Dr Jan Hardman (nee Abd-Kadir)

Profile

Biography

I hold a PhD in Applied Linguistics (University of Birmingham), MSc in TESOL (California State University) and Executive MBA (Newcastle University). Prior to joining the Department of Education at York in 2009, I lectured at the universities of La Trobe (Australia), Newcastle (UK) and Birmingham (UK).

Teaching

I have been involved in the design, delivery and leadership of the following modules: Discourse Analysis and Language Teaching; Language Curriculum Design and Evaluation; Teaching and Learning Language; Planning and Communicating Research; Independent Study Module (MA dissertations); Research Methods in Applied Linguistics and TESOL; Introduction to Skills for Studying Education and for Studying English in Education.

Departmental roles

I have held the following key departmental roles:

  • Director of Graduate Studies; Deputy Director of MA in TESOL programme
  • Member of the Education Department Advisory Group
  • Member of the Education Ethics Committee
  • Member of the Mitigating Circumstances Committee
  • Member of the Academic Misconduct Committee
  • Member of the Education Internationalisation Group

University roles

My wider university roles include:

  • Elected Member of the University Senate (2016 - present)
  • Member of the Hull-York Medical School Joint Senate (2014 - present)
  • Member of the University Teaching Committee
  • Chair of the Education Graduate School Board
  • Chair of the Postgraduate (Taught) Special Interest Group
  • Member of the University’s Teaching Building Steering Group
  • Member of the Staff Race Equality Steering Group

Research

Overview

The topic areas of my research include:

  • Classroom interaction
  • Discourse analysis
  • Dialogic pedagogy
  • Teacher education

I conduct research into classroom discourse and interaction, dialogic pedagogy and teacher education across all phases of education in high and low-income countries. I have recently completed a large-scale, two-year Randomised Controlled Trial of a teacher professional development intervention designed to improve the quality of classroom talk, learning and attainment in primary schools serving socially-deprived areas of England. I am currently conducting small-scale observational research studies with a focus on dialogue as a way of teaching and learning in Humanities, Social Sciences and Sciences in higher education. Informed by my research, I contribute to staff professional development courses on teaching and learning in schools and higher education.

Projects

  • The university seminar as contact event: facilitating and developing productive talk (2017-18). Collaborator: Dr Benjamin Poore (Department of Theatre, Film and Television, University of York. Funded by University of York.
  • Dialogic teaching and classroom talk (2016-17). Funded by the Education Endowment Foundation.
  • Randomised Controlled Trial entitled ‘Classroom talk, social disadvantage and educational attainment: closing the gap, raising standards’ (2014-16). Collaborators: Professor Robin Alexander (Cambridge Primary Review Trust) and Professor Frank Hardman (Institute for Effective Education, University of York). Funded by the Education Endowment Foundation.
  • The discourse of student-led discussions in problem-based learning in medical education (2014-15).
  • Dialogic pedagogy and student learning across subject disciplines in higher education (2013-14). Funded by University of York.

Research group(s)

Supervision

PhD completions

Nor Haslynda A. Rahman - The primary English language curriculum in Malaysia: From reform to classroom practice.

Erdem Akbas - Commitment-detachment and authorial presence in postgraduate academic writing: A comparative study of Turkish native speakers, Turkish speakers of English and English native speakers.

Golebamang Galegane - Interactional patterns in communication and study skills classes at the University of Botswana.

David Brining - The challenges faced by teachers of English as a second language to young learners in international contexts and their training and development needs and opportunities.

Clare Cunningham - Saying more than you realise about 'EAL': discourses of educators about children who speak languages beyond English.

PhDs in progress

Noha Sami Halabi - Exploring learner autonomy in a Saudi Arabian EFL context.

David Kirkham - Getting them out there: Overcoming barriers to cultural exploration by international students in the UK.

Sermin Arslan - The discourse of student-initiated contributions in language classrooms.

External activities

Editorial duties

  • International Journal of Educational Research
  • Journal of the Learning Sciences
  • Language, Culture and Curriculum Journal
  • International Journal of Educational Development
  • Language and Education
  • Asian Journal of University Education
  • GEMA Online Journal of Language Studies
  • Economic & Social Research Council grant peer-review

Consultancy

  • An external review of the MA in TESOL Programme, University of Malta, 2014
  • A baseline study of the quality of teaching and learning in Tanzanian primary schools, UNICEF, 2008
  • An external review of the English for Further Studies Curriculum, International College Network, Melbourne, Australia, 2007
  • An evaluation of the English language teaching methodology in Hyderabad primary schools, Centre for British Teachers, 2001
  • An external review of the English language teacher training programme, Chongqing, China, University of Newcastle and British Council, 1999

International links

  • University of Malta
  • University of Botswana
  • La Trobe University, Melbourne, Australia
  • University of Technology MARA, Kuala Lumpur, Malaysia
  • University of Malaya, Malaysia
  • UNICEF
  • The World University Network (WUN)

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Contact details

D/M/106
Department of Education
University of York
York
YO10 5DD

Tel: +44 (0)1904 323499