Amelia is a Research Fellow at The Open University where she researches pedagogy and social justice with a particular focus on developing more socially just forms of pedagogy to address persistent educational inequalities in England and internationally. Amelia's interests fall within sociology of education and also encompass student wellbeing and mental health, learner identities, positional identity/subjectivation and intersectional social identities including 'race'/ethnicity, social class and gender and their relationship with pedagogy and educational inequalities. In 2019, Amelia and her team on the British Academy funded project on boys' (dis)engagement with reading for pleasure was nominated for the UK lLiteracy Association's prize for research in literacy.
Amelia completed her PhD in Sociology of Education at UCL Institute of Education in 2011 on the relationship between social class school composition and high-stakes testing: the impact on children's learner identities.
Prior to joining OU Amelia held educational and social research posts over a period of 6 years at Institute of Education (2005-8), National Children's Bureau (2003-5) and Department for Transport (2012-3). She was a tutor on the Online MRes Educational and Social Research Methods at Institute of Education for 2 years and face-to-face facilitator on the Doctoral Training Programme (2010-13).
Academic staff and associate lecturers' understandings of inclusive pedagogy in regard to Black students in Education, Childhood and Sport courses at OU (2021-2022), funded by Access, Participation and Success at Open University. This project is led by Dr Amelia Hempel-Jorgensen and Dr Anthony Gunter and the team includes Dr Mel Green and Dr Clare Choak. The aim of the project is to understand the reasons for the gap in Black students' lower rates of completion of courses and lower grades compared with other groups of students. Our approach is to understand the perceptions of inclusion which underpin the curricula and pedagogy in the courses and the extent to which these are indeed sufficiently inclusive. The methodology includes interviews with central academic staff who design and write the courses and the associate lecturers who teach them and oppotunities for these staff groups to provide anonymous written responses as well.
The impact of new school practices in response to Covid-19 on children and young people's wellbeing (2020-2021), funded by Open University. Amelia is PI on this project working with Dr Mimi Tatlow-Golden and Dr Linda Plowright-Pepper. The project seeks to understand how changes in school practices aimed at preventing the spread of Covid-19 may change relationships between students and students and teachers in both primary and secondary schools and in turn the students' wellbeing. The project prioritises students' experiences and perceptions of their wellbeing using qualitative methods. This includes a 'mapping' activity where they are asked to draw a map of their school where Covid-19 practices are represented and then engaging in an unstructured interview with a member of our team. Young people from the school have been involved in developing the methods. We are also carrying out surveys of both teachers and students in primary and secondary schools. The student survey is based on Children's Worlds, a survey which has been carried out globally about children's wellbeing which allows international comparison.
Evaluation of Islington Library Services Reading Road Maps (2020) With Prof Teresa Cremin (PI) and Dr Sarah Jane Mukherjee
Evaluation of Hackney Learning Trust's Reading Programmes (2017-2020), funded by Hackney Learning Trust. The project team is lead by Amelia (PI) and includes Teresa Cremin, Joan Swann, Jenna Mittelmeier, Kimberly Safford and Natalie Canning. A mixed methods evaluation of two reading programmes for Key Stage 1 and Key Stage 2 which aim to raise reading attainment and enhance children's deep understanding of texts and engagement for reading for pleasure in schools with low attainment in reading and with high rates of low socio-economic intakes. The programmes are being implemented in 18 primary schools in southern England. Children's attainment in all 18 schools is being tracked over two years to identify potential changes in attainment and changes in teachers' knowledge, skills and practices for the teaching of reading are also measured. This is accompanied by in-depth case studies of five schools to understand how the programmes are implemented in different school types and to identity potential causal processes between the programmes and changes in children's engagement and attitudes to reading and reading progress and attainment.
Understanding boys' (dis)engagement with reading for pleasure (2015-2017), funded by British Academy (Amelia is Principal Investigator) with Proferssor Teresa Cremin, Dr Liz Chamberlain and Dr Diane Harris (University of Manchester). Why are 'disadvantaged' boys not reading for pleasure? This project aims to develop new sociological understanding of this disengagement with reading for pleasure. There is considerable international evidence that illustrates the significant educational benefits of reading for pleasure. The project uses intersectionality theory and focuses on three potential factors for disengagement: teachers’ (often deficit) perceptions of disadvantaged boys’ ethnic and social class identities; teaching practices; and the boys’ subjective experiences of pedagogy for literacy, which frame their orientation to reading. The knowledge generated will contribute to the development of more effective and inclusive pedagogies for RfP and raising disadvantaged boys’ attainment.
