Biography

Richard Andrews joined UEA as a Professor in Education in May 2016. His previous posts include professorships in English and Education at the universities of York, Hull, Middlesex and, most recently, UCL Institute of Education in London, where he was Dean of the Faculty of Children and Learning. He is a Fellow of the Royal Society of Arts and an elected Fellow of the Academy of Social Sciences; a member of the All Souls Group, Oxford on education policy; and a network member of the Centre for Science and Policy at the University of Cambridge. His recent books include Re-framing Literacy (2011), A Theory of Contemporary Rhetoric (2014) and A Prosody of Free Verse: explorations in rhythm (2016) – all through Routledge. He is lead editor for the Sage Handbook of Digital Dissertations and Theses (2012) and co-editor of the second edition of the Sage Handbook of E-learning Research (2016). He is Chair of the International Advisory Board and co-series editor for the Cambridge School Shakespeare (Cambridge University Press).

 

His research interests include argumentation at school and university levels; writing development; rhetoric, poetry and poetics; learning theory; and research methodologies and methods for the digital age.

 

Website: www.richardandrews.net

 

All Publications

<- Page 1 of 6 ->

Snell, J., Andrews, R.

(2017)

To what extent does a regional dialect and accent impact on the development of reading and writing skills?,

in Cambridge Journal of Education

47

(3)

pp. 297-313

Full Text UEA Repository

(Article)

(Published)


Andrews, R.

(2016)

A Prosody of Free Verse: Explorations in Rhythm,

Routledge

ISBN 9781138806894

UEA Repository

(Book)

(Published)


Haythornthwaite, C., Andrews, R., Fransman, J., Meyers, E. M.

(2016)

The SAGE Handbook of E-learning Research,

Sage

ISBN 9781473902329

UEA Repository

(Book)

(Published)


Haythornthwaite, C., Andrews, R., Fransman, J., Meyers, E.

(2016)

Introduction to the Sage Handbook of E-learning Research, 2nd ed.,

in Sage Handbook of E-learning Research.

Sage

ISBN 978-1-4739-0232-9

UEA Repository

(Chapter)

(Published)


Andrews, R.

(2015)

Digital Literacies and Higher Education,

in Negotiating Spaces for Literacy Learning: Multimodality and Governmentality.

Bloomsbury Academic

ISBN 9781472587466

UEA Repository

(Chapter)

(Published)


Andrews, R.

(2015)

New directions for the doctoral thesis,

in International Perspectives in Higher Education Research: Investing in Our Education.

Emerald

pp. 75-92

ISBN 978-1-78441-132-975-92

(Chapter (peer-reviewed))

(Published)


Andrews, R.

(2015)

Critical Thinking and/or Argumentation in Higher Education,

in The Palgrave Handbook of Critical Thinking in Higher Education.

Palgrave Macmillan

pp. 49-62

ISBN 978-1-349-47812-5

Full Text

(Chapter (peer-reviewed))

(Published)


Ucci, M., Law, S., Andrews, R., Fisher, A., Smith, L., Sawyer, A., Marmot, A.

(2015)

Indoor school environments, physical activity, sitting behaviour and pedagogy: a scoping review,

in Building Research & Information

43

(5)

pp. 566-581

Full Text UEA Repository

(Article)

(Published)


Shakespeare, W., Andrews, R. (ed.)

(2014)

Hamlet,

Cambridge University Press

ISBN 9781107615489

UEA Repository

(Book)

(Published)


Andrews, R.

(2013)

A Theory of Contemporary Rhetoric,

Routledge

ISBN 978-0415503556

UEA Repository

(Book)

(Published)


Andrews, R.

(2012)

Rebirth of Rhetoric: Essays in Language, Culture and Education,

Routledge

UEA Repository

(Book)

(Published)


Andrews, R., Borg, E., Boyd Davis, S., Domingo, M., England, J.

(2012)

The SAGE Handbook of Digital Dissertations and Theses,

Sage

ISBN 9780857027399

UEA Repository

(Book)

(Published)


Scott, D., Posner, C., Martin, C., Guzman Flores, E., Alvarez, M. O., Zotzmann, K., Encinas, M., Demetriou, A., Andrews, R., Houssart, J., Dale-Tunnicliffe, S.

(2012)

Proyecto de Investigación y Desarrollo: Estándares Curriculares, Secretaría de Educación Pública México,

Ministry of Education, Mexico

(Commissioned report)

(Published)


Andrews, R., Smith, A.

(2011)

Developing Writers: Teaching and Learning in the Digital Age,

Open University Press

ISBN 978-0335241798

UEA Repository

(Book)

(Published)


Haythornthwaite, C., Andrews, R.

(2011)

E-learning Theory and Practice,

Sage

ISBN 9781849204712

UEA Repository

(Book)

(Published)


Andrews, R.

(2011)

Teaching argument writing to 7–14 year olds: an international review of the evidence of successful practice,

in Literacy Teaching and Education.

Sage

ISBN ISBN 978-0-85702-507-4

(Chapter (peer-reviewed))

(Published)


Andrews, R.

(2011)

Does e-learning require a new theory of learning? Some initial thoughts,

in Journal for Educational Research Online

3

(1)

UEA Repository

(Article)

(Published)


Andrews, R.

(2010)

Developing a strategy for English as an additional language and English language learners: a research review and bibliography,

in Foreign Language Education Research

13

UEA Repository

(Article)

(Published)


Andrews, R.

(2010)

Challenges and Perspectives in Educational Science and Teacher Training: research, evidence and teaching,

in Conference proceedings: International Symposium on Educational Science and Teacher Training.

