I am interested in finding cost effective solutions which improve learning outcomes, including with a focus on cooperative/peer learning and literacy, and equity for learners from socio-economic disadvantaged areas. My recent research includes randomized controlled trial (RCT) and naturalistic study designs. I am currently involved in knowledge mobilisation both nationally and internationally, engaged with networks of schools, universities, not-for-profit organisations, and government departments.

Internationally, in Latin America, I am working on research projects with a number of universities and government departments to improve literacy outcomes across the region. Currently I am engaged as visiting Professor at both Universidad de Los Andes in Chile and Pontificia Universidad Javeriana in Colombia.             

Nationally, I am an Honorary Fellow at Durham University, School of Education, and Visiting Fellow at Newcastle University, School of Education, Communication and Language Sciences.  The key aim of these partnerships is to develop working relationships with educational organisations at all levels to trial and implement evidence informed educational approaches in England and beyond.

Within North East England, I have a proven track record in school improvement, working with successful teams to implement evidence in schools and across the region. The Transforming Tees project (2016-18) is a good example where varied partners (including Local Authorities, Schools and Academies) collaborated to overcome barriers, tackle disadvantage, and improve learning outcomes. Embedded in this project were opportunities to pilot interventions for future scale-up.

CURRENT PROJECTS

Improving Reading comprehension in primary schools (2021-2025) Funder: Education Endowment Foundation

Team: Cockerill, M., Thurston, A. & Okeeffe, J.  

Using Reciprocal Reading at scale in primary schools in England

Reading for meaning (2021-2023) Funder: Nuffield Foundation

Team: Cockerill, M., Thurston, A. & Okeeffe, J.  

RCT of Reciprocal Reading in Secondary schools in England.

Paired Reading in Latin America (2020-2023) Funder: Economic Social Research Council (ESRC IAA)

Team: Cockerill, M. & Thurston, A. 

This is a project to introduce a previously tested Paired Reading programme into the Spanish context for testing in Latin America, working in partnereship with Universidad de Los Andes in Chile. 

Student Grouping Study (2019-2025) Funder: Education Endowment Foundation

Team: Cockerill, M. (working in partnership with team at UCL)

This is a 'naturalistic experiment' comparing existing grouping practices in 120 Secondary schools rather than implementing a specific programme. The Student Grouping Study will explore the difference in attainment outcomes for pupils taught maths in mixed attainment groups compared to setting.

RECENTLY COMPLETED PROJECTS

Improving educational outcomes in high poverty schools in Colombia (2020-2021) Funder: Department for the Economy - Global Challenge Research Fund (GCRF)

Team: Thurston, A. Cockerill, M., MacKenzie, A. & OKeeffe, J.

Pilot RCT of Paired Reading in Primary schools in Colombia - working in partnership with Pontificia Universidad Javeriana.

Improving Reading outcomes for children affected by lockdown (2020-2021) Funder: Economic Social Research Council (ESRC IAA)

Team: Cockerill, M., Thurston, A. & OKeeffe, J.

Pilot RCT of a targeted reading intervention in primary schools in North East England.

A Cluster Randomised Controlled Trial of SMART Spaces (2018-2020) Funder: Education Endowment Foundation

Team: O'Hare, L., Cockerill, M., Stark, P., & Thurston, A.

This is an efficacy RCT including over 100 schools in England to test of a Science intervention for Secondary school students. There will be two cohorts of children who, if in the intervention group, will receive the Lexia Reading targeted approach in lower primary.

Reading with your child at home: Digital resource using Paired Reading technique (2020) Funder: ESRC IAA

Team: Cockerill, M. & Thurston, A. 

A Cluster Randomised Controlled Trial of Lexia Reading (2018-2020) Funder: Education Endowment Foundation

Team: Thurston, A., Cockerill, M. & Craig, N. 

This is an efficacy RCT including 50 schools in England to test of a literacy intervention for primary school children. There will be two cohorts of students who, if in the intervention group, will receive the intervention.

A Cluster Randomised Controlled Trial of Reciprocal Reading (2017-2018) Funder: Education Endowment Foundation

Team: O'Hare, L., Cockerill, M., Lloyd, K., McConnellogue, S., Stark, P.

This is an efficacy RCT including 100 schools in England to test of a literacy intervention for primary school children. There will be two cohorts of children who, if in the intervention group, will receive either Reciprocal Reading as a whole class approach  in lower primary or as a targeted intervention in upper primary.

A Cluster Randomised Controlled Trial of an Early Intervention in Literacy (2016-2019) Funder: Education Endowment Foundation

Team: Thurston, A., Cockerill, M. & Craig, N. 

This is a large scale cluster RCT of a literacy intervention for primary school children in England. There will be two cohorts of children who, if in the intervention group, will receive either Read Write Inc. Phonics or the catch up intervention Fresh Start. 

Peer Tutoring in Secondary Schools (2013-2015) Funder: Education Endowment Foundation

Team: Cockerill, M., Thurston, A. & Craig, N.

This is a large scale randomised controlled trial of the Paired Reading literacy intervention across 120 classes in Northeast of England.