Professor Michael Jopling

Professor in Education and Founding Chair, Education Observatory

Email address: m.jopling@wlv.ac.uk Phone number: 01902 32 3284 Location: Samuel Johnson Building (WN) Faculty: Faculty of Education, Health and Wellbeing (FEHW) School/Institute: Institute of Education Areas of expertise: Education policy (schools), school leadership and collaboration, action research and enquiry and support for vulnerable families.

About

Michael Jopling has been Professor in Education and Founding Chair of the Education Observatory at University of Wolverhampton since September 2017. Before this, he was Professor in Education at Northumbria University and Reader in Education and Senior Research Fellow at University of Wolverhampton. He has been involved in research in all areas of education, from early years and schools through to higher education, but his particular research interests centre on working with schools on areas such as school and multi-agency collaboration, education policy, educational leadership, social justice, and engaging teachers and practitioners in participatory research and action enquiry. Current and research projects focus on effective collaboration among schools, health and social services to support vulnerable families, children and young people; enhancing young people’s mental health and wellbeing; and how school to school networks support educational improvement. He has published widely in these areas in academic journals and the media and has worked extensively with schools in building research and evaluative capacity among teachers and other school staff. 

Research interests

  • Pedagogy & curriculum – schools and HE
  • Early years leadership and practice
  • Comparative education

Membership of professional bodies

  • Member of Editorial Board, Management in Education
  • Peer review for journals including: School Leadership and Management; School Effectiveness and School Improvement; Journal of Computer Assisted Learning; Educational Management Administration & Leadership, International Journal of Disability, Development & Education; Educational Research; Evidence & Policy; Scandinavian Journal of Educational Research.
  • External Referee for Cochrane Library – systematic review of ‘Families and Schools Together’ (2017)
  • Articles for EERA’s European Educational Research Quality Indicators project.
  • Book proposals for Sage Publications (2).
  • Member of BELMAS, BERA, EERA
  • Co-convenor, EERA Network for Children and Youth at Risk and Urban Education (From 2016)
  • Member of UCET Research and International Committee (from 2014)
  • Coordinator, North-East, Cambridge Primary Review Trust (2014-2017)
  • Convenor of BERA’s Educational Effectiveness and Improvement special interest group (2009-2016)

Qualifications

  • PG Certificate, Learning and Teaching in Higher Education, University of Wolverhampton       
  • MA, Education (Distinction), Goldsmiths College, London                                           
  • PhD, German, University College London                                                                
  • MA, Modern Comparative Literature, University of Sussex
  • BA English & German (First class), University College London      

Publications

Journals

Hadfield, M. & Jopling, M. (2018) Case study as a means of evaluating the impact of early year leaders: Steps paths and routes, Evaluation and Program Planning, 67, 167-176.

Vincent, S. & Jopling, M. (2017) The health and wellbeing of children and young people who are looked after: Findings from a face to face survey in Glasgow, Health and Social Care in the Community (Early view publication online Sep 2017)

Hadfield, M. & Jopling, M. (2016) Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning, Teaching and Teacher Education, 60, 203-214.

Jopling, M. & Hadfield, M. (2015) From fragmentation to multiplexity: Decentralisation, localism and support for school collaboration in England and Wales, Journal of Education Research Online, 7,1, 47-65

Hadfield, M., & Jopling, M. (2014) The development of an implementation model for ICT in education: An example of the interaction of affordances and multimodality, Innovations in Education and Teaching International, 51, 6, 607-617 

Jopling, M., Whitmarsh, J. & Hadfield, M. (2013) The challenges of evaluation: assessing Early Talk's impact on speech language and communication in children's centres, International Journal of Early Years Education, 21, 1, 70-84

Hadfield M & Jopling M (2012) 'How might better network theories support school leadership research?' School Leadership & Management, 32, 2, 109-121.

Jopling, M. (2012) 1:1 online tuition: a review of the literature from a pedagogical perspective. Journal of Computer Assisted Learning 28, 4, 310–321

Jopling, M (2011) An overview of Educational Effectiveness and Improvement Research, Bera Research Intelligence, 115, 21

Allan, J., Clarke, K., & Jopling, M. (2009) Effective Teaching in higher education: perceptions of first year undergraduate students. International Journal of Teaching and Learning in Higher Education, 21, 3, 362-372.

