20102019
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Personal profile

Research Interests

Maria's research interests include improving learning in schools, specifically literacy (including language and communication), with a particular focus on those children and young people from socio-economic disadvantaged backgrounds, and high achievement for all learners. She predominantly uses randomized controlled trials (RCTs), though not exclusively, and is currently running two-large RCTs on improving literacy levels for pupils in schools. She is also involved in knowledge mobilisation working directly with networks of schools, particularly in Northeast England.

Achievements

Maria is also Visiting Fellow at the School of Education, Durham University, at present developing partnerships with educational organisations at all levels to trial evidence informed educational approaches in South America. Working as part of successful teams in the Northeast of England, she has a proven track record in school improvement. Currently, she is also engaged in an innovative initiative in the Tees Valley area of Northeast England as Assistant Director of Transforming Tees. Here she is working with varied partners in this area of England (including Local Authorities, Teaching Schools, Schools and Academies) with the aim of tackling disadvantage, ensuring young people learn in excellent schools with the best teachers and leaders possible, and are ready for work.

Other

PROJECTS

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

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

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 children who, if in the intervention group, will receive the Lexia Reading targeted approach in lower primary.

 

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 Read Write Inc. Phonics & Fresh Start (2016-2018) 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.

Peer Tutoring in Secondary schoools is a large scale randomised controlled trial of the Paired Reading literacy intervention across the Northeast of England. It involves 120 classes in 10 schools who were tested on their reading ability before and after the intervention. 

Fingerprint Dive into the research topics where Maria Cockerill is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

cooperative learning Social Sciences
school Social Sciences
teacher Social Sciences
communication Social Sciences
comprehension Social Sciences
classroom Social Sciences
social capital Social Sciences
literacy Social Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Projects 2016 2018

Research Output 2010 2019

primary school
assistant
research planning
diagnostic
comprehension

Protocol: An efficacy randomized controlled trial of Reciprocal Reading in high schools

Cockerill, M., Thurston, A. & Taylor, A., 25 Jul 2019, In : International Journal of Educational Research. 97, p. 99-106 8 p.

Research output: Contribution to journalArticle

school
comprehension
assistant
research planning
literacy

Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4-7 years

Law, J., Tulip, J., Stringer, H., Cockerill, M. & Dockrell, J., 01 Oct 2019, In : Child Language Teaching and Therapy. 35, 3, p. 203-220 18 p.

Research output: Contribution to journalArticle

Open Access
File
Communication
Observation
classroom
communication
teacher

Using cooperative learning in reading to promote academic talk with students aged 12-16 years old

Thurston, A. & Cockerill, M., 01 Jan 2019, Promoting academic talk in schools: Global practices and perspectives . Gillies, R. (ed.). Routledge, p. 98-111 14 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

cooperative learning
student
classroom
learning
school