Elaine Regan

Elaine Regan

Lecturer/Senior Lecturer

School of Social Sciences

Staff Group(s)
Undergraduate and Professional Education

Role

Dr Regan is a Senior Lecturer in Education. She is the course Leader for the full-time Masters Degree in Education. This role includes leading the core research modules and providing direct supervision to full and part-time students on the MA Education in addition to research methods and supervision across the Childhood studies and Joint Honours in Education courses.

Career overview

Elaine’s first degree is in Biological Science Education with Chemistry at the University of Limerick and there she completed a doctoral thesis examining student and teacher attitudes to enrolment in science subjects. During this time she also worked as a teacher and lecturer at several further education and higher education establishments, teaching courses in biology, science education and in initial teacher education.

Elaine continued with large scale fieldwork with her first post-doctoral job at the University of Nottingham on the Effective Classroom Practice project, an outstanding rated ESRC funded project which observed over 80 effective teachers in primary and secondary schools in England. She also began teaching on masters courses in research methods during this time.

Elaine then joined the Science and Technology Education Group (STEG) at King’s College London (KCL), where she worked collaboratively for 5 years on four major projects while supervising Masters students and contributing to several MA courses in research methods and science education. She continued with one of her key themes on why relatively few people, particularly women, choose science subjects and pursue related careers (IRIS). At KCL she also worked for the American National Science Foundation on project summarising and disseminating the findings of peer reviewed research to informal science educators to inform and change their practice. Elaine’s other major completed project at KCL was a European funded project aiming to reinvigorate inquiry-based science education (IBSE) through an innovative consortium which brought together many of Europe’s leading botanical gardens and natural history museums to deliver an IBSE course on climate change and sustainable futures. At the time Elaine joined NTU (August 2015) she was working on another collaborative research and development project using the concept of ‘science capital’ to understand how young people from all backgrounds engage with science and how their engagement might be supported.

Research areas

She is an active researcher: a major theme of her research is student choice at school and university. Elaine’s expertise lies in the areas of teachers lives and work, and science education in school and within informal learning, with a particular focus on botanic gardens. Much of her recent work has focused on large scale collaborative projects, supporting teachers and educators in reflective practice and practitioner inquiry.

Elaine is the principal investigator on two European funded projects. Firstly, a 3 year ERASMUS+ Learn To Engage - a modular course for botanic gardens project. This project will produce blended learning modules to develop gardens’ capacity to work with a wide cross-section of society, including groups who are underrepresented in their visitor demographics. Modules include: Research and Evaluation, Interpretation, Science Communication, and Working with different audiences.

Secondly, Elaine leads the  formative and summative evaluation of Big Picnic: Big Questions – Engaging the public with Responsible Research and Innovation on Food Security, an EU project funded within the Horizon 2020 programme. The project runs between May 2016-April 2019 and aims to facilitate dialogue, discussion and decision making on the direction of research and innovation on the issue of ‘food security’ between experts and the public throughout Europe.

Opportunities to carry out postgraduate research towards an MPhil/PhD exist and further information may be obtained from the NTU Doctoral School.

External activity

Outside NTU, Dr Regan reviews for a number of journals and international conferences, e.g. International Journal of Science Education, Journal of Mixed Methods Research, Chemistry Education Research and Practice, Teaching and Teacher Education, BERA, AERA and NARST. In addition she is called upon to be an external examiner of PhD theses and research masters.

Sponsors and collaborators

Dr Regan has received external funding from the European Union for an ERAMUS+ project and the external evaluation of a Horizon 2020 project. Through the course of this work she is collaborating with a number of Universities, museums and botanic gardens including:

  • Botanic Garden Conservation International (BGCI)
  • Universitaet Innsbruck
  • University College London
  • Universiteit Leiden
  • Uniwersytet Warszawski
  • Universidade de Lisboa
  • Universidad de Alcala
  • Universitetet I Oslo
  • Royal Botanic Garden Edinburgh
  • MUSE
  • Agentschap Plantentuin Meise
  • Sticting Waag Society
  • Comune Di Bergamo
  • Hellinkos Geogikos Organismos– Dimitra
  • Sofiiski Universitet Sveti Kliment Ohridski
  • Agencia Estatal Consejo Superior de Investigaciones Cientificas
  • Landeshauptstadt Hannover
  • Freie Universitaet Berlin
  • Wissenschaftsladen Bonn EV
  • Tooro Botanical Gardens