Jopling, M. & Spender, B. (2006) Leadership in School Networks: findings from the Networked Learning Communities programme. Management in Education, 20 (3), 20-23.

 

Books/Book Chapters

Hadfield, M., Jopling M., and Needham, M. (2015) Practice Leadership in the Early Years: Becoming,        Being and Developing as a Leader. Maidenhead: Open University Press. ISBN-13: 978-0335262960

Hadfield, M. and Jopling, M. (2011) School Networks, Networked Learning & Network Theory in Day, C (ed.) The Routledge International Handbook of Teacher and School Development. London: Routledge, 516-526. ISBN-13: 978-1138577145

 

Practitioner Publications and Reports

Jopling, M. and Allin, L. (2017) Evaluation of the Cumbria Early Years Physical Literacy Project: Final report.

Jopling, M. and McCusker, S. (2017) Research into options for school education in The Berwick Partnership of Schools. Unpublished report for Berwick Partnership of Schools.

Jopling, M. and Vincent, S. (2016) Vulnerable Children: Needs and provision in the primary phase. York: Cambridge Primary Review Trust.

Vincent, S. and Jopling M. (2016) Health and Wellbeing Survey of Children and Young People Looked After by Glasgow City Council 2014-15: Final report. Glasgow: Glasgow City Council.

Vincent, S. and Jopling, M. (2015) Evaluation of Liverpool’s families programme Liverpool: City of Liverpool.

Jopling, M. and Vincent, S. (2014) Evaluation of reach of play@home with vulnerable families. Edinburgh: NHS Health Scotland.

Royle, K. Emira. M. & Jopling, M. (2013) Evaluation of Young Dads TV. London: Media for Development
Hadfield, M. Jopling, M. Needham, M. Waller, T. Coleyshaw, L, Emira, M. & Royle, K. (2012) Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact. London: DfE/Teaching Agency

Coleyshaw, L. Whitmarsh, J. Jopling, M. & Hadfield, M. (2012) Listening to children’s perspectives: improving the quality of provision in early years' settings. London: DfE/Teaching Agency

Hadfield, M. & Jopling, M. (2012) Second National Survey of Practitioners with Early Years Professional Status. London: DfE/Teaching Agency

Hadfield, M. & Jopling, M. (2012) Evaluation of North Somerset County Council’s Learning Exchange. Unpublished report for North Somerset County Council

Hadfield M., Dhillon J., Jopling M., & Goffe R. (2012) Teaching That Matters. London: million+ 

Hadfield, M. & Jopling, M. (2011) A celebration of transatlantic learning: the Black Country - Washington DC

Jopling, M., Whitmarsh, J. & Coleyshaw, L. (2011) Evaluation of Liverpool’s Transforming School Food Strategy: Final Summary Report, City of Liverpool

Whitmarsh, J. Jopling, M. & Hadfield, M. (2011) I CAN’s Early Talk Programme: Independent evaluation of the impact of Early Talk on addressing speech, communication & language needs in Sure Start Children’s Centre settings, RR-077, DfE

Hadfield, M., Jopling, M., Royle, K., & Waller, T. (2011) First National Survey of Practitioners with EYPS, CWDC

Jopling, M., Whitmarsh, J. & Coleyshaw, L. (2011) Evaluation of Liverpool’s Transforming School Food Strategy: Initial and Interim Reports, City of Liverpool.

Hadfield, M., Jopling, M. & Emira, M. (2010) Evaluation of the National Strategies’ Primary Leading Teachers Programme, National Strategies/DfE.

