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Dr Kerry Anne Vincent

Contact

Department: School of Educational Studies and Leadership

Email: kerry.vincent@canterbury.ac.nz

Office: Rehua 518

Language: English

About
Research / Creative works
Networks
Methods & Equipment

Researcher Summary

Past roles have included classroom teacher, educational psychologist and university researcher. These have left me with a broad range of educational interests but they all centre on my passion for social justice and include:  
• Inclusion/exclusion (how learning environments, schools and classrooms can be organized and managed so as to enhance the learning and well-being of all students)
• Learner ‘differences’ and how these are conceptualized and responded to within educational institutions. Particular interests include those related to gender, ethnicity, disability and sexuality.
• Mental health and well-being and issues associated with ‘at-risk’ youth (truancy, exclusion, substance abuse, self-harming)
• Supporting pupils who are identified as having social, emotional or behavioural difficulties and those who are identified as having learning and/or developmental difficulties
• Teenage pregnancy, adolescent sexuality, and sex and relationship education
My doctoral research explored the educational inclusion/exclusion of pregnant and mothering schoolgirls.

Subject Area: Disciplines

  • Education: Childhood Development; Disability Studies in Education; Diversity; Educational Policy and Practice; Educational Psychology; Inclusive Education; Literacy Education

Research/Scholarly/Creative Works

Authored Books
  • Vincent K. and Benstead H. (2023) researching special and inclusive education. London.
  • Vincent K. and Benstead H. (2022) Researching Special and Inclusive Education. SAGE. 209.
  • Vincent KA. (2012) Teenage Pregnancy, Motherhood and Education: Dealing with Difference. Stoke-on-Trent: Trentham.
  • Osler A. and Vincent K. (2003) Girls and Exclusion: Rethinking the Agenda. 1-201. http://dx.doi.org/10.4324/9780203465202.
Journal Articles
  • Sotardi VA., Surtees N., Vincent K. and Johnston H. (2022) Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.. Journal of Diversity in Higher Education 15(6): 755-765. http://dx.doi.org/10.1037/dhe0000305.
  • Gripton C. and Vincent K. (2021) Using small world toys for research: a method for gaining insight into children’s lived experiences of school. International Journal of Research and Method in Education 44(3): 225-240. http://dx.doi.org/10.1080/1743727X.2020.1753692.
  • Sotardi V., Surtees N., Vincent K. and Johnston H. (2021) Belonging and Adjustment for LGBTQ+ and non-LGBTQ+ Students during the Social Transition to University Journal of Diversity in Higher Education. Journal of Diversity in Higher Education.
  • Tysoe K., Vincent K. and Boulton H. (2021) Implementing the 2014 SEND reforms in England: perspectives from SENCOs. Support for Learning 36(3): 486-505. http://dx.doi.org/10.1111/1467-9604.12374.
  • Vincent K. (2020) Closing the gap: supporting literacy through a computer‐assisted‐reading‐intervention. Support for Learning 35(1): 68-82. http://dx.doi.org/10.1111/1467-9604.12286.
  • Sales N. and Vincent K. (2018) Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives. British Journal of Special Education 45(1): 61-80. http://dx.doi.org/10.1111/1467-8578.12202.
  • Vincent K. (2017) ‘It’s small steps, but that leads to bigger changes’: evaluation of a nurture group intervention. Emotional and Behavioural Difficulties 22(4): 303-316. http://dx.doi.org/10.1080/13632752.2017.1290882.
  • Vincent K. (2016) ‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives. Critical Studies in Education 57(1): 55-69. http://dx.doi.org/10.1080/17508487.2016.1123167.
  • Vincent K. and Scruton J. (2016) Diversity in Education: Engaging Learners in Dialogue about Difference. Race Equality Teaching 34(1): 32-37. http://dx.doi.org/10.18546/ret.34.1.07.
  • Vincent KA. (2013) The advantages of repeat interviews in a study with pregnant schoolgirls and schoolgirl mothers: piecing together the jigsaw. International Journal of Research and Method in Education 36(4): 341-354. http://dx.doi.org/10.1080/1743727X.2012.705276.
  • Vincent KA. and Thomson P. (2013) ‘Your age don’t determine whether you’re a good mum’: reframing the discourse of deviance ascribed to teenage mothers. Social Alternatives 32(2): 6-12.
  • Vincent K. and Thomson P. (2010) 'Slappers like you don't belong in this school': The educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education 14(4): 371-385. http://dx.doi.org/10.1080/13603110802504580.
  • Vincent K. (2009) Responding to schoolgirl pregnancy: The recognition and non-recognition of difference. Improving Schools 12(3): 225-236. http://dx.doi.org/10.1177/1365480209342648.
  • Vincent K. (2007) Teenage pregnancy and sex and relationship education: Myths and (mis)conceptions. Pastoral Care in Education 25(3): 16-23. http://dx.doi.org/10.1111/j.1468-0122.2007.00412.x.
  • Vincent K., Harris B., Thomson P. and Toalster R. (2007) Managed moves: Schools collaborating for collective gain. Emotional and Behavioural Difficulties 12(4): 283-298. http://dx.doi.org/10.1080/13632750701664277.
  • Harris B., Vincent K., Thomson P. and Toalster R. (2006) Does every child know they matter? Pupils’ views of one alternative to exclusion. Pastoral Care in Education 24(2): 28-38. http://dx.doi.org/10.1111/j.1468-0122.2006.00362.x.
  • Vincent K. and Ballard K. (1997) Living on the margins: Lesbian experience in secondary schools. New Zealand Journal of Educational Studies 32(2): 147-161.
Conference Contributions - Other
  • Vincent KA. (2016) Promoting pupil engagement and positive behaviour: evaluation of a nurture group intervention. Leeds: British Educational Research Association, 12-15 Sep 2016.
  • Vincent KA. (2015) Closing the gap: supporting literacy through a one-to-one reading and spelling intervention. Ormskirk: ACRE (Annual Conference for Research in Education, Edge Hill University), 8 Jul 2015.

Affiliations

  • Advance HE (Professional Organisation): Fellow
  • Gender and Education Association (Community Organisation/NGO): Member
  • NASEN (UK) (National Association of Special Educational Needs) (Community Organisation/NGO): Member
  • New Zealand Association for Research in Education (NZARE) (Professional Organisation): Member

Key Methodologies

  • Qualitative methodologies
  • Action research
  • Mixed methods research
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