Dr Dee Fields

Profile

Biography

University of Hull

• BA (Hons) Educational Studies and Childhood Studies
• Postgraduate Certificate Inclusive Education

EM Direct

• QTS (Primary)

Bath Spa University

• National Award for SEN Coordination (NASENCO)

University of York

• MSc Psychology in Education, University of York
• PhD Psychology in Education

Career

I am a part time Research Associate in Education supporting the Elklan Communication Friendly Settings (CFS) and Efficacy Trial of Concept Cat projects. Previously I worked as a part time qualitative researcher within the Martin House Research Centre, Health Sciences York, on a project entitled 'What does ‘good’ palliative care look like for children and young people? A qualitative study of parent experiences and Perspectives'.

I have recently completed a PhD in Psychology in Education, within the department of Education, York. My research consisted of three studies: First, an RCT of a Philosophy 4 Children (P4C) intervention and process evaluation designed to promote tolerance of difference in primary school children. Secondly, a content analysis of children’s responses asking if children think it is important to predict learning and behaviour problems, and if they think genetic screening has a role to play in this. Lastly, a thematic analysis of the children’s responses in the P4C sessions about whether differences come from the inside or outside.

I am passionate about including children’s voices in matters that are important to them. This stems from my previous roles which have included working as a primary school teacher, Assistant Headteacher for Early Years, SENDCo and Child Protection Officer (CPO), in various schools across Hull and the East Riding of Yorkshire.

Research

Overview

My PhD research is designed to ensure that children’s voices are heard in debates about the relevance of genetic research to education and to explore the psychological impact of labelling,including genetic labelling.

I am a founding member of GenOmics And Life Stories (GOALS) lab group in the Department of Education, University of York. The GOALS lab studies the relevance of genomic and environmental information for the achievement of personal goals and the development of personal identity.

My experience as an Assistant Head Teacher, EYFS teacher and SENCo has also developed my strong interest in policy and practice within early years and advocating for children’s rights in special educational needs and inclusive practice.

Projects

I am currently working on the Elklan Communication Friendly Settings (CFS) and Efficacy Trial of Concept Cat projects.

Research group(s)

• Psychology in Education Research Centre (PERC)

Grants

• BPS Bursary for Harrogate 2019 Conference £150.00
• University of York Departmental Travel Grant £750
• University of York Graduate School Travel Grant £750

External activities

Memberships

• The British Psychological Society - Graduate Member

Invited talks and conferences

Fields, D., Fraser, L. K., Taylor, J., and Hackett, J., (2022, June 28-30) What does ‘good’ palliative care look like for children and young people? A qualitative study of parent experiences and perspectives, [Conference Presentation]. RCPCH Conference, Liverpool, UK.

Fields, D., and Asbury, K.A., (2022, June 6-9). Do children think it is important to predict learning and behaviour problems and do they think genetic screening has a role to play in this?[Conference Presentation]. Tenth SELF Conference, Quebec City, Canada.

Kim, L. E., Fields, D., & Asbury, K. (2022, September 6-8). Understanding teachers’ perceptions and experiences of the COVID-19 pandemic in England over time [Conference presentation]. British Educational Research Association Conference, Liverpool, UK.

Fields, D., and Asbury, K.A., (2021, June). Do children think it is important to predict learning and behaviour problems and do they think genetic screening has a role to play in this? [Conference Presentation online]. BSPID Annual Conference: Individual differences in childhood and across the lifespan, hosted by The University of Winchester, UK.

Fields, D., and Asbury, K.A., (2020, 16-20 June). Who Am I? Using Philosophy 4 Children to explore young children’s views of the identity implications of educational labelling [Symposium Paper Talk]. 10th Self Conference: Understanding identity in the context of family relationships and genetic relatedness.], Quebec City, Canada (Conference postponed until 2022).

Fields, D., and Asbury, K.A., (2019, September). What do pupils think about their individualized learning targets? Investigating children’s voices in the SEN Support process [Poster Presentation]. British Psychological Society Annual Conference, Harrogate, UK.

Fields, D., and Asbury, K.A., (2018, September). What do pupils think about their individualized learning targets? Investigating children’s voices in the SEN Support process [Poster Presentation]. Psychology of Education Section Annual Conference: Enhancing Wellbeing in Education, Wolfson College, University of Oxford, Oxford, UK.