Hadfield, M., Jopling, M., Royle, K., and Coleyshaw, L., (2010) An Implementation Model for Integrating Technology into Initial Teacher Education, in Meszaros, G. & Falus, I. (eds.)  Responsibility, Challenge and Support in Teachers’ Life-Long Professional Development, ATEE 2010 Annual Conference Proceedings. Brussels: Association for Teacher Education in Europe, 301-313

Jopling, M. (2009) Raising Boys’ Achievement: A Case Study, Walsall Children’s Services/Serco

Hadfield, M., Jopling, M., Royle, K., and Southern, L., (2009) Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects, TDA

Hadfield, M. and Jopling, M. (2008)Learning Futures: Next Practice in Learning and Teaching. A Horizon Scanning Guide,Paul Hamlyn/Innovation Unit

Allan, J., Clarke, K., & Jopling, M. (2008) Notions of effective teaching: an exploration of students’ and lecturers’ perceptions of first year Education undergraduates.  Proceedings of the International Association for Scientific Knowledge“Achieving Excellence and Quality in Education” Aveiro. Portugal, 442-449.

Jopling M., & Whitmarsh, J., (2008)Evaluation of Education Walsall’s Commission to Reduce Obesity in Schools: Final Report. Report for Education Walsall/SERCO

McGregor, D., Hadfield, M., & Jopling, M., (2008) How are teachers, who are developing the curriculum in order to close the achievement gap while maintaining standards, balancing the opportunities and demands of different approaches to assessment? (Building the Evidence Base Probe 1 report for QCA)

Hadfield, M., Jopling, M. (2007)Teacher of the Future: Innovation and Change. Report for Midlands Leadership Centre and Sandwell LAHadfield, M., Jopling, M., Royle, K. & Stokes, M. (2007)Final Research paper to inform the development of CPD and learner resources in Creative, Arts and Media, University of Wolverhampton for QIA

Jopling, M. (2007) EiW Commissioning Interim Report: A commissioning case study. Report for Education Walsall/SERCO

Jopling, M. (2007) Report for Evaluation of the TDA’s Postgraduate Professional Development Programme (with CUREE)

Royle, K., Hadfield, M., & Jopling, M., (2007) Analysis of learndirect pedagogy. Report for QIA/learndirect

Ballantyne P., Jackson, D., Jopling, M., Temperley, J. & Lieberman, A (2006) System leadership in action: Leading networks leading the system, Nottingham: NCSL

Bell, M, Jopling, M, Cordingley, P, Firth, A, King, E & Mitchell, H (2006), TheImpact of Networks on Pupils, Practitioners and Organisations: A Systematic Research Review, Nottingham: NCSL

Chapman, C. with Allen, T. & Jopling, M. (2006) ‘Spreading Innovation across local authorities: Tools of the trade’, part of report on NCSL’s LEArning project looking at local authorities and collaboration, Nottingham: NCSL/Innovation Unit.

Hadfield, M. & Jopling, M. (2006) The potential of collaboratives to support schools in complex and challenging circumstances. Unpublished report for NCSL.

Jopling, M. & Crandall, D.P, (2006) Leadership in Networks: Patterns and Practices, Nottingham: NCSL

Stott, A., Jopling, M. & Kilcher, A. (2006) How do school to school networks work?, Nottingham: NCSL

Hadfield, M., Jopling, M., Noden, C., Stott, A. & O’Leary, D. (2005) The impact of networking and collaboration: the existing knowledge base, Nottingham: NCSL

 

Conference Presentations

Oral presentations/seminars/workshops

Jopling, M. (2017) Is talk about a North-South divide in English schools helpful? Paper presented at British Educational Research Association (BERA) Conference, Brighton, 5 September 2017.

Jopling, M. (2017) Leadership, school to school collaboration and the north-south divide, Paper presented at British Educational Leadership, Management & Administration Society (BELMAS) Conference, Stratford, 7 July 2017.

Jopling, M., Littlefair, D. & Lowry, I. (2017) Teacher education and professional learning in partnership through an era of perpetual change, Paper presented at Teacher Education Policy in Europe (TEPE) Conference, Limerick, 19 May 2017.

Jopling, M. & Bainbridge, A. (2016) Dementia and the primary school: bringing the community together. Paper presented at Cambridge Primary Review Trust conference, ‘What is and what might be’, London, 18 November 2016.

