Dr Andrew Clapham is an Associate Professor of Education Policy based in the Nottingham Institute of Education (NIoE) at Nottingham Trent University (NTU). He is an established researcher, teacher, teacher educator, examiner and consultant and holds a PhD in Education and an MA in Research Methods, both awarded by the University of Nottingham. Additionally, Andrew is a Higher Education Academy Senior Fellow.
Andrew examines the sociology of education in both his research and teaching. Through mobilising the work of Foucault, Lyotard and Ball, he focuses upon how education policy is enacted in a range of education settings. Andrew is especially interested in determining what macro-level policy - and the ‘impact’ of policy makers attempts to ‘implement’ policy – means for stakeholders at the micro-level. In doing so, Andrew works closely with policy-makers and practitioners, to develop empirical evidence that informs and critiques educational policy. His research has led to him working extensively with regional, national and international.
After completing his BEd at Thames Polytechnic, Dr Clapham began teaching science, mathematics and PE in schools in London’s East Ham and North Westminster and then moved to teach science and maths at Djanogly City Academy in Nottingham. He obtained a MA in research methods and his PhD from the University of Nottingham. He then worked on the Education Studies course at Bishop’s Grosseteste in Lincoln and as an Initial Teacher Education (ITE) tutor on the Post Graduate Certificate in Education (PGCE) and Teach First science and mathematics courses at the University of Nottingham.
Opportunities to carry out postgraduate research towards an MPhil/PhD exist and further information may be obtained from the NTU Doctoral School.
Andrew’s research employs qualitative and quantitative approaches with a focus upon grounded theory, ethnography and action research. He supervises Post Graduate research students at both Masters and Doctoral level and has successfully supervised candidates on both routes to completion. Andrew is also a Doctoral examiner.
Dr Clapham reviews papers for seven academic journals - Cambridge Journal of Education, Ethnography and Education, Research in Science and Technology Education, Teaching and Teacher Education, Journal of Education Policy, International Journal of Educational Research and Pedagogy, Culture and Society.
He leads evaluation and research reviews in a number of education settings including mathematics, botanical gardens, zoos and informal science learning.
Sponsors and collaborators
Dr Clapham has worked as a researcher on the following large scale projects:
- Supporting Actions on Innovation in the Classroom: Teacher Training on Inquiry Based Teaching Methods on a Large Scale in Europe, Mathematics and Science for Life (Mascil), (2013)
- Periodic Table of Videos (PTOV) Impact study, School of Chemistry and School of Education, University of Nottingham (2013)
- Teach First National Summer Institute - Mathematics, (2012)
- Methods of Mentoring and Coaching (Phase II) Study - MOMAC joint managed by University of Nottingham, Nottingham Trent University, funded by Gatsby Charitable Foundation (2011)
Clapham, A. 2013. Performativity, Fabrication and Trust: Exploring Computer-Mediated Moderation. Ethnography and Education. 8(3), 371-387 DOI:10.1080/17457823.2013.792676
Clapham, A. 2015. “Answer Your Names Please”: A Small Scale Exploration of Teachers Technologically Mediated ‘New Lives’. Teachers and Teaching. Theory and Practice. 21(6), 366-378. DOI: 10.1080/13540602.2014.968893
Clapham, A. 2015. Producing the Docile Teacher: Analysing Local Area Under-Performance Inspection. Cambridge Journal of Education. 45(2), 265-280 DOI: 10.1080/0305764X.2014.955837
Clapham, A. 2015. Post-Fabrication and Putting on a Show: Examining the Impact of Short Notice Inspection. British Educational Research Journal. 41(2), 613-682 DOI: 10.1002/berj.3159
Clapham, A. 2016. Enacting Informal Science Learning: Exploring the Battle for Informal Science Learning. British Journal of Educational Studies. 64(4), 485-501 DOI: 10.1080/00071005.2016.1179716
Clapham, A, Eldridge J and R. Vickers. 2016. Legitimation, Performativity and the Tyranny of a “Hijacked” Word. Journal of Education Policy. 31(6), 757-772 DOI: 10.1080/02680939.2016.1181789
Clapham, A, and R. Vickers. 2017. Further Education Sector Governors as Ethnographers: Five Case Studies. Ethnography and Education. 13(1), 34-51 DOI: http://dx.doi.org/10.1080/17457823.2016.1253029
Clapham, A, and R. Vickers. 2017. Policy, Practice and Innovative Governance in the English Further Education and Skills sector. Research in Post Compulsory Education 22(3), 370-390 doi.org/10.1080/13596748.2017.1358518
Clapham, A, and R. Vickers. 2018. Neither a Lender nor a Borrower be? Exploring Mathematics ‘Mastery’ Policy Borrowing. Oxford Review of Education https://doi.org/10.1080/03054985.2018.1450745See all of Andrew Clapham's publications...
- School inspection, including aspects of behaviour
- School uniforms
- Free school meals
- Educational technology
- Policy sociology
- Teachers' lives
- Science and mathematics education