Members and associates

PERC staff

 Research interests

Kathryn Asbury


Kathryn explores the influence of home and school environments on children’s academic achievement, behaviour and wellbeing.  She is interested in the school environments that cause differences between identical twins, and in how genes influence behaviour.

Lisa Bardach


Claudine Bowyer-Crane

Senior Lecturer

Claudine studies reading and language development and disorders, and is particularly interested in developing and evaluating intervention programmes for children with oral language weaknesses.


Dusana Dorjee



Sophie Cave


Erin Dysart-Stephenson

Associate Lecturer

Lucy Foulkes


Lucy is interested in mental health, social cognition and social media use in adolescence. She studies secondary school and undergraduate populations, and is interested in interventions that improve mental health and well-being in these age groups.

Olivia Jones

Teaching and Research Coordinator

Lisa Kim

Postdoctoral Research Fellow

Lisa is interested in teacher non-cognitive characteristics, particularly teacher personality, and how it associated with teacher and student outcomes (e.g., teacher effectiveness, teacher burnout and student academic achievement). She applies her research particularly in the areas of teacher selection and teacher education.

Rob Klassen


Rob explores human motivation and emotions in diverse contexts, with his newest work using innovative technologies to explore teachers' engagement and emotions at work.

Hugues Lortie-Forgues


Hugo studies the development of mathematical understanding, particular why children and adults have difficulty understanding basic mathematical concepts, such as divisions, decimals and fractions.

Poppy Nash


Poppy focuses on the psychological aspects of education e.g. school-based interventions, coping with disadvantage and promoting emotional well-being in schools.

Dea Nielsen

Research Associate

Elpis Pavlidou


Elpida is studying reading and developmental dyslexia using both behavioral and neuroimaging methods. She is interested in both cognitive aspects of children's learning (in particular implicit statistical learning in typical and atypical populations) but also socio-emotional aspects (in particular socio-emotional resilience in dyslexia).

Jennifer South Palomares

Teaching Fellow

Umar Toseeb


Umar is interested in understanding how mental health develops in children and adolescents. Specifically, how and why children with developmental delay have worse mental health compared to those without such disorders. He applies advanced statistical methods to answer research questions using large longitudinal datasets.


Louise Tracey




Sophie von Stumm

Chair, Psychology in Education

Associated members

PERC Associate Members

Our associate members are colleagues working with us on projects, or who share our goal of conducting innovative psychological research in educational settings.

Benedetta Bassetti 
(University of Warwick) Benedetta is working on the psychology of bilingualism and biliteracy, in both adults and children, especially involving the Chinese, English and Italian languages.

Bette Chambers 
(Institute for Effective Education, University of York) Professor Chambers develops and evaluates effective practices in early childhood, cooperative learning, and literacy education. She actively promotes the use of evidence-based programmes and practices in education.

Jo Clarke 
(Department of Psychology) Jo is an HPC registered forensic and BPS chartered psychologist. She has a particular interest in challenging behaviours in young people that may put them at risk of a developmental trajectory into the criminal justice system. She also researches and trains in the field of resilience in critical occupation.

Wan Har Chong 
(National Institute of Education, Singapore) Wan Har’s research interests are self processes in development, learning and motivation (specifically self-efficacy and self-regulation) and school engagement, particularly with at-risk adolescent population.

Chris Dixon 
(University of Sheffield) Chris is looking at the literacy skills of children who are learning English as an additional language (EAL) and the efficacy of a small-scale oral language and vocabulary intervention. He also hopes to look at educational practices within schools with high enrolment of EAL pupils. 

Lia Daniels 
(University of Alberta) Lia Daniels conducts research on motivation and discrete emotions in education settings. In particular, she is interested in how pre-service teachers' ideas about motivation and emotions change during the transition into a teaching position.

Anne Frenzel 
(University of Munich) Anne Frenzel explores human emotions and related motivational variables in learning contexts, with an emphasis on the emotional experiences of teachers and how they relate to classroom processes.

Silke Fricke
(University of Sheffield) Silke Fricke’s principal research interest lies in the link between language and literacy development in monolingual and multilingual children, as well as the evaluation of intervention approaches.

Jan Hardman 
(University of York) Dr Hardman studies classroom interaction and how it can promote student motivation and cognitive development.