Dr Regan has worked as a researcher on the following large scale projects:

  • Enterprising Science (2013 -2015) – BP funded project
  • INQUIRE (EU)(2011-2013)– EU Project
  • Relating Research to Practice (NSF- EAGER grant) (2010-2011)–NSF funded Project
  • Interest and Recruitment in Science (EU) (2010-2012)– EU Project
  • ECP – ESRC funded Project (2006-2008): Effective Classroom Practice Project (ECP): A Mixed Method Study of Influences and Outcomes
  • MCA project- NHS funded Project (2008-2010): Determining Best Interests in Incapable Care Home Admissions; (NHS)

Publications

Elaine currently has a number of journal articles under review, previously published work includes:

Articles

Regan, E., Vergou, A., Kapelari, S., Willison, J., Dillon, J., Bromley, G. and Bonomi, C. (In press) Nature and Nurture: developing critical reflection on inquiry-based science education in botanic gardens, Environmental Education Research

King, H, Nomikou, E, Archer, L. and Regan, E (2015) Teachers' understanding and operationalisation of 'science capital, International Journal of Science Education, 37(18) 1-28

Kington, A., Day, C., Sammons, P., and Regan, E. (2011). Stories and Statistics: Describing a mixed method study of effective classroom practice, Journal of Mixed Method Research, 5(2), 103-125

Kington, A., Regan, E., Sammons, P., and Day, C. (2012). Effective Classroom Practice in Primary and Secondary Schools: A Research Paper [online], Nottingham: Jubilee Press. ISBN 978-1-906235-09-3 http://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/effective-classroom-practice-final-publication.pdf

Byrom, T. and Regan, E. (2009). Editorial. Improving Schools 13(3) 194-195

Regan, E. (2009). I liked the experiment because there aren't too many people who come into school to burn money: promoting participation in the sciences with chemical magic. Improving Schools 13(3) 261-276

Regan, E and Childs, P.E., (2003), An Investigation of Irish Students Attitudes to Chemistry: The Promotion of Chemistry in Schools Project, Chemistry Education Research And Practice Vol. 4 (1) 43-51.

Regan, E (2001), Scaled down science museum exhibitions for the classroom, Chemistry in Action! Winter (65) 8.

Regan, E (1999), The Chemical Magic Show, Chemistry in Action! Spring (57) 17-21.

Books

Kington, A., Sammons, P., Regan, E., Brown, E. and Ko, J. (2014). Effective Classroom Practice, Open University Press

Regan, E. (2011) Does Science Promotion Work in Schools? An Evaluation of the Promotion of Chemistry in Schools Project, Lap Lambert Academic Publishing, ISBN 978-3-8443-3202-5

Book chapters

Regan, E. and Dewitt, J (2014) Attitudes, interest and factors influencing STEM enrolment behaviour - an overview of relevant literature, in Dillon, Henriksen and Ryder (Eds) Interest and Recruitment in Science: Recruitment, retention and gender equity in science, technology and mathematics higher education, Springer

Regan, E. and Dillon, J (2014). A place for STEM: probing the reasons for undergraduate course choices, in Dillon, Henriksen and Ryder (Eds) Interest and Recruitment in Science: Recruitment, retention and gender equity in science, technology and mathematics higher education, Springer

Regan, E., Vergou, A., Kapelari, S., Willison, J., Dillon, J., Bromley, G. and Bonomi, C. (2014) Strategies for embedding inquiry-based teaching and learning in botanic gardens: evidence from the INQUIRE project, in Blessinger, P. & Carfora, J. Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators.

