| Activity | Date of birth: 12th April 1929 Place of birth: Cannock, U.K.
Education and qualifications:
1950 B.A. Geographical Tripos, University of Cambridge.
1951 Postgraduate Certificate in Education, University of Cambridge.
1953 M.A., Cambridge.
1967 M.A. (Psychology), University of Leeds.
1971 Ph.D., (Psychology), University of Leeds.
Professional qualifications:
1980 Fellow of the British Psychological Society (FBPsS).
1988 Chartered Psychologist (C.Psychol.).
1996 D. Phil. (Hon. Causa) University of Linkoping, Sweden.
1996-2006 Fellow of the Royal Society of Arts.
Professional Career:
Prior to 1978 posts included teaching appointments in secondary schools and university lectureships in the Departments of Psychology and of Education in the University of Leeds.
Appointment to the Chair of Educational Psychology in the University of London at the Institute of Education, 1978-1994.
Editor, British Journal of Educational Psychology, 1985-1989
Involvement with BPS and others:
Member of the British Psychological Society from 1968,
Chair of BPS Education Section and a member of BPS Council,1979-8,
Member of the British and the American Educational Research Associations ,
Member of the European Association for Research in Learning and Instruction from its inception,
Member of the Standing Conference for Studies in Education.
Compiled by Mike Maskill, BPS Archivist for the History of Psychology Centre
Sources: Hazel Francis' CV |
| PublishedWorks | Publications:
Books etc:
1975 Language in Childhood. London: Paul Elek.
1977 Language in Teaching and Learning. London: Allen & Unwin.
1982 Learning to Read - Literate Behaviour and Orthographic Knowledge. London: Allen & Unwin.
1984 (with G. Chanan) Toys and Games of Children of the World. Paris: Unesco.
1984 Minds of Their Own. An Inaugural Lecture. University of London, Institute of Education.
1985 (Ed.) Learning to Teach: Psychology in Teacher Training. Lewes: Falmer Press.
1985-9 (Ed.) The British Journal of Educational Psychology. Edinburgh: Scottish Academic Press.
1990 (with M. Clare and E. Simpson) Individuality in Learning - A Guide to Understanding and Promoting Individual Learning. London: FEU.
1992 Individuality in Learning - a staff development resource book. London: FEU.
1994 (with M. Kambouri) Time to Leave? - Progression and drop-out in basic skills programmes. London: ALBSU.
1994 Teachers Listening to Learners' Voices. Leicester: B.P.S.
1996 (with M. Kambouri and I. Toutounji) Where Next? - Drop-out and Progression from ESOL. London: The Basic Skills Agency.
1998 Teaching and Research: Their Focus and Inter-relationship in a Faculty of Education. The University of Edinburgh Faculty of Education; Occasional publications No. 1.
Book chapters:
1977 Language, social background and learning in primary schools. In A. Davies (Ed.) Language and Learning in Early Childhood. London: Heinemann.
1982 Language teaching research and its effects on teachers in early education. In A. Davies (Ed.) Language and Learning in Home and School. London: Heinemann.
1985 Reading development in school: recent research trends. In N. Bennett and C. Desforges (Eds.) Recent Advances in Classroom Research. Monograph of the British Journal of Educational Psychology.
1985 Problems and strategies in learning to read. In N.J.Entwistle (Ed.) New Directions in Educational Psychology: Learning and Teaching. Lewes: Falmer Press.
1986 Individual differences in reading ability: a new perspective. In C. Bagley and G. Verma (Eds.) Personality, Cognition and Values. Basingstoke: Macmillan .
1988 Learning to read - some possible consequences for thinking. In R. Saljo (Ed.) The Written World: Studies in Literate Thought and Action. Berlin: Springer-Verlag.
1990 Learning to read and write. In N.J. Entwistle (Ed.) Handbook of Educational Ideas and Practices. London: Routledge.
1990 Strategies and rules in learning to read and spell. In M. Spoelders (Ed.) Literacy Acquisition. Lier: Van In and C & C.
1996 Advancing Phenomenography. In G. Dall'Alba and B. Hasselgren (Eds.) Reflections on Phenomenography. Gothenburg: Acta Universitatis Gothoburgensis.
1997 The Research Process. In N. Graves (Ed.) Working for a Doctorate. London: Routledge.
Reports:
1989 (With E. Triggs) The Value to Education of Long (award-bearing) Courses for Serving Teachers. Report to the Leverhulme Trust.
