Biography

Dr John Gordon is a Senior Lecturer in Education, working as a researcher, post-graduate supervisor and tutor in initial teacher education. He is a British Academy Mid-career Fellow and a Senior Fellow of the Higher Education Academy.

John’s research interests include teaching and learning in English education, particularly literary response in the classroom, and teacher knowledge and expertise.  He has published work in both areas in the books A Pedagogy of Poetry and Teaching English in Secondary Schools. He has published widely in international peer-reviewed journals, including the journals English in Education for the National Association for Teachers of English and the international perspective English Teaching: Practice and Critique. His doctoral research considered teaching and learning with poetry in schools, with particular focus on how children respond to poetry they hear, explored through application of Conversation Analysis. His broader research interests also include literacy, classroom talk, media education and teacher mentoring. He contributed the chapter on ‘Literacy Across the Curriculum’ to the book Preparing to Teach in Secondary Schools (Second and Third editions).

John has a record of successful research grant applications, receiving funding awards to lead English education projects for the Council for British Teachers, the Department for Education (formerly via the Training and Develop Agency) and the British Academy. He has also acted as a co-applicant for projects exploring students’ behaviour in schools and contributing resources to the Teacher Training Resource Bank.

John joined the School of Education and Lifelong Learning after working as a secondary phase teacher of English and Media Studies for several years in Norfolk and Suffolk schools. Since joining UEA he has acted as the school’s Director of Teaching and Learning and as co-director for the PGCE(M) programme. His teaching currently comprises leadership of the Secondary English PGCE(M) programme and PhD supervision, though John formerly taught on the BA in Education. He has brokered and developed collaborations and partnerships with numerous renowned organisations nationally and locally, including the British Library, the English & Media Centre, the BBC, the British Film Institute, Norwich City Football Club and The History of Advertising Trust. He has provided consultancy services for retail companies and for the arts and culture sector. He has extensive experience as an external examiner in higher education, having examined for Queen’s University Belfast, Brunel University, the University of Southampton and the University of St Mark and St John.

All Publications

Gordon, J.

(2016)

Pupils' Knowledge and Spoken Literary Response beyond Polite Meaningless Words: studying Yeats's 'Easter, 1916',

in FORUM

58

(1)

pp. 7-14

Full Text UEA Repository

(Article)

(Published)


Gordon, J.

(2015)

Teaching English in Secondary Schools,

Sage Publications Ltd

ISBN 9781446253168, 9781446253175

UEA Repository

(Book)

(Published)


Gordon, J.

(2015)

Cultural identity in literary response: Studying a political poem in different territories ,

in ICERI2015 Proceedings.

pp. 2943-2951

(Conference contribution)

(Published)


Gordon, J.

(2014)

A Pedagogy of Poetry: though the work of W.B Yeats,

IOE Press / Trentham

ISBN 9781858564975

UEA Repository

(Book)

(Published)


Gordon, J.

(2013)

Listening for echoes: heard poetry and oral response,

in International Research on Poetry.

Bloomsbury

UEA Repository

(Chapter)

(Published)


Gordon, J.

(2013)

A nettle or two: learning to teach English in a recession,

in Challenges to Teacher Education in Difficult Economic Times.

Routledge

UEA Repository

(Chapter)

(Published)


Gordon, J.

(2013)

Towards Lifeworlds: Poetry as Sound in School Curricula,

in Literacy Information and Computer Education Journal

2

(1)

pp. 1260–1268

UEA Repository

(Article)

(Published)


Gordon, J.

(2012)

Echo, not quotation: what conversation analysis reveals about classroom responses to heard poetry,

in Classroom Discourse

3

(1)

pp. 83-103

Full Text UEA Repository

(Article)

(Published)


Gordon, J.

(2012)

Literacy across the curriculum,

in Preparing to teach in Secondary Schools: A Student Teachers Guide to Professional Issues in Secondary Education.

Open University Press

UEA Repository

(Chapter)

(Published)


Gordon, J.

(2012)

More than canons: teacher knowledge and the literary domain of the secondary English curriculum,

in Educational Research

54

(4)

pp. 375-390

Full Text UEA Repository

(Article)

(Published)


Gordon, J.

(2010)

What is not said on hearing poetry in the classroom,

in English Teaching: Practice and Critique

9

(3)

pp. 40-52

UEA Repository

(Article)

(Published)


Gordon, J.

(2010)

What is not said on hearing poetry,

in English Teaching: Practice and Critique

9

(3)

pp. 40-52

UEA Repository

(Article)

(Published)


Gordon, J.

(2010)

Talking about poems, elaborating Barnes,

in English Teaching: Practice and Critique

9

(2)

pp. 47-60

UEA Repository

(Article)

(Published)


Gordon, J.

(2009)

Sound[']s right: pupils' responses to heard poetry and the revised National Curriculum for English,

in The Curriculum Journal

20

(2)

pp. 161-175

Full Text UEA Repository

(Article)

(Published)


Gordon, J.

(2009)

Articulating the auditory imagination: when children talk about poetry they hear,

in Poetry and Childhood.

Trentham

UEA Repository

(Chapter)

(Published)


Gordon, J.

(2008)

True Soundings: the findings of the 2007 OFSTED report ‘Poetry in Schools’ and pupils responses to poetry they hear,

in Changing English

15

(2)

pp. 223-233

Full Text UEA Repository

(Article)

(Published)


Gordon, J.

(2004)

Verbal Energy: Attending to Poetry,

in English in Education

38

(1)

pp. 90-101

UEA Repository

(Article)

(Published)