Chiba University, Tokyo

pp. 6-23

(Conference contribution)

(Published)


Andrews, R.

(2010)

Re-framing Literacy: Teaching and Learning in English and the Language Arts,

Routledge

ISBN 978-0415995535

UEA Repository

(Book)

(Published)


<- Page 1 of 6 ->

Key Research Interests

 

These include argumentation at school and university levels; writing development, including the impact of dialect and accent on literacy; poetry and poetics; the theory of rhetoric and its applications in multimodality, contemporary communication and writing; and research methodologies and methods for the digital age.

 

PhD and EdD supervision

Professor Andrews is keen to receive applications from potential research students in any of the above areas; and additionally in first and second language education, language policy, social semiotics and the arts. He has supervised over 20 research degrees to successful completion.

 

Recent research projects

'Indoor school environments, physical activity, behaviour, pegagogy: a scoping review'

 

In 2014 I undertook a scoping review with colleagues at University College London (UCL) on the relationship between indoor school environments, physical activity, behaviour and pedagogy. The report of the study was published in 2015 in Building Research & Information. 

 

Abstract: Physical activity levels in children are low and sitting time high, despite the health benefits of regular physical activity and limited sitting. Children spend a large proportion of their time at school, hence school-based interventions targeting physical activity and sitting behaviour may be important. Whilst some aspect of school buildings, their layout and furniture may influence childrens' physical activity and sitting, these effects could be intertwined with pedagogical approaches. This scoping review aims to identify gaps in the research literature regarding the influence of the indoor school environment on pedagogical approaches and on physical activity and sitting. In primary schools, it was found that physical activity can be integrated into lessons with some benefits on academic behaviour and possible academic performance. Overall, however, the role of the indoor built environment is poorly investigated, although a handful of studies suggest that a radical change in primary school classrooms may increase physical activity and that stand-biased desks may be promising. This study provides a contribution to the emerging research fields of 'active design' from the perspective of indoor school design, highlighting a dearth of research, especially on sitting and for secondary education, and a lack of relevant conceptual frameworks.

 

'Indoor school environments, physical activity, behaviour, pedagogy: scoping review' with Ucci, M., Smith, L., Sawyer, A., Lee, S., Fisher, A. (2015) in Building Research & Information DOI: 10.1080/09613218.2015.1004275

 

 

‘To what extent does a regional accent impact on the development of reading and writing skills?' 

 

This project, undertaken with Dr Julia Snell of the University of Leeds, was commissioned by the BBC. We did an extensive scoping review, looking at research since the 1960s in the UK, wider Europe and the USA. The full report was submitted to the BBC in June 2014, and a distillation in article form is to be published in the Cambridge Journal of Education. Once the article is published more widely, we hope to build on the research to undertake an empirical study in the field.

 

Abstract: The issue of whether a regional accent and/or dialect impacts on the development of literacy skills remains current in the UK. For decades the issue has dogged debate about education outcomes, portable skills and employability. The article summarises research on the topic in England, using systematic review methodology. A scoping review was undertaken with the research question ‘To what extent does a regional dialect and accent impact on the development of reading and writing skills?’.The research covers research relevant to the teaching of 5-16 year olds in England, but also draws on research within Europe and the USA. The results suggest there has been little research on the topic in England since the 1970s; that curricula have marginalized accent and/or dialect; that where intervention takes place to improve literacy skills, it is better focused on the verb phrase than on accent or dialect; and that young people are adept at style-shifting between standard and non-standard forms.

 

’To what extent does a regional dialect and accent impact on the development of reading and writing skills?’ (with Julia Snell), accepted for publication by Cambridge Journal of Education,  November 2015. Now in press.

External Activities and Indicators of Esteem

Recent keynote addresses

‘The importance of rhetoric and argumentation in school’, Conference on Rhetorical Education and the Democratic Mission of the School, University of Orebro, Sweden, October 2017

‘The crisis in teacher preparation: a look at the U.S., England and Spain’, Symposium in celebration of the 125th anniversary of the Steinhardt School of Culture, Education and Human Development, New York University, March 2016

 ‘Writing in higher education: what is happening, and what are the possibilities?’ Writing across the Disciplines in Higher Education conference, Coventry University, July 2014

‘Digital literacies: the dissertation and the future of research in the humanities and social sciences’, Liverpool John Moores University, April 2014

‘Digital publishing in the arts, humanities and social sciences’, School of Advanced Studies, University of Nottingham, March 2013

‘Building programmes and partnerships: New York University, the University of London and beyond’, British Council, New York, May 2012

‘Non-verbal argument’, Symposium on Representing Research Knowledge, Royal College of Art, London, February 2012

 

Recent guest lectures

‘The Research and Teaching Excellence Frameworks’ and ‘Argumentation in Higher Education’ at Fudan University, Shanghai, November 2017

‘Argumentation in higher education in the UK’, East China Normal University, Shanghai, November 2017

‘Argumentation in academic writing’ and ‘Writing across the disciplines’, Chinese University of Hong Kong, May 2016

‘Argumentation at undergraduate, Masters and doctoral levels’, University of Aberdeen, January 2014

 ‘Multimodality, digitization and the nature and format of theses/dissertations’, Xi’an Jiaotong University, Xi’an, May 2013

‘Academic writing in different disciplinary traditions’, Xi’an Jiaotong University, Xi’an, May 2013

 ‘The changing nature of dissertations or theses in higher education’, Beijing Foreign Studies University and Beijing Language and Culture University, October 2011

 ‘Writing development in the digital and multimodal age’, Chiba University, Tokyo, March 2011