Dr Linda Rush Profile Page

• British Educational Research Association
• Higher Education Academy

Qualifications

• PhD (University of Liverpool)
• MEd (University of Liverpool)
• BEd Hons (Westminster College, Oxford)

Career History

• 2006 – 2009 Senior Lecturer in Teaching and Learning Development and Teaching Fellow at Edge Hill University
• 1998 – 2006 (University of Chester) Senior Lecturer and institutional Teaching Fellow
• 1986-1997 (Oxford LA, Manchester LA, Liverpool LA) Teaching roles in various Primary Schools, culminating in Head Teacher/Deputy Head Teacher roles in Liverpool (1990 onwards)

• ESCalate Research Grant Expression of Interest (April 2009) Project Title: Exploring Assessment for Learning (AfL) as a mechanism towards the promotion of Learning to Learn in ITE (Envisaged start/completion date: September 2009/June 2012)
• Exploring key variations in meaning & understanding of intra-organisational collaboration at Edge Hill University (Edge Hill University Research Development Fund 2008, £8000). Collaborative project between Centre for Learning & Teaching Research, Centre for Local Policy Studies & Academic Quality Unit (September 2008 – September 2009). Project Aims: To identify key characteristics of promising intra-organisational collaborative practice within the University and to make recommendations in respect of the findings
• The ‘academic experience’: Researching student and tutor perceptions for the systematic enhancement of assessment and student retention (Edge Hill University Research Development Fund, 2008) collaborative project between Centre for Learning & Teaching Research and Widening Participation Centre for Research (September 2008 – August 2009)
• Tutor Learning in HE. Linked to institutional work on CPD framework in respect of teaching and learning and the sector Professional Standards (October 2007 -  ongoing).
• Phenomenographic research project into supported online learning (SOL): Independence in Learning: fostering the development of critical thinking skills in supported online learning (SOL) within a higher education context (January 2007 to July 2007)
• ESCalate funded project (£5000): A Critical Exploration of a Learning to Learn Perspective and its Pedagogical Impact on Teaching in ITT (July 2006 – June 2007)
• Research into the use of Action Learning Groups (ALGs) within a PG Certificate in Teaching & Learning in HE (aimed at new lecturers) (September 2006 - July 2007)
• HEA funded Literature Review: The role and critical analysis of the effectiveness of reflective practice in programmes for new academic staff (September 2005 – August 2006)
• ESCalate funded project (£5000): Designing for interaction in an Online CPD Programme (2005 - 2006)
• Exploration of the use of reflective writing as a learning tool to enhance the professional development of trainee teachers on a PGCE Secondary PE course  (2003 - 05)

Publications

• Rush, L. (March, 2009) ‘Expanding the capacity to learn of student teachers in Initial Teacher Training’. ESCalate, Academic online paper (http://escalate.ac.uk/5802).
• Fisher, A and Rush, L. (2008) ‘Conceptions of learning and pedagogy: developing trainee teachers’ epistemological understandings’ The Curriculum Journal  Vol. 19, No. 3 pp 227-238. Routledge.
• Rush, L (Ed) (2008) Final Report: ‘An alternative perspective for ITT: Learning to Learn and its basis in personal beliefs about knowledge’. ESCalate website.
• Kahn, P E, Young R, Grace S, Pilkington R, Rush L, Tomkinson B and Willis I (2008) 'A Practitioner Review of Reflective Practice within Programmes for New Academic Staff: Theory and legitimacy in professional education'. International Journal of Academic Development.
• BERA (2007) ‘Learning to learn in teacher education/training: the role of epistemology; conceptions of learning; pedagogies and dialogue’ – conference proceedings.
• Schofield, M. and Rush, L. (2007) ‘Recent Developments to Support Educational Research.’  Research Intelligence.  British Education Research Association. (June 2007).
• HEA Literature Review (2006) ‘The role and effectiveness of reflective practices in programmes for new academic staff: a grounded practitioner review of the research literature’ Review team: Peter Kahn, Project Director, University of Manchester; Richard Young, Associate Project Director, Newcastle University; Sue Grace, University of York; Ruth Pilkington, University of Central Lancashire; Linda Rush, Edge Hill University; Bland Tomkinson, University of Manchester; Ian Willis, University of Liverpool.
• Sackville, A, Sherratt, C, Davey, J, Rush, L, and Brigden, D, Thornes, V (2006) Final Report: ‘Designing for interaction in an online CPD programme’ (ESCalate)

Conference Presentations

• May 2009, Birmingham City University Business School Engage HEI Conference 2009 ‘The Role of Higher Education Institutions in Innovation and Knowledge Transfer’
• September 2008, 3rd International Conference iPED conference ‘Researching Academic Visions & Realities’, Coventry University, UK) – Symposium presentation: ‘Tutors as learners (as writers)’
• May 2008  4th Annual ESCalate ITE Conference - Innovation and Development in Initial Teacher Education, University of Cumbria, Carlisle (Poster presentation): An alternative perspective for ITT: Learning to Learn and its basis in personal beliefs about knowledge
• September 2007 British Educational Research Association (BERA) Annual Conference – Chair/discussant & presenter of symposium entitled: Learning to learn in teacher education/training: the role of epistemology; conceptions of learning; pedagogies and dialogue.
• July 2007 Higher Education Academy Annual Conference - Paper presented: Independence in Learning: fostering the development of critical thinking skills in supported online learning (SOL) within a higher education context.
• September 2006 British Educational Research Association conference - Paper presented: Dominant voices, silent voices and the use of Action Learning Groups in HE: A social constructionist perspective.
• November 2004 Scottish Educational Research Association (SERA) – Paper presentation: Exploring (PE) trainee teachers’ critical reflection through the use of writing journals
• July 2001 The National Association for Able Children in Education (NACE) Annual Conference. Paper given focusing on the rationale, theory and methods underpinning PhD research.
• April 2000/June 2000 SEDA/ILT conferences Collaborative papers given: A Multi Institutional Approach to Providing CPD for Health Professionals Via An Online Supported Learning Environment.

Invitations to present

• October 2008 Trinity College Dublin, Centre for Academic Development and Support of Learning (CAPSL) : ‘Supporting 'Learning to Learn' in Higher Education’ (Note: A series of follow-up seminars to be facilitated during 2009)
• May 2008 The University of Stirling, Institute Of Education Seminar Programme: ‘Teachers as Learners: The role of personal beliefs about knowledge’
• April 2008 University College Plymouth St Mark & St John 2nd Teaching, Learning and Research Conference: ‘Conceptions of learning, pedagogical positions and the role of epistemology in trainee teachers’
• July 2007 ESCalate regional event – Invited speaker (outlining English perspective) at the University of Wales Institute Cardiff: CPD in Education. An opportunity to hear first hand how the four countries of the UK are approaching the issue of CPD.
• April 2005 Standing Committee for the Education and Training of Teachers (SCETT): Personalised Learning Styles: an aid to understanding - Seminar presentation with Professor Guy Claxton (Graduate School of Education, University of Bristol).

Other External Activity

• 2007- ongoing PhD supervisor role: The relationship between disruptive classroom behaviour and classroom environment in higher education
• 2006 - 2009 External Examiner: Middlesex University - Postgraduate Certificate in Support of the Adult Dyslexic Learner in Higher and Further Education
• 2005-2006 Staff Development & collaborative research with other ITT institutions
• 2003- ongoing consultant/trainer for Mersey Deanery; Cheshire LA and College of Law
• 2003-08 PhD supervision (Promoting the use of evidence-based practice amongst qualified nurses)
• 2006 - Internal examiner for PhD (University of Chester)