Portrait of Dr Pam Hanley Dr Pam Hanley

p.hanley@hud.ac.uk | 01484 478101


I joined the School of Education and Professional Development in February 2016 to work on a three-year national research project on initial teacher education for vocational science, engineering and technology teachers working in colleges. The project is funded by the Gatsby Charitable Foundation. I also work one day a week for the Centre for Industry Education Collaboration (Chemistry Department) at the University of York evaluating the "Children Challenging Industry" schools programme.

Previously I worked at the Institute for Effective Education, University of York where I was involved in evaluations of science, maths and literacy interventions at both primary and secondary school level. Many of these took the form of randomised controlled trials. Before that, I worked at the University of Southampton where I focused on research into science education, using both quantitative and qualitative methodologies. I was also responsible for course evaluation and market research for the Science Learning Centre South East. Before working in universities, I was involved in market, social and media research in a variety of organisations including the Independent Television Commission, the British Board of Film Classification and the Co-operative Wholesale Society. I also worked as a journalist on Which? magazine.

Research and Scholarship

My interests include research in further education, equality of access for all, schools/industry outreach, and the use of mixed methods in research.

I am researcher on a three-year Gatsby-funded project to research, develop and evaluate an intervention around subjecti-specialist pedagogy in science, engineering and technology teachers in Further Education.

I am also involved with two projects at the University of York: building links between primary schools and manufacturing industry, and evaluating an intervention to improve support for EAL (English as an Additional Language) pupils in the mainstream classroom.

Publications and Other Research Outputs


Cukurova, M., Hanley, P. and Lewis, A. (2017) Rapid evidence review of good practical science London: The Gatsby Charitable Foundation

Orr, K., Thompson, R., Hanley, P. and Hepworth, J. (2017) ‘Enhancing Pedagogy in Vocational Science, Engineering and Technology: Evaluating Impact’. In: British Educational Research Association (BERA) Annual Conference, 5-7 September 2017, University of Sussex, Brighton

Orr, K., Hanley, P., Hepworth, J. and Thompson, R. (2017) ‘Enhancing Pedagogy in the Teaching of Vocational Science, Engineering and Technology’. In: European Conference on Educational Research (ECER) 2017, 22-25 August 2017, Copenhagen, Denmark

Orr, K., Hanley, P., Hepworth, J. and Thompson, R. (2017) ‘Improving Pedagogy in Vocational Teaching’. In: JVET Conference, 7-9 July 2017, Worcester College, Oxford

Thompson, R. and Hanley, P. (2017) ‘Teacher knowledge and subject-specific pedagogy in technical and vocational education’. In: Journal of Vocational Education and Training Conference (JVET 2017), 7th-9th July 2017, Oxford, UK

Emerson, L., Leyland, A., Hudson, K., Rowse, G., Hanley, P. and Hugh-Jones, S. (2017) ‘Teaching Mindfulness to Teachers: a Systematic Review and Narrative SynthesisMindfulness . ISSN 1868-8527


Hanley, P., Bohnke, J., Slavin, B., Elliott, L. and Croudace, T. (2016) Let’s Think Secondary Science: Evaluation report and executive summary London: Education Endowment Foundation

Hanley, P., Chambers, B. and Haslam, J. (2016) ‘Reassessing RCTs as the ‘gold standard’: synergy not separatism in evaluation designsInternational Journal of Research & Method in Education , 39 (3), pp. 287-298. ISSN 1743-727X


Hanley, P. and Blower, S. (2015) ‘Trials: minimising failure,maximising successBetter: Evidence-based education , 7 (2), pp. 10-11. ISSN 2041-9236

Hanley, P. and Wilson, H. (2015) ‘How to get primary school children into science? Enthuse their teachersThe Conversation . ISSN 2044-5032

Hanley, P., Slavin, R. and Elliott, L. (2015) Thinking, Doing, Talking Science: Evaluation report and Executive summary London: Education Endowment Foundation


Slavin, R., Sheard, M. and Hanley, P. (2014) ‘Cooperative learning in mathematics:lessons from EnglandBetter: Evidence-based education , 6 (1), pp. 14-15. ISSN 2041-9236

Slavin, R., Lake, C., Hanley, P. and Thurston, A. (2014) ‘Experimental evaluations of elementary science programs: A best-evidence synthesisJournal of Research in Science Teaching , 51 (7), pp. 870-901. ISSN 0022-4308

Tracey, L., Chambers, B., Slavin, R., Hanley, P. and Cheung, A. (2014) ‘Success for All in England: Results From the Third Year of a National EvaluationSage Open , 4 (3). ISSN 2158-2440

Hanley, P., Bennett, J. and Ratcliffe, M. (2014) ‘The Inter-relationship of Science and Religion: A typology of engagementInternational Journal of Science Education , 36 (7), pp. 1210-1229. ISSN 0950-0693

Hanley, P (2014) ‘Can schools find way through creationism-meets-science minefield in the classroom?The Conversation . ISSN 2044-5032


Slavin, R., Sheard, M., Hanley, P., Elliott, L., Chambers, B. and Cheung, A. (2013) Effects of Co-operative Learning and Embedded Multimedia on Mathematics Learning in Key Stage 2: Final Report York: University of York


Hanley, P., Maringe, F. and Ratcliffe, M. (2008) ‘Evaluation of Professional Development: Deploying a process?focused modelInternational Journal of Science Education , 30 (5), pp. 711-725. ISSN 0950-0693


Co-deliverer of keynote speech at Association for Science Education (ASE) International Day (2016) (Practical work in science: Why we do it, and what it’s like when it works well)

Reviewer for Journal of Biological Education and Child: Care, Health & Development (ongoing)

Peer reviewer for Education Endowment Foundation reports (ongoing)

Reviewed grant applications for Nuffield Foundation