Yr Athro Ymchwil Addysgol ac Ymddygiadol
Professor of Educational and Behavioural Research
Arweinydd Strategol ar gyfer Hyfforddiant Athrawon a Gallu Ymchwil Rhanbarthol
Strategic Lead for Teacher Training and Regional Research Capacity
Cyfarwyddwr, Sefydliad Cydweithredol ar dros Ymchwil Addysg, Tystiolaeth ac Effaith (CIEREI)
Director, Collaborative Institute of Education Research, Evidence and Impact (CIEREI)
Dirprwy Bennaeth y Coleg (Dysgu ac Addysgu)
Deputy Head, Teaching and Learning, College of Health and Behavioural Science (CoHaBS)
Ysgol Seicoleg ac Ysgol Addysg
School of Psychology and School of Education
E-bost/ Email: email@example.com
Ffon / Phone: 01248 383278
Prifysgol Bangor, Bangor, Gwynedd, LL57 2DG
Bangor University, Bangor, Gwynedd, LL57 2DG
Diredtor, Collaborative Institute for Education Research, Evidence and Impact (CIEREI).
CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools. CIEREI represents a strategic partnership between GwE, Bangor University (led by the Schools of Education and Psychology), Local Education Authorities, schools, the University of Warwick (CEDAR), The Future Generations Commissioners office for Wales, and other stakeholders invested in improving educational outcomes and the wellbeing of our children. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in co-constructed close-to-practice impact research.
CIEREI is also a strategic response to ensuring that Bangor University provides a strong lead in developing international level research that informs teaching practice and underpins the training of the next generation of teachers in Wales. CIEREI represents a strategic and ambitious response to the vision described by Professor Donaldson (Welsh Government, 2015a), and Professor Furlong (Furlong, 2015) on the role of universities and the changing landscape that will be necessary to build a research informed education economy in Wales.
In the medium to long term, CIEREI aims to achieve this through building a vibrant research community that builds the foundation that feeds directly into current educational practice, initial teacher education (ITE) programmes and on-going professional development of teachers. This will help ensure that all newly qualified teachers understand research, best evidence practice, and will help to foster a ‘scientist-practitioner mind-set’ within education settings. CIEREI has the status of ‘Institute’ within the university system because one of the main functions will be to bring together existing groups and centres that are undertaking educationally relevant research to work collaboratively and strategically with GwE and schools (e.g., Centres for Evidence Based Early Intervention, Centre for Mindfulness Research and Practice, Miles Dyslexia Centre, Bilingualism Centre, Bangor Literacy Lab).
Professor Hughes has over 50 peer-reviewed publications many of the leading international journals both in behaviour analysis and the field of disability, including the Journal of the Experimental Analysis of Behavior (JEAB), European Journal of Behavior Analysis (EJOBA), The American Journal of Intellectual and Developmental Disabilities, Journal of Autism and Developmental Disabilities, Behavior Modification, and the Journal of Clinical Child and Adolescent Psychology, Journal of Developmental and Physical Disabilities. He has four active research themes:
1) Early behavioural intervention programmes and evidence-based practice. The Main theme of this research track is to build on developing the evidence base for early educational and behavioural interventions for children with autism, developmental disabilities, and behavioural disorders (e.g., Denne, Hastings, Hughes, Bovell, & Redford, 2011; Eames, Daley, Hutchings, Hughes, Jones, Martin, & Bywater; 2008; Eames, Daley, Hutchings, Whitaker, Jones, Hughes, & Bywater, 2009; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2010; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009a; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009b; Eldevik, Hastings, Jahr, & Hughes, 2011; Eldevik, Jahr, Eikeseth, Hastings, & Hughes, 2010; Grindle, Hastings, Saville, Hughes, Kovshoff, & Huxley, 2009; Grindle, Hastings, Hughes, Saville, et al., 2011; Tzanakaki, Grindle, Hastings, Hughes, Kovshoff, & Remington, 2011). Two current PhD students are working in this area;