1989 Individual Approaches to Learning. Final report to the Further Education Unit.
1992 (In research consultant and advisory role) Effective Approaches in Adult Literacy. Report to ALBSU.
1993 (With M. Kambouri) Drop-out and Progression in Basic Skills Provision - When and Why Do Students Leave? Report to ALBSU.
1995 (with M.Kambouri and I. Toutounji) Drop-out and Progression from ESOL Provision. Report to ALBSU.
Journal articles:
1969 Structure in the speech of a 21/2 -year-old. British Journal of Educational Psychology, 39, 291-302.
1970 Linguistic competence and natural language. La Linguistique, 6, 47-51.
1972 Sentence structure and learning to read. British Journal of Educational Psychology, 42, 113-119.
1972 Towards an explanation of the syntagmatic-paradigmatic shift. Child Development, 43, 949-958.
1973 Children's experience of reading and notions of units in language. British Journal of Educational Psychology, 43, 17-23.
1974 Social class, reference and context. Language and Speech, 17,193-198.
1974 Social background, speech and learning to read. British Journal of Educational Psychology, 44, 290-299.
1977 Are mental test score correlations in twin studies stable over time? Nature, 266(5599), 280.
1977 Children's strategies in learning to read. British Journal of Educational Psychology, 47, 117-125.
1979 What does the child mean? A critique of the "functional" approach to language acquisition. Journal of Child Language, 6, 201-210.
1980 Language development and education. Educational Analysis, 2, 25-35.
1981 Reading Research - 1981. British Psychological Society Education Section Review, 5, (2), 5-8.
1983 How do children learn to say what they mean? Early Child Development and Care, 11, 3-18.
1984 Children's knowledge of orthography in learning to read. British Journal of Educational Psychology, 54, 8-23.
1984 The development of reading. New Horizons, Journal of Education, Hong Kong Teachers' Association, 25, 91-103.
1987 Cognitive implications of learning to read. Interchange, 18, 97-108.
1987 Hearing beginning readers read: problems of relating practice to theory in interpretation and evaluation. British Educational Research Journal, 13, 215-225.
1988 Individual approaches to learning. Educational and Child Psychology, 5, (3), 39-48.
1990 Review of Bryant,P. and Goswami,U. (1990) Comparisons between backward and normal readers: a risky business. British Psychological Society Education Section Review, 14, 2, 3-10. and 12-14.
1991 Literacy standards and teaching methods. Adult Literacy and Basic Skills Unit Occasional Papers, Viewpoints. 11, 2-7.
1992 Reading standards and teaching methods - what connection? British Psychological Society Education Section Review, 16, 1, 11-13.
1992 Patterns of reading development in the first school. British Journal of Educational Psychology, 62, 225-232.
1993 Advancing phenomenography - questions of method. Nordisk Pedagogik, 13, 68-75.
1994 Literacy development in the first school - what advice? British Journal of Educational Psychology, 64, 29-44.
1994 Literacy - The role of the family. Adult Literacy and Basic Skills Unit Occasional Papers, Viewpoints, 17, 9-12.
1997 Teaching beginning reading: A case for monitoring feelings and attitudes? Reading, 31, 1, 5-8.
1998 (with S.Hallam) Is my understanding yours? - A study of higher education students' reading for understanding and the effects of different texts. Learning and Instruction, 8, 1, 83-95.
2000 (with S. Hallam) Genre effects on higher education students' text reading for understanding. Higher Education, 39, 279-296..
2004 A personal perspective on the Education Section's history. From growth to struggle - where next? British Psychological Society Education Section Review, 28, 2, 4-8.
2007 Student learning and university teaching: reflections on selected research studies. Student Learning and University Teaching, British Journal of Educational Psychology Monograph Series 11, 4, 135-146.
2010 Words and deeds: A psychological perspective on the active nature of learning and understanding in higher education. In Experiences of Learning and Academic Understanding in Higher Education. Special issue of The Journal of the Hellenic Psychological Society, 17, 3, 231-242.
2010 (with S.Hallam) An exploration of postgraduate students' conceptions of the nature of argument. In Experiences of Learning and Academic Understanding in Higher Education. Special issue of The Journal of the Hellenic Psychological Society, 17, 4, 343-360. |