New practices - New purposes - New pedagogies (NP3) (2015-2017), funded by Society for Educational Studies (Amelia is Co-Investigator). This project, led by Professor Peter Twining, examines primary school children's learning practices using digital technology and the ways (if any) in which teachers value and incorporate these practices in classrooms. The project investigates the ramifications of this for social justice and learning across subject domains. It does this by examining the digital practices of all children, including those from different ethnicities and social classes, and whether they are equally valued and reflected in classrooms. We also look at what institutional factors enable or constrain teachers' incorporation of children's practices into their pedagogy. Finally, we will develop a theoretical model of a participative and inclusive pedagogy using digital technology. The project is a partnership between OU and Lancaster University.
Cambridge Primary Review Trust (CPRT) Action Research for Mastery Learning (November - July 2016), (Amelia is principal investigator) with Dr Gill Goodliff and Kim Walker, funded by CPRT and Marlborough and Hallfield Primary Schools. Working with 6 teachers across two primary schools, the OU team enable the teachers to carry out their own action research projects to investigate the newly embedded mastery pedagogy in their own practice.
Learner Agency in Urban Primary Schools (2014-2015), funded by Society for Educational Studies (Principal Investigator). The project investigates the nature and extent to which children in primary schools in disadvantaged contexts are able to exercise learner agency and the impact of teachers' pedgogical practices on this. Data was collected in four urban primary schools with high proportions of children eligible for Free School Meals through interviews with teachers and children and observing lessons across the curriculum. The findings are currently being written up as a final report and peer reviewed journal articles.
Action Research for Learner Identities funded by Roger Ascham Primary School in East London (Principal Investigator, 2014-2015, with Dr Gill Goodliff). The project aims to enable a group of 6 teachers to carry out their own action research projects related to learner identity in order to develop children's understandings of learning and positive dispositions to engaging with school. The project aims to place teachers in an active role in developing their pedagogical practices and producing professional knowledge about the effect of pedagogy on learner identity.
Amelia is currently a supervisor of: an EdD student on the topic of cultural capital in academy trusts' enrichment curricula; an EdD student on the topic of drama and talk in primary school pedagogy and an EdD student who has completed on the topic of how student self-belief impacts on target grades in a Welsh college. She is interested in hearing from prospective EdD and PhD students on topics related to pedagogy, curriculum and assessment in primary schools as well as social justice and equity.
Amelia has developed module curricula and module materials (including online activities) for two modules on play and creativity in the early years focusing on children's rights and enhancing practice in primary school classrooms for the new BA Education Studies at OU. She has also marked assignments and monitored marking on the MA in Education.
Amelia has also taught research methods - particularly case studies - and how to get published to colleagues as part of the OU's CPD programme for academics.
Understanding boys' (dis)engagement with reading for pleasure project, funded by British Academy/Leverhulme with University of Manchester - Dr Diane Harris.
New Practices - New Purposes - New Pedagogies (NPe) project, funded by Society for Educational Studies with Lancaster University - Professor Don Passey and Dr Julia Gillen
|Centre for Research in Education and Educational Technology (CREET)||Centre||Faculty of Education and Language Studies|
Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? (2018-05-08)
Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz
Literacy, 52(2) (pp. 86-94)
Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies? (2015-09-15)
Pedagogy, Culture and Society, 23(4) (pp. 531-554)
Working class girls and child-centred pedagogy: what are the implications developing socially just pedagogy? (2015)
International Studies in Sociology of Education, 25(2) (pp. 132-149)
The importance of teaching: pedagogical constraints and possibilities in working-class schools (2012-08)
Lupton, Ruth and Hempel-Jorgensen, Amelia
Journal of Education Policy, 27(5) (pp. 601-620)
The construction of the 'ideal pupil' and pupils' perceptions of 'misbehaviour' and discipline: contrasting experiences from a low-socio-economic and a high-socio-economic primary school (2009)
British Journal of Sociology of Education, 30(4) (pp. 435-448)
Evaluation of Hackney Learning Trust's Reading Programmes (2020-06)
Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie
The Open University, Milton Keynes.
Why are boys from low-income families more likely to disengage with reading? (2018-03-01)
The British Academy
Understanding boys (dis)engagement with reading for pleasure: Project findings (2017)
Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz
The Open University, Milton Keynes, UK.
NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report (2017)
Twining, P.; Browne, N.; Murphy, P.; Hempel-Jorgensen, A.; Harrison, S. and Parmar, N.
Society for Educational Studies, London.
Learner agency in urban primary schools in disadvantaged contexts: Report to Society for Educational Studies (2015-07)
The Open University, Milton Keynes, UK.
Learner agency in urban primary schools in disadvantaged contexts