2) Effective teaching methods. The main theme of this research is investigating direct interventions within school settings to help children across a wide range of populations (special educational needs, typically developing) who are failing to learn and to empower teachers and school systems with innovative and effective teaching technologies, such as the innovative internet reading programme, Headsprout (e.g., Beverley, Hughes, & Hastings, 2009; Hughes, Beverley, & Whitehead, 2007). This research stream is beginning to build momentum locally and Professor Hughes is in the planning stages of large scale, multi-school evaluations of Headsprout in 12 schools across North Wales. Six PhD students are currently working in this area;
3) Language and verbal behaviour. The main theme of this research is developing a basic understanding of the verbal processes children develop and how these impact higher skills such as categorisation and observational learning (e.g., Horne, Hughes, & Lowe, 2006; Jones, Hughes, & Williams, 2009; Lowe, Horne, & Hughes, 2005; Powers & Hughes, 2011);
4) Developing training and staff competencies in behavioural psychology.The main theme of the research is the development of training and staff competencies in the delivery of high quality education (e.g., Arntzen, Hughes, Pellon, & Moderato, 2009; Denne, Hastings, Hughes, Bovell, & Redford, 2011; Hughes, 2007; Hughes & Beverley, 2009; Hughes & Shook, 1997; Jones, Hoerger, Hughes, Williams, Jones, Moseley, Hughes & Prys; 2011). .
Reviewing and editorial contributions. Professor Hughes has acted as an invited peer reviewer for the main international journals in his research areas, including, the Experimental Analysis of Behavior, The Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, The European Journal of Behavior Analysis, Journal of Applied Research in Intellectual Disabilities, Journal of Autism and Developmental Disabilities, The Behavior Analyst, The Quarterly Journal of Experimental Psychology, and The Journal of Precision Teaching and Celeration. Professor Hughes is on the editorial board for many of the major international journals in behaviour analysis and disability, including Behavior Analysis in Practice, The European Journal of Behavior Analysis, The Journal of Precision Teaching and Celeration, and The Behavior Analyst.
Conference activity. Professor Hughes has consistently contributed at conferences in behaviour analysis, Autism and learning disabilities in the UK and internationally with over 50 conference presentations in the last 4 years. Professor Hughes has been a keynote speaker and an invited speaker at several major international conferences in the area of behaviour analysis and disability education.
Supervision. Professor Hughes has successfully supervised over 200 MSc dissertations and 12 PhD students. He is currently supervising 6 PhD students.
Professor J. Carl Hughes
Professor Carl Hughes, BCBA-D, is Professor and consultant behavioural psychologist at the School of Psychology, Bangor University, Wales. He is Director of the Collaborative Institute for Education Research, Evidence and Impact (CIEREI), and Deputy Head of the College for Health and Behavioural Science. Professor Hughes is the chairperson of the Experimental Analysis of Behaviour Group, UK and Europe (EABG), a founder member of the European Association of Behaviour Analysis, and a board member of the UK-Society for Behaviour Analysis. His research interests include broad application of behavioural psychology; behaviour change in health settings, evidence-based educational interventions with children, reading instruction, and educational application of behavioural science. Professor Hughes is an elected Advisor for the Cambridge Centre for Behavioral Studies, an international organisation devoted to the dissemination and promotion of the uses of behavioural psychology to the improvement of peoples lives. Professor Hughes has recently been honoured as the first European to be given the Distinguished Contribution to Behaviour Analysis award from the international Society for the Advancement of Behaviour Analysis (SABA).
Professor Hughes has 54 peer-reviewed publications, many of the leading international journals both in behavioural psychology and the field of disability and education, including the The American Journal of Intellectual and Developmental Disabilities, Journal of Autism and Developmental Disabilities, and the Journal of Clinical Child and Adolescent Psychology.
Professor Hughes has a sustained and significant level of grant income in excess of £3.7m. highlights include: £1,100.000 WEFO funded Wales Centre for Behaviour Change; €404,000 Atlantis Student exchange Programme, a prestigious Exchange programme funded by the EU and US education departments (with international partners in Warsaw, Poland and California State University, US), aimed at encouraging internationalisation of students; £211,000 NISCHR research grant; £129,000 Research Network Creation grant.