Athro yn yr Adran Addysg ac Astudiaethau Plentyndod yw Janet, ar ôl dod i Abertawe yn 2019. Arweinydd Myfyrwyr Ymchwil Ôl-raddedig Cyfadran y Dyniaethau a'r Gwyddorau Cymdeithasol yw Janet.
Mae ymchwil Janet yn canolbwyntio’n bennaf ar gynnwys rhieni yn nysgu pobl ifanc. Mae wedi gweithio gyda nifer o ysgolion, llywodraethau a chyrff llywodraethol i gefnogi cynnwys rhieni ac mae wedi darlithio ac ysgrifennu'n eang ar y pwnc
Ar ôl dechrau ei gyrfa mewn addysg uwch gan weithio ym maes addysg barhaus i oedolion, mae Janet wedi addysgu ystod eang o bynciau, gan gynnwys cymdeithaseg, astudiaethau rhywedd a diwinyddiaeth. Yn Abertawe, mae ei gwaith addysgu'n canolbwyntio ar faterion addysgol, yn arbennig y rheiny sy'n ymwneud â'r teulu ac ymgysylltu cymunedol â dysgu.
Yn ddiweddar, mae Janet wedi cwblhau prosiect, a ariannwyd gan Lywodraeth Cymru, gan weithio ar y cyd â Phlant yng Nghymru a'r Grŵp Gweithredu ar Dlodi Plant.
This module will advance students¿ knowledge of leadership and management in early years and education settings and integrated childcare provision. It will introduce students to individual and system level factors that are related to leading and management in educational and early childhood settings. The historical trajectory of research and practice knowledge in the field will be explored, including the move from advocacy of distributed leadership to institutional leadership. The module will also support students¿ consideration of a range of research perspectives in the field, with a focus on policy reviews, procedures and practices to support children and young people¿s interests and needs. The module will outline fundamental issues, including leadership for inclusivity / diversity and leadership for social justice, together with global perspectives on leadership and management in early years¿ contexts and will encourage students to reflect on leadership in practice.
This module equips students with the advanced research knowledge and enquiry skills required to complete a Master¿s degree by providing them with the research, enquiry and analytical skills that are necessary to undertake a piece of independent research within their own context. The module will ensure that students develop the skills of literature survey, research design, data analyses and data representation that will support their personal research and enquiry work. The module will also provide students with an extensive understanding of international research on various topics as well as research philosophies, methods, forms of analyses and presentation styles.
This module will focus on the opportunities and purposes of collaborative engagement in professional practice. The module will consider the international evidence about different forms of professional collaboration and its impact on learners. The module will reinforce the importance of creating effective learning environments where all learners feel safe and can develop to their full potential. The model will encourage students to critically reflect on their professional practice and to identify effective strategies that support well-being, safeguarding and the wider needs of their learners. The module will consider issues of inclusivity, equity and student wellbeing and how these can be maximised through collaborative forms of professional practice.
This module focuses on the models, approaches and practices required to effectively lead and manage education professionals. It explores the practices associated with leading and managing education professionals, in different education settings, by drawing explicitly upon the international evidence bases concerning system leadership, middle leadership, curriculum leadership, teacher leadership and leading professional learning. The module will consider theories of collaborative and distributed leadership in relation to leading and managing other professionals. It will also consider the relationship between local and national policy imperatives and the practice of leading and managing education professionals, particularly in relation to the realisation of system leadership in different countries and contexts. This module will explore key debates around educational leadership. It will combine theories of leadership with research on effective leadership practices. Its target audience will be education professionals in various settings who wish to consider leadership on both a practical and theoretical level.
This module will be the first undertaken by all students in the Professional Doctorate in Education. The module provides a theoretical and practical basis for rest of the programme. The module will interrogate and problematise key issues in educational research including the nature of educational research, methods and methodologies, data collection and analysis, the process of literature reviews and writing for academic audiences.
Students will advance their knowledge about leadership and management in early years settings and integrated childcare provision. This module will support students to explore the range of research perspectives in the field, with a focus on policy reviews, procedures, and practices to support children¿s interests and needs. The module will outline fundamental issues including leadership for inclusivity / diversity and leadership for social justice, together with global perspectives on leadership and management in early years¿ contexts.
This dissertation module will enable students to pursue an empirical study on a topic of their choice relating to education across contexts according to their academic interest or future career aspirations. It will require students to formulate an appropriate research question and to design and execute a research project that will address their chosen question in a coherent and systematic manner. Students will have the flexibility to pursue a research topic related to education that might be relevant to their career aspirations across the full range of contexts where knowledge and expertise in education is applicable.
This module develops student teacher¿s understanding of and ability to employ effective strategies for teaching, learning and assessment across the primary age phase. The module will explore how children and adolescents learn, and what factors support and hinder effective learning. Student teachers will also explore the evidence-base around the characteristics of `good¿ teaching and the importance of establishing supportive learning environments. Taught sessions will focus on the application of subject and phase-related knowledge to support an understanding of pedagogy. Student teachers will develop an understanding of the importance of providing a broad and balanced curriculum suitable for meeting the diverse needs of the pupils they teach. Student teachers will examine issues relevant to the wider context of Welsh Government policy on the curriculum and the national frameworks for Literacy, Numeracy and Digital Competence. The module will ensure that students gain an understanding of current legislation, including an understanding of the underpinning four purposes of the curriculum, and Curriculum Cymreig, ESDGC, religious education, Children¿s Rights and the Welsh language. Students will learn about the importance of critical reflection and reflective practice for professional development and school improvement by considering, applying and critiquing reflective models such as Schön and Brookfield. They will apply this critical reflection to their own professional practice, reflecting on their teaching and assessment strategies to ensure they are appropriate in supporting effective learning.
2 hour weekly Study Group for Education students (Year 1)
2 hour weekly Study Group for Education students (Year 2)
This module will focus on introducing what it is to be human from a broad humanities and social science perspective. It will offer the opportunity to engage with key ideas, theory and literature within these disciplines. It will therefore prepare students for further academic work in the humanities and social sciences and initiate the development of critical thinking and creative abilities.
Goodall, J. (2016) "Reporting to Support.".
Goodall, J. (2017). "R.I.P. School Improvement Plans."
Goodall, J. (2020). Engaging Parents during school closures. Impact: Journal of the Chartered College of Teachers, Chartered College of Teachers.
Engaging Parents: Teacher Development Blog
Engaging parents: Getting parents more involved in school life
Helping parents help – GTC, Yr Alban
Tips for parents in a pandemic: Bloomsbury Blog
, £15,000
, Wedi’i ariannu gan Lywodraeth Cymru
, with Dr Helen Lewis, Dr Zoe Clegg, Sion Owen, Chris Wolfe, Wedi’i ariannu gan Lywodraeth Cymru
1995 - 2003
2004 - 2004
2004 - 2013
2013 - 2019
2019 - 2022
