Dr Alexandra Morgan

My portfolio of research has focused on educational practice, early childhood education, and the integration of information and communication technology (ICT) in learning environments. This work spans professional learning, literacy and numeracy interventions, and the role of play in educational settings, with a particular emphasis on early years education and teacher development. Below is an overview of key research projects.

Funded Research Projects

Funding for research, totaling £495,832 across multiple projects, primarily supported by prestigious organizations such as the Economic and Social Research Council (ESRC), the Welsh Government, and other charitable trusts. Funded research includes:

• Utilising ‘Educative Mentoring’ to Improve Professional Learning Capacity (2019–2020, £5,000, ESRC): This project explored how educative mentoring can enhance professional learning and support inquiry-oriented teaching practices, contributing to improved teacher development frameworks.
• Long-term Benefits of Sustained Professional Learning for Early Career Teachers (2017–2018, £3,156, ESRC): This study investigated the sustained impact of professional learning programs on early career teachers, providing insights into effective teacher retention and development strategies.
• Evaluation of ‘Pori Drwy Stori’ Early Years Literacy and Numeracy Intervention (2012–2015, £42,800, WISERD/Booktrust/Welsh Government): Dr. Morgan evaluated the effectiveness of this early years intervention, contributing to policy recommendations for improving literacy and numeracy outcomes in Wales.
• Supporting Playful Learning with ICT in the Early Years (2010–2012, £295,915, Esmée Fairbairn Charitable Trust/WISERD): As an associate project of WISERD, this research examined the role of ICT in fostering playful learning, highlighting innovative approaches to early childhood education.
• Sustained Shared Thinking with ICT in the Early Years (2010–2012, £20,000, Swansea LEA): This project focused on how ICT can support sustained shared thinking, enhancing cognitive and social development in young children.
• Review of the Teaching and Learning Research Programme in Wales: The Foundation Phase (2010, £5,500): This review provided a critical analysis of the Foundation Phase, informing curriculum development in Wales.
• ESRC Collaborative Research Fellowship (2008–2009, £3,250, Welsh Educational Research Network): This fellowship supported collaborative research efforts to advance educational research in Wales.
• ICT and Interactive Teaching (2005–2007, £111,411, ESRC, Co-applicant with PI Dr. Steve Kennewell): This project explored the integration of ICT in interactive teaching, contributing to pedagogical advancements in classroom settings.
• Cymorth ‘Young Researchers’ Project (2005–2006, £8,000): This initiative engaged young researchers in educational studies, fostering research skills and inquiry-based learning.
• Impact of Technological Experiences on Children’s Capability with New ICT Tools (2003–2004, £8,800, BECTa): This research examined how prior technological experiences influence children’s ability to develop ICT skills through play.

Research Reports

Contributed several impactful research reports, often in collaboration with colleagues, which have informed educational policy and practice in Wales and beyond. 

• Masters in Educational Practice (MEP) Lessons Learned (Welsh Government 2019): This report synthesized findings from the MEP program, offering recommendations for professional learning frameworks.
• Schools as Learning Organisations (Welsh Government 2018): Co-authored with colleagues, this report provided evidence for the National Approach to Professional Learning in Wales, emphasizing schools as hubs for continuous professional development.
• Evaluation of ‘Pori Drwy Stori’ (Booktrust/Welsh Government 2015): This evaluation highlighted the effectiveness of early years interventions in improving literacy and numeracy outcomes.
• Using ICT to Support Sustained Shared Thinking (Esmée Fairbairn 2013): This report explored the role of ICT in fostering collaborative thinking in early childhood settings.
• The Foundation Phase (WERN/ESRC/Welsh Government 2010): This report contributed to the evaluation of Wales’ Foundation Phase curriculum, shaping early years education policy.
• Impact of Prior Technological Experiences on ICT Capability (BECTa 2005): This report provided insights into how children’s prior experiences with technology influence their learning outcomes.

Conference Presentations and Invited Seminars

Contributor to international and national conferences, presenting her research at events such as the British Educational Research Association (BERA), the International Congress for School Effectiveness and Improvement (ICSEI), and the European Early Childhood Education Research Association (EECERA). Key presentations include:

• Articulating the Headship Role (2020, ICSEI, Marrakech): This presentation analyzed headteacher job descriptions to explore leadership expectations in Wales.
• Case-Making for Student Voice (2019, IPDA, Birmingham): This work highlighted innovative approaches to developing student agency in higher education.
• Invited Seminar at Oxford University (2019): Co-delivered with Emmajane Milton, this seminar explored the complexities of fostering research-active teachers through professional inquiry.
• Mentoring to Support Classroom Inquiry (2017, IPDA, Cardiff): This presentation emphasized the role of educative mentoring in fostering inquiry-based teaching.

Doctoral Supervision and Examining

Supervised numerous doctoral students, focusing on topics such as professional judgment, inclusion, dyslexia, and mentoring. Her supervision includes ESRC-funded studentships and international research on education in Saudi Arabia, Oman, and Malaysia. 

.