Regan, E. (2012). The role of demonstrations in successful science practices: The Promotion of Chemistry in Schools Project, in Redman, C. and Rodrigues, S. (2012) Successful Science Practices: Exploring why and how they worked, Nova Science Publishing ISBN: 978-1-62257-397-4

Kington, A., Day, C., Sammons, P., Regan, E., Brown, E. and Gunraj, J. (2011). What Makes Teachers Effective?: Profiles of innovative classroom practice. In: C. Day (Ed), The Routledge International Handbook of Teacher and School Development, London: Routledge.

Refereed conference papers

Regan, E. and Dillon, J (2013)  'Belonging' and a 'Place' in STEM at university: a focus group study of undergraduate students' degree choice, paper accepted for presentation as ESERA symposium at NARST Annual International Conference, Rio Grande, Puerto Rico April 6-9, 2013

Kapelari, S., Regan, E., Bonomi, C., Dillon, J., Willison, J., Vergou, A., Schepker, H., and Elster, D. (2012) Initiating inquiry-based science education in outdoor learning sites: issues and challenges, paper presented at Second European Conference: Bridging the gap between educa­tion research and prac­tice Fibonacci 2012, University of Leicester, 26 - 27th April 2012

Kapelari, S., Vergou A., Willison J., Regan E. and Dillon J., (2012) Strengthening networks for people, plants and botanic gardens, paper presented at 6th European Botanic Gardens Congress, Chios Island, Greece, May 28 - June 2, 2012

Reports

Regan, E. & Dillon, J. (2013) Quality Management Report: INQUIRE – Inquiry-Based Teacher Training for a Sustainable Future. London: BGCI ISBN-101-905164-52-1

Dutton, E. Riga, F. Winterbottom, M., Regan, E. Willison, J. Vergou, A. & Kapelari, S. (2013) INQUIRE: A review of the literature on Inquiry-Based Science Education in outdoor contexts. London: BGCI ISBN-101-905164-54-8

Bromley, G., Regan, E., Kapelari, S., Dillon, J., Vergou, A., Willison, J. & Bonomi, C. (2013) The INQUIRE Course Manual. London: BGCI. ISBN-101-905164-51-3

Kapelari, S. & Regan, E. (2013) Recommendations from the INQUIRE project consortium meetings. London: BGCI

Kapelari, S., Jeffreys, D., Willison, J., Vergou, A., Regan, E., Dillon, J., Bromley, G., and Bonomi, C. (eds.) (2013). Proceedings of the INQUIRE Conference, Raising Standards Through Inquiry: Professional Development in the Natural Environment, Royal Botanic Gardens, Kew, 9-10 July 2013. London: BGCI. ISBN-101-905164-50-5

Kapelari, S., Bonomi, C., Dillon, J., Regan, E., Bromley, G., Vergou, A. & Willison, J. (2013) Train the Trainer: The INQUIRE Course Manual. London: BGCI ISBN-10: 1-905164-49-1

Kapelari, S. Bromley, G. Vergou, A. Regan, E. Willison, J. Dillon, J. & Bonomi, C. (2013) The INQUIRE project publishable report. London: BGCI

Regan, E. (2011) The evaluation of impact of the Schools in the Parks project on professional development and practice, Field Studies Council, London: Field Studies Council.

Day, C., Sammons, P., Kington, A., Regan, E. and Brown, E. (2008), Effective Classroom Practice: A mixed-method study of influences and outcomes, Final report submitted to the Economic and Social Research Council

Day, C., Sammons, P., Kington, A., Regan, E. and Gunraj, J. (2007), Effective Classroom Practice: A mixed-method study of influences and outcomes, Interim report submitted to the Economic and Social Research Council

Peer reviewed online publications – research digests for practitioners

Regan, E. (2011). Enhancing visitor experiences of guided tours using entrance narratives  [ISE research brief of the paper Accessing and Incorporating Visitor’s Entrance Narratives in Guided Museum Tours]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Using a persuasive communication approach to behaviour change of visitors: An ISE research brief discussing Smith’s Identifying Behaviors to Target During Zoo Visits. London: King’s College London. www.research2practice.info.