Jopling, M. (2016) Papering over the cracks? Competing conceptualisations of ‘vulnerability’ and the effects on schools of changes to policy and provision for vulnerable children and young people. Paper presented at British Educational Research Association (BERA) Conference, Leeds, September 2016.

Jopling M. (2016) Schools’ engagement in two collaborative reforms to support vulnerable children and families in England. Paper presented at European Conference on Educational Research (ECER) conference, Dublin, August 2016.

Jopling, M. (2015) Schools’ involvement in new forms of multi-agency collaboration to support vulnerable children and young people. Paper presented at British Educational Research Association (BERA) conference, Belfast, September 2015.

Jopling, M. and Vincent, S. (2015) Researching the health and wellbeing of looked after children and young people in Scotland, Paper presented at European Conference on Educational Research (ECER) conference, Budapest, September 2015.

Jopling, M. (2015) Collaboration driving schools’ support for vulnerable families and children with special educational needs in England. Paper presented as part of symposium on school-based collaborative approaches to overcoming disadvantage and inequality in England, Scotland and Wales at European Conference on Educational Research (ECER) conference, Budapest, September 2015.

Jopling, M. and Hadfield, M. (2014) Collaboration, capacity and the implications of the increasingly ‘complex’ middle tier in education in England. Paper presented at British Educational Research Association (BERA) conference, London, September 2014.

Jopling, M. (2014) Evaluating support for schools and vulnerable pupils: A network approach. Paper presented at European Conference on Educational Research (ECER) conference, Porto, September 2014.

Jopling, M. and Hadfield, M. (2013) Using social network analysis to explore formal leadership in educational settings: benefits and challenges. Paper presented at European Conference on Educational Research (ECER) conference, Istanbul, September 2013

Hadfield, M., Jopling, M. and Needham, M. (2013) Exploring practice leadership among Early Years Professionals: Outcomes from the longitudinal study of EYPS. Paper presented at British Educational Research Association (BERA) conference, Brighton, September 2013

Jopling, M., Hadfield, M. & Needham, M. (2013) Leadership and impact: case studies from the Longitudinal Study of Early Years Professional Status.  Paper for British Early Childhood Research Association (BECERA) conference, Birmingham, February 2013

Hadfield, M. and Jopling, M. (2013) The impact of Early Years Professionals on the quality of their settings. Paper for International Congress for School Effectiveness and Improvement (ICSEI) conference, Santiago, Chile, January 2013

Hadfield, M. & Jopling, M. (2012) Leading networks for system reform and school to school support: emerging perspectives from England. Paper for European Conference on Educational Research (ECER) conference, Cadiz, September 2012

Hadfield, M. & Jopling, M. (2012) Early Years Professionals’ perceptions of their roles and impact in improving quality: Outcomes from two national surveys of EYPS. Paper for British Educational Research Association (BERA) Conference, Manchester, September 2012

Needham, M., Jopling, M. & Hadfield, M. (2012) Early years professionals’ perceptions of their roles and impact in improving practice: Outcomes from second national survey of EYPs. Paper for European Early Childhood Education Research Association (EECERA) conference, Porto, August 2012

Waller, T., Hadfield, M., Jopling, M., Needham, M., Coleyshaw, L. & Emira, M. (2012) Early years professionals leading quality: Case studies of practice. Paper for EECERA conference, Porto, August 2012

Hadfield, M., Jopling, M. Needham, M. & Waller, T. (2012) Longitudinal Study of Early Years Professional Status, Paper for BECERA Conference, Birmingham, February 2012.

Jopling, M. (2011) Extending performativity: The politics of school food, Paper for ECER conference, Berlin, September 2011

Hadfield, M. & Jopling, M (2011) Networking and collaboration in urban contexts in England: The problems and possibilities of working together to improve social inclusion. Paper for ECER conference, Berlin, September 2011

Jopling, M, (2011) The importance of Early Talk: Speech, language and communication in the early years. Paper for BERA conference, London, September 2011

Hadfield, M. Jopling M., Royle, K. & Waller, T. (2011) Surveying EYPs’ perceptions of their role, impact and career aspirations. Paper for BERA conference, London, September 2011  

Jopling, M. & Whitmarsh, J. (2011) Listening to Early Talk: Improving speech, language and communication in the early years.  Paper for EECERA conference, Lausanne - Geneva, August 2011

Hadfield, M. Jopling M., Royle, K. & Waller, T. (2011) EYPS longitudinal study, Paper for BECERA conference, Birmingham, February 2011.

