I am a Principal Research Fellow in the Centre for Teachers and Teaching Research (CTTR). My research interests focus on social justice in education, and in particular the processes by which education can become more equitable.

I co-lead the Student Grouping Study, a naturalistic study with matched design investigating the effect of attainment grouping and mixed attainment teaching in mathematics on 11-13 year old students in English secondary schools. I was Researcher Practitioner and Project Manager on the Best Practice in Grouping Students project and developed the BERA-BCF Curriculum Journal award-winning teaching resource, Best Practice in Mixed Attainment Grouping, and led professional development for the Best Practice in Grouping Students project.

My other projects exploring attainment grouping in primary and secondary schools in England include the Primary School Grouping Study, an exploration of grouping practices at Key Stage 2; Developing Best Practice in Mixed Attainment English, a collaboration with English teachers and colleagues at UCL Institute of Education to identify and develop characteristics of successful mixed attainment teaching in English; and the Secondary School Grouping Survey project, funded by the Education Endowment Foundation, investigating the grouping practices currently in use in English secondary schools.

With colleagues in the CTTR I work on a range of projects addressing teacher agency and teacher recruitment and retention, including evaluation of the Early Career Support Pilot Programmes, the KEEP Teaching Trial (retention of Physics teachers) and an investigation of teachers' engagement with research.

I have a particular interest in how education research can support policy and practice. I am currently Lead for Engagement and Impact in the Department of Curriculum, Pedagogy and Assessment.