Regan, E. (2011). Studying visitors: the applications of K-means cluster analysis for ISE practitioners [ISE research brief of the paper Rethinking Museum Visitors: Using K-means Cluster Analysis to Explore a Museum’s Audiences]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Why parents visit zoos with their children: tools for parenting and moral development [ISE research brief of the paper The Anticipated Utility of Zoos for Developing Moral Concern in Children]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). First sources of scientists’ and graduate students’ interest in science [ISE research brief of the paper ) 'Eyeballs in the Fridge: Sources of early interest in science']. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Opportunities for children to be scientifically creative: Teachers’ conceptions of creativity in science lessons [ISE research brief of the paper What teachers see as creative incidents in elementary science lessons]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Does authentic science activity enhance students’ understandings of scientific practice? Reflections from student science internships [ISE research brief of the paper Students’ representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). The impact of integrated illustrated instructions on student performance and understanding in practical work in physics [ISE research brief of the paper Investigating the use of integrated instructions to reduce the cognitive load associated with doing practical work in secondary school science]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Promoting NOS understanding through explicit teaching of K-2 students in informal settings[ISE research brief of the paper Teaching nature of science to K-2 students: What understandings can they attain?]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Utilising photographs and video-clips to stimulate-recall of interactions with science exhibits: how students make sense of their experiences [ISE research brief of the paper Recollections of Exhibits: Stimulated-recall interviews with primary school children about science centre visits]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Sex differences in the motivation to learn science: The affect of a systematising versus empathizing brain types [ISE research brief of the paper Is There a Relationship between Brain Type, Sex and Motivation to Learn Science?]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Use of authoritative sources for meaning-making of science: coupling context and knowledge [ISE research brief of the paper Constructive Use of Authoritative Sources in Science Meaning-making. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Optimising school group visits in museums: findings from a research informed experimental program[ISE research brief of the paper Modification of a School Programme in the Deutsches Museum to Enhance Students' Attitudes and Understanding]. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). What are the characteristics of productive collaborative design? Exploring shared epistemic agency [ISE research brief of the paper Shared epistemic agency: an empirical study of an emergent construct. London: King’s College London. http://www.research2practice.info/

Regan, E. (2011). Do typical teaching practices promote science learning in Early-Years classrooms? [ISE research brief of the paper Typical Didactical Activities in the Greek Early-Years Science Classroom: Do they promote science learning. London: King’s College London. http://www.research2practice.info/

Working papers

Kington, A., Reed, N., Regan, E., Sammons, P., Day, C., and Gunraj, J., 2008. Initial Findings from the Repertory Grid Data: Working Paper ECP / 03 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Jan 2008].

Ko, J., Sammons, P., Kington, A., Regan, E., Day, C., and Gunraj, J., 2008. Using Systematic Observation Schedules to Explore Variations in Effective Classroom Practice: Working Paper ECP / 04 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Mar 2008].

Tolley, H., Day, C., Sammons, P., Kington, A., Regan, E., and Gunraj, J., 2008. A Review of the Literature relating to Teacher Effectiveness and Effective Classroom Practice: Working Paper ECP / 05 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Jul 2008].

Kington, A., Regan, E., Day, C., Gunraj, J., and Sammons, P., 2008. Findings from Secondary Teachers' Observational Data: Working paper ECP / 07 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Jul 2008].

Ko, J., Sammons, P., Kington, A., Regan, E., and Day, C., 2008. Variations in Effective Classroom Practices: Confirmatory Factor Analysis: Working Paper ECP / 08 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Jul 2008].

Kington, A., Brown, E., Day, C., Regan, E., Gunraj, J. and Sammons, P., 2008. Findings from secondary Teachers' Interview Data: Working Paper ECP / 09 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Jul 2008].

Robertson, D., Sammons, P., Kington, A., Day, C., Regan, E., and Gunraj, J., 2007. Analysing Pupil Attitudes to Teaching and Learning: Working Paper ECP / 01 [online], Nottingham: University of Nottingham. Available at: http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx [31 Oct 2007].