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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.


Dusana Dorjee


I investigate the core neurocognitive mechanisms underlying wellbeing of children and adolescents. I examine modulations in these mechanisms by contemplative practices developing mindfulness, compassion, forgiveness, gratitude and other healthy qualities of the mind

Erin Dysart-Stephenson

Associate Lecturer

Lisa Kim

Lecturer in Psychology in Education

Lisa is interested in teacher non-cognitive characteristics and how they are associated with teacher and student outcomes (e.g., teacher effectiveness, teacher burnout and student academic achievement).

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.


Allie Nancarrow

Postdoctoral Research Fellow

Allie is interested in environmental impacts on children’s educational achievement, parent well-being, and social cognition. She is currently working on a Nuffield-funded study on the gene-environment interplay in early life cognitive development with Prof Sophie von Stumm in the Hungry Mind Lab

Poppy Nash


Poppy focuses on the psychological aspects of education eg school-based interventions, coping with disadvantage and promoting emotional wellbeing in schools.

Dea Nielsen

Research Associate

Elpis Pavlidou


Elpida is studying reading and developmental dyslexia using both behavioural 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

Associate Lecturer

Umar Toseeb


Umar is interested in understanding mental health and wellbeing during childhood and adolescence. Specifically, he investigates individual differences in mental health and wellbeing of individuals with special educational needs using genetic and behavioural data from population-based longitudinal datasets.

Louise Tracey


My research interests focus on early years education, literacy and research methods. I conduct large scale evaluations of programmes in schools, primarily using randomised controlled trials (RCTs). Recent projects have included an evaluation of the SPOKEs programme designed for the parents of struggling readers in Year 1, Home or care?  A comparison of educational experiences and outcomes for maltreated children and an evaluation of the Success for All programme.

perc members

Sophie von Stumm

Chair, Psychology in Education

Sophie studies the causes and consequences of individual differences in psychological and behavioural development across the life course. She takes an inter-disciplinary approach to observing behaviour and environments, primarily through the application of new assessment technologies that enable collecting big, high-quality data. 


Sarah Wild

Teaching and Research Support Officer

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.

Lisa Bardach
Lisa Bardach is a senior researcher and junior research group leader at the Hector Research Institute of Education Sciences and Psychology. Her research program centers on understanding and promoting students’ adaptive development, particularly in the motivational domain, but also regarding cognitive, socio-emotional and personality aspects, and (self-regulated) learning strategies. A further major emphasis of her research program focuses on the role of teachers and teaching quality in fostering adaptive student outcomes. In addition, she is interested in cognitive and non-cognitive characteristics and competences of effective teachers and does research on teacher selection, recruitment, and professional development.

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.

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.

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.

Nora McIntyre  
(University of Cambridge) 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.

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 Manitoba) 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 
(Kafkas University) Science teachers’ occupational wellbeing, self-efficacy and self regulation, and their effects on students' achievement and self-efficacy.

Sophie Cave
Sophie's interests lie in Educational Psychology. her previous role as a research project coordinator explored socioeconomic status, academic achievement and cognitive development through secondary data analysis of cohort studies. She is currently undertaking a doctorate in Educational Psychology at Nottingham University. 

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)

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

Professor Rob Klassen

Contact Details

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

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 PavlidouRoom: D/L/201b
Tel: +44 (0)1904 324395