Senior Research Fellow
- School of Social Sciences, Education and Social Work - Senior Research Fellow
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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.
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.
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.
Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students
Research output: Contribution to journal › Article
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)
- Early online date
Scopus rating (2018): CiteScore 1.6 SJR 0.673 SNIP 1.141
Additional searchable ISSN (Electronic): 1932-6203
Public Library of Science
Scopus rating (2018): CiteScore 3.02 SJR 1.1 SNIP 1.123
Scopus rating (2018): CiteScore 1.96 SJR 0.807 SNIP 1.229
ISSNs: 2310-3868, 2311-6897