Whitmarsh, J. & Jopling, M. (2011) Findings from the evaluation of I CAN’s Early Talk Programme. Paper for BECERA conference, Birmingham, February 2011.

Jopling, M. (2010) Taste & the test: School food and the extension of performativity. Paper for BERA conference, Warwick, September 2010

Hadfield, M. & Jopling, M. (2010) An implementation model for integrating technology into initial teacher education. Paper for Association for Teacher Education in Europe (ATEE) conference, Budapest, August 2010

Jopling, M., Royle, K. and Whitmarsh, J. (2010) First Survey Report of EYPs: perceptions of their role, impact and career aspirations. Paper for EECERA conference, Birmingham, September 2010

Jopling, M. & Whitmarsh, J. (2009) Promoting healthy living and reducing obesity in schools. Paper for ECER conference, Vienna, September 2009

Allan, J., Clarke, K. & Jopling, M. (2009) Learning approaches and strategies in higher education: What is effective teaching? Paper for ECER conference, Vienna, September 2009

Jopling, M. & Hadfield, M. (2009) Alternative models of pedagogy and teaching. Paper for ECER conference, Vienna, September 2009

Hadfield, M., Jopling, M. & Templerley, J. (2009) Using evidence conceptualisation in curriculum planning. Paper for BERA conference, Manchester, September 2009

Hadfield, M., Jopling, M., Royle, K., and Southern, L (2009) ICT in ITT: Lessons from the Research. An ICT implementation model for ITT and beyond.  Paper for the Association for Information Technology in Teacher Education (ITTE) conference, University of Exeter, July 2009

Royle, K., Hadfield, M., & Jopling, M. (2008) Lessons and challenges for the system from the evaluation of learndirect pedagogy and materials: A policy summary. Paper for Becta Research Conference, Sheffield, November 2008.

Hadfield, M., McGregor, D., & Jopling, M. (2008) Propositional case studies as a means of illuminating the experiences of curriculum innovators. Symposium paper for BERA conference, Edinburgh, September 2008.

Allan, J., Clarke, K. & Jopling, M. (2008) Notions of effective teaching: an exploration of students’ and lecturers’ perceptions of first year Education undergraduates.  Paper for International Association for Scientific Knowledge “Achieving Excellence and Quality in Education” conference, Aveiro, Portugal, May 2008.

Jopling, M. & Whitmarsh, J. (2008) Researching obesity from a school perspective. Paper for School of Education Annual Research Conference, University of Wolverhampton, Walsall, UK, April 2008

Hadfield, M. & Jopling, M. (2008) Supporting the leadership of schools in complex and challenging circumstances through collaboration. Paper for AERA conference, New York, Apr 2008.

Hadfield, M. & Jopling, M. (2007), The nature of effective urban school networks. Paper for AERA conference symposium, Chicago, Apr 2007.

Jopling, M, (2006), Latent and lateral leadership in networks of schools. Symposium paper for BERA conference symposium, Sep 2006.

 

Invited Presentations

Achieving strong governance and leadership with academies forum, Inside Government, chair and keynote speaker, Manchester, 25 May 2017.

Is there a north-south divide among English schools?, inaugural professorial lecture presented at Northumbria University, 13 March 2017.

Thinking differently about aspirations and engagement, invited presentation at the ‘White working class: how can schools tackle underachievement and raise attainment?’ conference, Schools North East, Durham, 9 March 2017. 

 Problematising lesson study and its impacts (with Mark Hadfield), invited presentation at Lesson study and Learning Study: Issues in methodology and methods symposium, BERA’s Educational Effectiveness and Improvement special interest group, University of Birmingham, 31 January 2017.

Making school to school support and collaboration work: Lessons from research and practice, Presentation to Hartlepool Headteacher’s briefing, 5 May 2016.

