Dr. Emma Vardy
Emma Vardy received her BSc (Hons) in Psychology and Sociology from Coventry University in 2008 and her PhD from the University of Worcester in 2014. Emma is also a qualified Prince2 practitioner. She has worked as a Research Assistant and Hourly Paid Lecturer at Coventry University and a Widening Participation Researcher at the University of Hertfordshire before joining the Research Centre in 2013 as a Research Associate. She is a Chartered Psychologist and the Chair of the British Psychological Society West Midlands Branch. Her research interests are in the area of psychology of education with a specific interest in children’s literacy.
- Wood, C., Vardy, E., and Tarczynski-Bowles, M.L. (2015). Early Words Together: Impact on Families and Children. Coventry: Coventry University.
- Jackson, E.J., and Davies, E.L. (2014) ‘Reflecting on the postgraduate experience: Teaching research methods and statistics. Review of the DART-P sponsored workshop at PsyPAG 2013’. Psychology Teaching Review 20 (1), 21-23
- Davies, E.L., and Jackson, E.J. (2014) ‘‘Some students really want to know obscure facts about chi-square but others will pass out in terror if you mention it’: Psychology postgraduates’ experiences of teaching research methods’. Psychology Teaching Review 20 (1), 2-11
- Davies, E.L., and Jackson, E.J. (2013) ‘DART-P report: Teaching and Career Development workshop’. Psychology Teaching Review 19 (1), 71-73
- Jackson, E., Davies, E.L., and Neale, L. (2013) ‘Snapshots of the PsyPAG 2012 Workshops: Tips, Advice and Benefits’. PsyPAG Quarterly (86), 5-7.
- Bartlett, K.E. and Jackson, E. (2012) ‘Science and Technology Committee Inquiry into Peer Review: Responses from postgraduates’. PsyPAG Quarterly (83), 33-39.
- Hammond, S. P., and Jackson, E. (2011) ‘Event Review: Visual Methods and Psychology’. Qualitative Methods in Psychology Section (QMiP) Bulletin (11), 27.
- Wood, C., Meacham, S., Bowyer, S., Jackson, E., Tarczynski-Bowles, M.L., and Plester, B. (2011) ‘A longitudinal study of children’s text messaging and literacy development’. British Journal of Psychology 102 (3), 431-442.
- Wood, C., Jackson, E., Hart, L., Plester, B., and Wilde, L. (2011) ‘The Effect of Text Messaging on 9 and 10 Year-Old-Children’s Reading, Spelling and Phonological Processing Skills’. Special Edition of Journal of Computer Assisted Learning 27 (1), 28–36.
- Wood, C., Pillinger, C.L., and Jackson, E. (2010) ‘Understanding the nature and impact of young readers’ literacy interactions with talking books and during adult reading support’. Computers and Education, 54 (1), 190-198.
- Evidence-based education workshops. To devise a suite of twilight evidence-informed practice sessions for teachers to attend.
- Evaluation of Chatterbooks. An evaluation of the impact and effectiveness of Chatterbooks in a primary school setting.
- Evaluating the Impact of Extra Curricular Reading Group Approaches to Improving Reding for Pleasure in Year 7 pupils. An 18 month project evaluating and extending the Reading Agency's Chatterbooks reading groups as a mechanism for raising reading achievement in underachieving secondary school pupils.