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Rosie Walker

Senior Lecturer in Early Childhood

Institute of Education

Contact Details

email: r.walker@worc.ac.uk

tel: 01905 542266


Rosie is Acting Head of Centre for Children and Families. She is also Partnership Coordinator for the Foundation Degree in Early Years which involves partner colleges within the West Midlands and Herefordshire and Ludlow as well as the University Flexible and Distributed Programme.

Rosie’s professional heritage is in social care where she gained extensive experience in safeguarding and protecting children in both the statutory and voluntary sector. She managed two phase 1 children’s centres for several years before joining the university. Her first experience of attending the university came when she was given the opportunity to do the NPQICL as a children’s centre leader and from this became an Associate Lecturer and completed her MSc. Following this, she became a full time senior lecturer in 2010. Rosie has an interest in the design of degree programmes and student practitioner research in improving outcomes for children and families.

       

Qualifications

BSc (Hons) Social Sciences, CQSW, PQSW;
MSc Educational Leadership and Management;
Post graduate Certificate in Higher Education;
National Qualification in Integrated Centre Leadership (NPQICL).

Teaching & Research

Teaching & Research

Teaching Interests

Early Intervention
Safeguarding
Integrated working
Parents as Partners
Listening to and communicating with children
Early Years research
Enabling Environments
Theory into Practice

Research Interests

The developing roles and responsibilities of early years practitioners
Embedding small scale research into teaching and learning
The effectiveness of Parenting Programmes

Professional Bodies

Professional Bodies

Publications

Publications

Recent Publications

Cheeseman, S., and Walker, R. (eds.) (forthcoming 2018) Thinking about Pedagogy in Early Education: Pedagogies for Leading Practice. Oxford: Routledge.

Walker. R., Reed, M. and Stobbs, N. Knowledge and practice of pedagogical documentation: Professional development for educators. In: Fleet, A., and Stephenson, J eds (2017) Pedagogic Documentation in the Early Years. London, Sage.

Walker, R., Reed, M. and Carey-Jenkins, D (2016) Understanding and using policy and legislation. In: Musgrave, J and Stobbs, N. Studying Early Childhood Education and Care: A critical guide for Higher Education students. Northwich: Critical Publishing.

Reed, M. & Walker, R. (eds) (2014) A Critical Companion to Early Childhood. London, Sage Publications.

Walker, R. & Solvason, C. (2014) Success at Doing Your Early Years Research Project. London, Sage Publications.

Reed, M. & Walker, R. (2011) Working with parents. In: Canning, N. (ed) Play and practice in the Early Years Foundation Stage. London, Sage Publications.

Walker, R. (2011) Improving Quality: Do Not Forget Creativity. In: Reed, M. & Canning, N. (eds.) Quality Improvement and Change in the Early Years. London, Sage Publications.

Walker, R. (2010) Working Together at a Children’s Centre. In: Reed, M. & Canning, N. (eds) Reflective Practice in the Early Years. London, Sage Publications.

Walker, R. (2010) Parental Partnerships and Play and Support in a Children’s Centre. In: Canning N. (ed). Play and Practice in the Early Years Foundation Stage. London, Sage Publications.

Peer Review Articles

Walker, R. (forthcoming 2018) Learning is like a lava lamp:  The student journey to critical thinking. Research in Post-Compulsory Education.

Walker, R. Reed, M. and Sutton Tsang, S. (2017) Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education InstitutionsJournal of Further and Higher Education. ISSN 0309-877X Online: 1469-9486.

Reed, M. & Walker, R. (2014) Leading by Example: An examination of Early Education Foundation Degree Students Completing Research Dissertations. Jecer [Online] 3 (1), 2014, .51 – 64. Available from: http://jecer.org/issues/jecer-31-2014/

Walker, R. & Reed, M. (2012) Early Childhood Practitioners Developing an Academic Voice and Tutors Making Sense of the Research Process. NZ Research in Early Childhood Education Journal .15, 137 – 149.

Reed, M. & Walker, R. (2012) Early childhood practitioners developing an academic voice within a community of practice: making sense of the research process. (Published as a summary paper of ongoing work; for the New Zealand Journal of Early Education. March 2012, (Online)

Reed, M & Walker, R. (2011) Early childhood practitioners developing an academic voice within a community of practice: making sense of the research process Summary paper. University of Worcester, Journal of Education and Research.

Conference Presentations

Reed, M. and Walker, R. (2015) Engaging in Practice based inquiry: a provocation. Presentation to the British Early Childhood Research Association, Birmingham 18th February 2015.

Walker, R. (2014) Leading by Example: An Examination of Early Education Foundation Degree Students completing Research Dissertations. European Early Childhood Education Research Association, Greece. September 2014

Walker, R., Prowle, A and Reed, M. (2013). Landscapes of Practice: professional support for parents. Symposium presented as an Online videocast from the University of Worcester, to the International Conference on Parent Education and Parenting, 2013. University of North Texas. Texas, USA.

Reed, M & Walker, R. Dissertations from FdA student/practitioners: purpose, and process. (Initial findings) Presented at the European Early Childhood Education Research Association August 2013.

       
Reed M & Walker R. British Early Childhood Education Research Association. Articulating the voices of practitioners: collaborative inquiry as a methodological approach. Birmingham 2013.

Conference symposium: European Early Childhood Education Research Association, September, 2012.
Praxeological research: differences, similarities and approaches from three projects. A self directed symposium. Messenger, W, Walker, R and Reed, M. (Chair) University of Worcester. 2012 British Early Childhood Education Research Association. Birmingham       

Reed, M. & Walker, R. Co-presentation: Impact strategies to improve quality: listening to the voices of practitioners. 2011 European Early Education Research Association. Geneva, September 2011.

Reed, M. & Walker, R. Co-presentation: Early childhood practitioners developing an academic voice within a community of practice: making sense of the research process External Responsibilities.

External Responsibilities

External Responsibilities

Rosie is external examiner for two courses at the University of Hull: Early Childhood Education and Care Top up Degree and The Foundation Degree in Early Years Studies.