridging the best of the TDA’s PPD with the new MTL. In: International Professional Development Association, 26-27 November 2010, Aston University, Birmingham.
What impact does coaching have on undergraduates career planning, development of their transferable skills and therefore their employability?
Barrington, R, Rowe, I and White, S (2010) What impact does coaching have on undergraduates career planning, development of their transferable skills and therefore their employability? In: BERA Annual Conference, 1-4 September 2010, University of Warwick.
Coaching - does it have perceived and potential benefits in a higher education context? What can I learn from the experience?
Barrington, R (2008) Coaching - does it have perceived and potential benefits in a higher education context? What can I learn from the experience? In: BERA Annual Conference, 6 September 2008, Heriot-Watt University, Edinburgh.
NQTs prior experiences and perceptions of working with teaching assistants and other adults in their primary classroom
Barrington, R (2006) NQTs prior experiences and perceptions of working with teaching assistants and other adults in their primary classroom. In: International Professional Development Association Annual Conference 2006, 1-2 December 2006, University of Stirling, Scotland.
Barrington, R and Harries, T (2004) An exploration into the mathematics subject knowledge of students on QTS courses. In: International Congress on Mathematical Education, 2004, Copenhagen, Denmark.
An investigation into the induction period which considers the perspectives of NQTs and their induction tutors
Barrington, R (2000) An investigation into the induction period which considers the perspectives of NQTs and their induction tutors. In: BERA Annual Conference, 7-10 September 2000, Cardiff University.
Barrington, R, Hamilton, C and Harries, T (1997) Numeracy and low attainers in mathematics. In: British Society for Research into Learning Mathematics, 1997, University of Bristol.