Vivien Huan 
(National Institute of Education, Singapore) Vivien Huan's research interests include juvenile delinquency, internet-related issues, deviant behaviors and social-emotional development of adolescents.

Chris Kyriacou 
(University of York) Chris is particularly interested in researching aspects of effective teaching, the experience of being a teacher, pupil learning and pupil motivation.

Lars-Erik Malmberg 
(Oxford University) Lars-Erik Malmberg is quantitatively oriented educational researcher interested in students’ learning and beliefs about learning, teacher development, and effective teaching. I am currently analysing intensive longitudinal data using structural equation and multilevel modelling.

Jean McKendree 
(Hull York Medical School) Jean's research involves applying cognitive science techniques and principles to educational areas including development of expertise, the role of discussion in learning, reflection and metacognition, effectiveness of assessments, particularly for professional skills and attributes such as multiprofessional teamworking, and fostering of critical thinking skills.

Nora McIntyre 
(University of York) Nora investigates gaze patterns and their correlates in real-world classroom environments. She has particularly focused on teacher gaze and how this varies with teachers' interpersonal behaviour, expertise and culture. Nora is now interested in comparing gaze patterns among both teacher and students across student populations such as students with autism or depression. For example, do teachers look at students differently if they are diagnosed with autism compared with their typically developing counterparts? 

Nancy Perry 
(University of British Columbia) Nancy Perry studies (a) how children develop attitudes and actions associated with self-regulated forms of learning (SRL); and (b) how teachers design activities and interactions with students to promote SRL. 

Lisa Peschel 
(University of York) Lisa is in the Department of Theatre, Film, Television and Interactive Media at York. Her research interest related to PERC is the qualitative and quantitative testing of spectator response in social situations that correspond to a "performer-audience" model, including audience response to theatrical performance and student response to instructors.

Annette Schlosser 
(University of Hull) Annette's research interests are in Looked After Children, their subjective experiences of both (out of) home and school placements. She is also interested in how we measure well being in various groups of children and the child-carer relationship.

Ellen Usher 
(University of Kentucky) Ellen L. Usher is an Associate Professor of Educational Psychology at the University of Kentucky where she directs the P20 Motivation and Learning Lab. Her research focuses on the sources and effects of beliefs of personal efficacy from the perspective of social cognitive theory.

Barry Wright 
(Hull York Medical School) Barry is a child psychiatrist who is a clinician with the local York NHS (and Clinical Lead of the National Deaf CAMHS and a teacher with Hull York Medical School. He has a small portfolio of research that is centred around improving emotional outcomes for children and young people.

Postgraduate Students

Tracy Durksen 
(University of Alberta) Tracy’s research interests include teacher efficacy, collective efficacy, and engagement in teaching and learning. She is also exploring behavioural indicators of expert and novice teachers' visual attention and engagement in the classroom.

Virginia Tze 
(University of Alberta) Virginia Tze studies emotions and motivation along with teaching effectiveness and student academic performances. Additionally, she is interested in examining coping strategies used by teachers and students to manage negative emotions and student-teacher engagement in academic contexts.

Sundus Yerdelen 
(Middle East Technical University) Science teachers’ occupational well-being, self-efficacy and self regulation, and their effects on students' achievement and self-efficacy.

Research Groups

Listed below are a few of the research groups with whom we are working with:

Alberta Consortium for Motivation and Emotions (Canada)

Centre for Reading and Language (University of York)

Social and Emotional Well-Being Group (Yorkshire)

Twins' Early Development Study (King’s College, London)

IEE: Institute for Effective Education (Independant charity, York)

Professor Rob Klassen

Contact Details

Dr Kathryn Asbury
Room: D/L/109
Tel: + 44 (0)1904 323431

Dr Claudine Bowyer-Crane
Room: D/L/108
Tel: + 44 (0)1904 324398

Dr Lisa Kim
Room: D/L/109
Tel: +44 (0)1904 322605

Professor Rob Klassen
Room: D/L/206
Tel: + 44 (0)1904 324396

Dr Poppy Nash
Room: D/K/011
Tel: + 44 (0)1904 322526

Dr Elpis Pavlidou
Room: D/L/201b
Tel: +44 (0)1904 324395