Coasting Schools: from policy via research to practice, Presentation and discussion at Westminster Briefings, London, 17 November 2015 and Manchester, 2 December 2015.

Election ’15 – The Aftermath, Schools North East Panel discussion, Newcastle upon Tyne, 15 May 2015

Why effective school to school collaboration is crucial in an increasingly centralised and fragmented educational landscape, Presentation to Cambridge Education/Slough Headteachers’ conference, Windsor, 4 March 2015

Building capacity for collaboration between schools, National Center for Literacy Education (USA) Webinar, October 2014 (with Prof Mark Hadfield)

Leading networks and collaboration in, between and across schools and other educational organisations.  Keynote presentation at Building Local Networking in Education? Decision-Makers Discourses on School Achievement and Drop out in Portugal conference, University of Porto, Portugal, 11-12 July 2013

Learning futures: Alternative models of pedagogy and teaching, keynote speaker and chair of Teachology Outstanding Schools of the Future conference, London, April 2010

Promoting health living and reducing obesity in schools: A case study, 4th Annual Conference of the Physical Activity Network for the West Midlands, Worcester, December 2009

Next practice in Learning and Teaching, Wolverhampton Headteachers’ conference, Telford, March 2009

Previous professional experience

  • Northumbria University                             Professor in Education (Research Director, Dept of Education)
  • University of Wolverhampton                   Reader in Education (Director of CEDARE research centre from 2013)
  • University of Wolverhampton                   Senior Research Fellow
  • National College for School Leadership       Senior Researcher
  • Becta                                                  Education Officer

Further information

Current Project activity 

British Educational Leadership, Management & Administration Society (BELMAS), Problematising the North-South divide through examining the leadership of school to school collaboration in the North East (2016-17), £3,000 (PI).

Headstart

Completed Project awards 

Central South Wales Consortium, Impact case studies of school networks, £12,000 (PI).

Youth Sports Trust, Evaluation Cumbria Early Years Physical Activity Project, (2016-17) £10,000 (PI).

Berwick Partnership of Schools, Research into options for school education in The Berwick Partnership of Schools, (2015-16), £40,000 (PI).

Sound Training, Evaluation of Sound Training intervention (2014-15) £6,500 part-funded by HEIF (PI)

Burnside Business and Enterprise College, Action research Consultancy (2014-15) £5,600 part-funded by HEIF (PI)

Two full time PhD studentships funded by Northumbria University (2015-18) £90,000 approx (Principal Supervisor)

Evaluation of the Families Programme, City of Liverpool (2014-15), £60,000 (Co- PI).

Health and wellbeing survey of children and young people looked after by Glasgow City Council, Glasgow City Council (2013-15), £25,000 (Co-PI).

Evaluation of reach of play@home, NHS Health Scotland (2013-14), £50,000 (Co-PI).

Lost in Transition Europe, European Commission (2011-14), £270,000 (Project Director).

Teaching that Matters, million+ (2010-11), £12,000 (Researcher).

Longitudinal Study of Early Years Professional Status, CWDC/TA (2009-12), £265,000 (Research team manager).

Evaluation of Primary Leading Teachers Programme, National Strategies (2010-11), £12,500 (Researcher).

Evaluation of Liverpool’s Transforming School Food Strategy, City of Liverpool (2008-11), £45,000 (PI).

Building the Evidence Base for the Curriculum, QCDA (2008-11), £75,000 (Researcher).

Evaluation of the Training and Development Agency funding for ICT in ITT Projects, TDA (2008-09), £85,000 (Research team manager).

Review of learndirect pedagogy and practice, QIA/learndirect (2007-08), £60,000 (Researcher).

Evaluation of Boys’ Achievement Commission, Walsall Children’s Services (2008-11), £19,000 (PI).

Evaluation of healthy living in primary schools project, Walsall Children’s Services (2007-10) (PI).

Quality Assurance Strand of the Postgraduate Professional Development Programme, TDA (2007-09), £20,000 (Researcher).

Research strategy to inform the development of CPD and learner resources in Creative, Arts and Media (National Teaching and Learning Programme Phase Four), QIA (2006-07), £70,000 (Researcher).