Prof Michael Jopling

Professor in Education
Department: Social Work, Education & Community Wellbeing

Michael joined Northumbria University as Professor in Education in June 2014. He has been involved in research and innovation in education for over 15 years.

HLS_Northumbria -University -Staff _Michael -JoplingBefore taking up his current post, Michael was Reader in Education in the Centre for Developmental and Applied Research in Education (CeDARE) at University of Wolverhampton. Before that, he was Senior Research Fellow at Wolverhampton and Senior Researcher at the National College for School Leadership. He has a BA and PhD from University College London and an MA in Education from Goldsmiths, University of London.

He has been involved in research in all areas of education, from early years and schools through to higher education, but is particularly interested in school and multi-agency collaboration, educational leadership, social justice and inclusion in education, and supporting teachers and practitioners in participatory research and enquiry. Current research projects focus on effective collaboration among schools, health and social services to support vulnerable children and young people, and school to school networks supporting educational improvement. He published widely in areas such as networking and collaboration, e-learning, early years and school leadership and is convenor of BERA’s special interest group for educational effectiveness and improvement. 

0191 215 6135

Qualifications

  • PhD - University College London
  • MA - Goldsmiths, University of London
  • BA - University College London

Research Themes and Scholarly Interests

  • School to school networking and collaboration
  • Educational leadership and improvement
  • Impact of educational initiatives on marginalised and vulnerable groups
  • e-learning
  • Participatory and practitioner research

Professional Activity

  • Convenor of Bera’s special interest group for Educational Effectiveness and Improvement

Sponsors and Collaborators

  • Department for Education
  • European Commission
  • NHS Health Scotland
  • Liverpool City Council

Current/Recent Projects

  • Evaluation of Families programme, Liverpool City Council, 2014-15, Co-principal investigator
  • Health and Wellbeing Survey of Children and Young People looked After by Glasgow City Council’, NHS Greater Glasgow and Clyde, 2013-15, Co-principal investigator
  • Evaluation of teach of play@home with vulnerable families, NHS Health Scotland, 2013-14, Co-principal investigator
  • Lost in Transition Europe, European Commission, 2011-13, Project director
  • Longitudinal Study of Early Years Professional Status, DfE/CWDC, 2009-12, research team leader.
  • Evaluation of Primary Leading Teachers Programme, National Strategies, 2010-11, co-principal investigator.
  • Evaluation of Liverpool’s Transforming School Food Strategy, City of Liverpool, 2008-11, Principal investigator.

Key Publications

  • Jopling, M. & Hadfield, M. (2016) Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning, Teaching and Teacher Education, 60, 203-214.
  • Jopling, M. and Vincent, S. (2016) Vulnerable Children: Needs and Provision in the Primary Phase (York: Cambridge Primary Review Trust)
  • Jopling, M. & Hadfield, M. (2015) From fragmentation to multiplexity: Decentralisation, localism and support for school collaboration in England and Wales, Journal of Education Research Online, 7,1, 47-65
  • Hadfield, M., Jopling, M., and Needham M. (2015) Practice Leadership in the Early Years. Maidenhead: Open University Press.
  • Hadfield, M., and Jopling, M. (2014) The development of an implementation model for ICT in education: An example of the interaction of affordances and multimodality, Innovations in Education and Teaching International, 51, 6, 607-617.
  • Jopling, M., Whitmarsh, J. and Hadfield, M. (2013) The challenges of evaluation: assessing Early Talk's impact on speech language and communication in children's centres, International Journal of Early Years Education, 21, 1, 70-84.
  • Hadfield, M. and Jopling, M. (2012) How might better network theories support school leadership research? School Leadership & Management, 32, 2, 109-121.
  • Jopling, M. (2012) 1:1 online tuition: a review of the literature from a pedagogical perspective. Journal of Computer Assisted Learning 28, 4, 310–321.
  • Hadfield, M. and Jopling, M. (2011) School Networks, Networked Learning & Network Theory in Day, C (ed.) The Routledge International Handbook of Teacher and School Development. London: Routledge, 516-526.