Dr Louise Gascoine
MA (hons), PGCert, PGCE, MEd, PhD, FHEA
|Assistant Professor in the School of Education||ED127A||+44 (0) 191 33 44231|
I am an Assistant Professor in the School of Education. Before I joined the School of Education full time in 2018 I was a Research Fellow in York Trials Unit at the University of York and a Research Associate in the School of Education at Durham working on projects that focussed on the evaluation of educational interventions and systematic reviewing. Prior to academic and research work I worked as a secondary school Geography teacher in a variety of settings in the North East, I completed my M.Ed part time whilst teaching and then went on to be awarded a Durham Doctoral Studentship for PhD study in the School of Education at Durham (completed 2016).
My research interests focus on metacognition, student views and experiences in education settings, mental health and wellbeing in education, and crossover within and between educational and psychotherapeutic theory and practice. In 2021 I became a member of the Centre for Neurodiversity and Development. I am also interested in systematic reviewing and different ways of synthesising different types of evidence.
I am currently Principal Investigator on an EEF funded evaluation of ReflectED being jointly conducted by the University of York and Durham University. This research focusses on the evaluation of a metacognition focussed whole-school intervention for primary schools.
I teach core modules on the BA Education Studies programme and on the MA in Education, on the MA I convene a practitioner enquiry based module (Education Enquiry).
Affiliate of the Durham University Evidence Centre for Education
- Intersections between educational and psychotherapeutic theory and practice
- Implementation and process evaluation in educational interventions
- Student views and experiences in education
- A systematic review of the international literature on effective professional development interventions for groups of welfare professionals
- Development and support of the Teaching and Learning Toolkit, the EEF Database
- Development of the Teaching and Learning Toolkit , the EEF Database and NPD Analysis and Data Archive 2018-2021
- Evaluation of ABRA
- Evaluation of ReflectED
- 2017: ABRA Trial(£18135.00 from Education Endowment Foundation)
- 2017: Evaluation of 'ReflectED Metacognition'(£20971.00 from Education Endowment Foundation)
- 0000: External examining: I have recently examined a PhD thesis at Newcastle University
- 0000: Member of editorial group: I am an Associate Editor for Campbell Education Co-ordinating Group (ECG)
- 0000: Peer reviewing : Journals: Review of Education, British Educational Research Journal, Systematic Reviews, Impact (Chartered College of Teaching)
EEF: Systematic Reviews and Rapid Evidence Assessments
- 0000: Professional memberships: British Educational Research Association (BERA)
- 0000: Scholarship: Durham Doctoral Studentship for PhD study in the School of Education, Durham University (2011 - 2014)
- Mitchell, C. (2012). Doing Visual Research. International Journal of Research & Method in Education 35: 326-328.
Chapter in book
- Gascoine, L. & Mazzoli Smith, L. (2023). Learning about research methods: A case study. In Understanding Education Studies: Critical Issues and New Directions. Pulsford, M., Morris, R. & Purves, R. London: Routledge.
- Wall,K., Higgins,s., Hall,E. & Gascoine, L. (2018). What does learning look like? A mixed methods approach to the analysis of cartoon story boards to investigate student perceptions of learning something new. In Good Question: Arts-based Approaches to Collaborative Research with Children and Youth. Emme,M. & Kiova,A The Canadian Society for Education through Art. 211-228.
- Gascoine, L., Higgins, S. & Wall, K. (2014), A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence, 6th biennial meeting of the EARLI Special Interest Group 16 – Metacognition. Istanbul.
- Higgins, S., Katsipataki, M., Villanueva Aguilera, A., Alaidde, B., Dobson, E., Gascoine, L., Rajab, T., Reardon, J., Stafford, J. & Uwimpuhwe, G. (2022). The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education. Review of Education 10(1): e3327.
- Filges, T., Torgerson, C., Gascoine, L. & Dietrichson, J (2019). Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Campbell Systematic Reviews 15(4): e1060.
- Younger, K., Gascoine, L., Menzies, V. & Torgerson, C. (2019). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education 43(6): 742-773.
- Torgerson, Carole, Brooks, Greg, Gascoine, Louise & Higgins, Steve (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education 34(2): 208-238.
- Gascoine, L., Higgins, S. & Wall, K. (2017). The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review. Review of Education 5(1): 3-57.
- Gascoine, L. (2010). Case Study: Pupil Perceptions of PLTS. Learning and Teaching Update 36: 9-10.
- Gascoine, Louise, Tracey, Louise, Fairhurst, Caroline, Robinson-Smith, Lyn, Torgerson, David, Torgerson, Carole & Bell, Kerry (2022). ReflectED Evaluation Report. Education Endowment Foundation.
- Bell, Kerry, Ainsworth, Hannah, Elliott, Louise, Fairhurst, Caroline, Gascoine, Louise, Hanley, Pam, Haynes, Andrew, Hewitt, Catherine, Mitchell, Alex, Torgerson, Carole J., Torgerson, David J. & Whiteside, Katie (2022). ABRACADABRA (ABRA) and Reading and Understanding in Key Stage 1 (RUKS). Education Endowment Foundation.
- Elliott, L., Gascoine, L., Fairhurst, C., Mithcell, A., Fountain, I., Bell, K. & Torgerson, D. (2019). Sci-napse: Uncertain rewards Evaluation Report. Education Endowment Foundation/Universityof York.
- Torgerson, C., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C. & Torgerson, D. (2018). Tutor Trust: Affordable primary tuition. Evaluation report and executive summary. School of Education. Education Endowment Foundation.
- Robinson-Smith,L., Fairhurst,C., Stone,G., Bell,K., Elliott, L., Gascoine,L., Hallett,S., Hewitt,C., Hugill,J., Torgerson,C., Torgerson,D., Menzies,V. & Ainsworth,H. (2018). Maths Champions: Evaluation Report and Executive Summary. Education Endowment Foundation.
- Torgerson, C.J., Torgerson, D.J., Ainsworth, H., Hewitt, C.E., Kasim, A., Kokotsaki, D., Bell, K., Elliott, L. & Gascoine, L. (2018). Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary. School of Education. Education Endowment Foundation (EEF).
- Torgerson, C., Nielsen, C., Gascoine, L., Filges, T., Moore, I., Nielsen, B. & Jørgensen, F. (2017). A systematic review of the effective continuing professional development training of welfare professionals. København, VIVE The Danish Centre for Social Science Research.
- Torgerson, C., Gascoine, L., Heaps, C., Menzies, V. & Younger, Kirsty (2014). Higher Education access: Evidence of effectiveness of university access strategies and approaches. Sutton Trust.