Position: Director of Postgraduate Research (School of Educational Sciences)

E-bost/Email: [email protected]

Twitter: @DrEmilyJTyler

Self-funded (including agency-funded) projects:

Emily welcomes enquiries from prospective PhD students interested in projects relating to her areas of research interests. Please use the email address listed here for such enquiries.

Competitive scholarship opportunities available:

None

Emily is a Lecturer and the Director of Postgraduate Research in the School of Educational Sciences.

Her research interests are predominantly in the field of effective reading instruction, specifically in relation to improving reading outcomes for children with intellectual and developmental disabilities. Emily also researches the use of fluency-based instruction to improve academic skills with primary-aged children, and the effects and challenges of implementation fidelity in school settings.  Emily leads a number of research projects relating to these interests and the application of behavioural psychology to educational contexts, and has recently been leading the delivery of the first special school project funded by the Education Endowment Foundation, involving 55 special schools across England.

Much of her research is collaborative and close-to-practice; Emily has been collaborating with GwE and schools across north Wales since 2014, and has been principle investigator on several evaluation and implementation projects over this time. She is currently involved in research in over 60 schools in the region and, to date, these projects have procured funding of over £170,000.

Emily works closely with regional networks through the CIEREI institute, and she is part of the management group for a research and impact network focused on applied research in developmental disabilities, for which she chairs a group focused on teaching skills across the lifespan. This is a collaborative network involving Bangor University, CEDAR (University of Warwick), The Tizard Centre (University of Kent), and Ulster University, as well as many non-HEI members with an interest in applied research in various practice settings.

Emily has also previously chaired, and continues to be a member of, the Equity and Inclusion Collaborative Research Network, funded by Welsh Government.

• Improving reading provision in SEN contexts: assessment and intervention approaches. KESS2: £16,593 (Principal Investigator, 2022-2023)

• Headsprout Early Reading in Special Schools (HERiSS): Evaluating the effects of Headsprout Early Reading on the reading skills of children with SEND in special schools. Education Endowment Foundation: £476,374 (Principal Investigator, 2019-2022)
• Investigating the effects of the Covid-19 pandemic on aspects of literacy teaching in mainstream and special schools across Wales. Welsh Government: £90,000 (Principal Investigator, 2021-2022)
• North Wales Repeated Reading Project (NW-RRP): Evaluating the effects and feasibility of implementation of reading fluency interventions in primary schools. Thomas Howell Educational Fund, Widening Access, and GwE: £60,000 (Principal Investigator, 2018); funding extension of an additional £30,000 (PI, 2019), £32,100 (PI, 2020), £40,000 (PI, 2021), £20,000 (PI, 2022)
• Collaborative Institute of Education Research, Evidence and Impact (CIEREI), NorthWORTS-TRIPP, Trans-Regional Implementation Project of Headsprout Early reading online programme. £41,700 (Principal Investigator, 2017)
• North Wales Online Reading Trial Study (NorthWORTS): The impact of implementation support on reading outcomes and implementation fidelity. Thomas Howell Educational Fund and Widening Access. £43,000 (Co-applicant and project lead, 2015).

Dissemination and wider impact projects

• Development of the Sharland Foundation Developmental Disabilities ABA Research and Impact Network (SF-DDARIN). Total funding: £584,663 (Co-applicant, 2015, 2017 & 2020). Emily is a member of the management group on this project which aims to increase research and dissemination of effective practices to improve the lives of children and adults with developmental disabilities and autism. As part of this project, Emily has been leading the development of implementation support materials for an online reading programme to enable effective use of the programme for both educational practitioners and parents. This project is a collaboration with CEDAR (University of Warwick), the Tizard Centre (University of Kent), and Ulster University, as well as many network members from practice-based settings across the UK.

Emily teaches in the areas of behavioural research methods and evidence-based educational methods.

Emily has supervised many postgraduate research students at both masters and doctoral level, and has examined at doctoral level. She also reviews for the following journals: Educational Studies; Journal of Applied Research in Intellectual Disabilities; Journal of Intellectual Disability Research; Journal of Behavioral Education; BMJ Open.