Kristen Weatherby- Doctor of Philosophy
- Research Associate at University College London
Kristen Weatherby
- Doctor of Philosophy
- Research Associate at University College London
About
7
Publications
4,568
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71
Citations
Introduction
Current institution
Additional affiliations
May 2019 - present
Weatherby Education Studies
Position
- Managing Director
Description
- Researcher and education consultant working with public and private sector organisations to understand and apply research evidence to their work. Clients include multinational organisations, foundations, large software companies and edtech startup companies in the United Kingdom, France, Spain, Latvia and North and South America.
April 2016 - May 2019
Position
- Research Associate
Description
- Founding member and co-developer of EDUCATE team, helping edtech start up companies embed research into product development.
September 2011 - August 2014
Position
- Analyst
Description
- Responsible for leading all aspects of the Teaching and Learning International Survey (TALIS) for the 2013 cycle
Education
August 2014 - February 2017
University College London Institute of Education
Field of study
- Education technology
July 1996 - August 1997
September 1992 - June 1996
Publications
Publications (7)
The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support th...
English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within w...
The EDUCAtional Technology Exchange programme (EDUCATE) at UCL Institute of Education provides the context for this paper, which describes the programme’s vision, objectives and key activities, and sets the context for the collection of articles that follow. This university-led programme was underpinned by Luckin’s (2016) golden triangle of evidenc...
To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries...
The primary objective of this doctoral research is to understand the relationship between teachers’ participation in online communities of practice and the development of their teaching practice. The online community at the centre of this research is the Computing at School (CAS) community, created to support the computing curriculum in the United...
Online learning communities could be seen as tools or resources that enable people to perform actions together online. One could conceptualise the multiplicity of resources both within and outwith the online community as the set of circumstances that support learning. These circumstances might more commonly be referred to as the learning (or the le...
