Teaching & Research
On the BA (hons) Early Childhood (Professional Practice), Samantha has taught on modules including Transmission to transformation, The developing child in family, community and culture and has led on the module Curriculum for thinking children.
On the FdA Collaborative Working with Children, Young People and Families, Samantha has taught the module The nature and culture of childhood and adulthood.
On the Top up degree for Integrated Working with Children and Families, Samantha is a module leader and lectures on the Flexible Distributed Learning route and at a partner college.
Samantha also supervises Level 6 students’ independent studies and assesses students’ practice-based learning portfolios on the undergraduate courses.
- Technology Enhanced Learning in supporting alternative modes of study, widening participation and making Higher Education accessible to non-traditional learners.
- The transition from Further Education to Higher Education: student and lecturer perspectives.
- Working in partnership Further Education Colleges and Higher Education Institutes.
- ICT and children as learners.
- The impact and challenges faced by Early Years Initial Teacher Trainees.
- The impact of Maintained Nursery Schools on sector improvements.
Sutton-Tsang, S. (2022). Valuing Children with Special Educational Needs and Disability. In Solvason, C. and Webb, R. (eds) Exploring and Celebrating the Early Childhood Practitioner: An Interrogation of Pedagogy, Professionalism and Practice. Abingdon: Routledge. Pp.53-62.
Sutton-Tsang, S. (2022) ‘Developing workplace relationships’, in Richards. H and Malomo, M. (eds) Developing your professional identity. St Albans: Critical Publishing, pp.113-126
Solvason, C., Webb, R. and Sutton-Tsang, S. (2020) Evidencing the effects of maintained nursery schools' roles in Early Years sector improvements. Available at: https://tactyc.org.uk/research/
Solvason, Webb and Sutton-Tsang (2020) What is left…?: The Implications of Losing Maintained Nursery Schools for Vulnerable Children and Families in England, Children and Society, Available at: https://authorservices.wiley.com/api/pdf/fullArticle/16752045
Solvason, Webb and Sutton-Tsang (2019) What role do maintained nursery schools play in Early Years sector improvements?
Sutton-Tsang, S. (2019) Early Years Initial Teacher Training (EYITT): The challenges for recruitment and experiences of trainees and graduates. Nursery World, Management issue, 18 March 2019
Gallagher, S. and Sutton-Tsang, S. (2017) ‘Safeguarding: understanding your responsibilities’, in Musgrave, J., Savin-Baden, M. and Stobbs, N. (eds) Studying for your early years degree. St Albans: Critical Publishing, pp.19-171
Malomo, M. and Sutton-Tsang, S. (2017) ‘What next?’, in Musgrave, J., Savin-Baden, M. and Stobbs, N. (eds) Studying for your early years degree. St Albans: Critical Publishing, pp.197-208
Walker, Rosie and Reed, Michael and Sutton Tsang, Samantha (2017) Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions. Journal of Further and Higher Education. ISSN 0309-877X Online: 1469-9486
Hodgkins, A. and Sutton-Tsang, S. (2015) Making Practice Visible: The Impact of the FdA in Early Years. Symposium presented at BECERA conference, MAC Birmingham February 2015.