Professor David Reynolds
Acting Head of Education
School of Education
Telephone: (01792) 602681

Professor David Reynolds CBE FRSA. 

Professor Reynolds was responsible for education programmes in other research intensive world class universities (Southampton, Cardiff, Exeter and Newcastle) and has an international reputation for research in school effectiveness, school improvement, teacher effectiveness and dyslexia.

Professor Reynolds has received research grants to a value of more than £2.5 million and published over twenty books, the most recent being Failure Free Education (Routledge, 2010). He has also published more than 200 articles in journals and chapters in books. David founded, with others, the International Congress for School Effectiveness and Improvement (ICSEI) which now has members in over 60 countries and has edited or been on the editorial boards of eight international journals.

David has a particular interest in trying to get research into influencing educational policies, and in England chaired the Numeracy Task Force, was a member of the Literacy Task Force and was a .2 Adviser at DFES (as was) from 1999 to 2006. He has also been on the boards of both the TDA and BECTA.

David was Senior Policy Advisor to the Welsh Assembly Government between 2001 and 2014, and subsequently has been on their Task and Finish groups, has conducted further research projects and advised on policy development as a consultant. The course he established at Southampton University has recently gained 3rd place in the recent 2017 University Education courses statistics.

Publications

  1. Remembering Sam Stringfield (January 24, 1949 – July 31, 2016). Journal of Education for Students Placed at Risk (JESPAR) 22(1), 2-4.
  2. & Creating and Sustaining Secondary Schools Success: Sandfields, Cwmtawe and the Neath Port Talbot High Reliability Schools Reform. Teachers College Record (Yearbook) 118(13), 1-20.
  3. Improving educational systems: evidence from policy, research and practice over two decades. In Holtappels, H. G. Entwicklung und Qualitat des Deutschen Schulsystem – Neuere Empirische Befunde und Entwicklingstendenzen. Munster: Waxman Verlag.
  4. & Effective Teaching: Evidence and Practice. London: Sage.
  5. & The Effectiveness of Maths Teaching in Primary Schools: Lessons from England and China. London: Routledge.

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Teaching

  • EDN100 Issues in Contemporary Education

    The module will introduce students to the contemporary range of educational issues, patterns and associated policies in the UK, and particularly in Wales. It will describe the history and functions of compulsory education systems, and particularly explore the range of approaches utilized over the past 40 years to improve student outcomes and deal with inequalities in social class, gender and ethnicity in terms of these outcomes. An assessment will be made about why certain policy, paradigms are more `effective¿ than others, and about future likely / desired changes in educational and associated policies.

  • EDN105 Education in Other Countries

    The module will introduce students to the policies, contexts, practices and methods of educational systems locally, nationally and internationally. It will develop understanding of the international context of education at the beginning, will then look at education as practiced in different countries, and then draw conclusions about approaches that may be applicable outside those countries that are utilizing them. Students will be encouraged to reflect on their educational experiences whilst looking at the various educational systems / processes, and to assess the extent to which policies from outside the UK could be appropriate either locally and nationally.

  • EDN204 Education Policy and Politics

    The module will introduce students to the factors in the contemporary relationship between politics and educational policies. It will consider the history of political change and educational change, and the various political determinants of policy change, the political system / parties, the media interest / pressure groups and societal ideologies about schools / schooling. Particular attention will be given to case studies of policy change in the last two decades, which show a variety of political contextual factors, political inputs, programme / policy characteristics and policy outcomes. Attention will also be given to the effect of globalization in generating an international discourse about education / schooling, and by so doing privileging certain policy formulations.

Supervision

  • Co-production in the delivery of Autism Services within post-16 education in South Wales (current)

    Student name:
    PhD
    Other supervisor: Dr Alice Hoon