![Mark Connolly](https://profiles-cardiff.imgix.net/attachments/3116?w=200&h=200&auto=format&crop=faces&fit=crop&q=90")
Dr Mark Connolly
Uwch Ddarlithydd
Ysgol y Gwyddorau Cymdeithasol
- ConnollyM4@caerdydd.ac.uk
- +44 29208 75097
- Adeilad Morgannwg, Ystafell Ystafell 2.26, Rhodfa’r Brenin Edward VII, Caerdydd, CF10 3WA
- Ar gael fel goruchwyliwr ôl-raddedig
Trosolwyg
I returned to Cardiff University in 2013 as a lecturer in education having been awarded my PhD here in 2007. This was an interdisciplinary study of culture and education in urban cultural regeneration and while I retain an interest in cultural policy, the main focus of my research and teaching relates to the sociology of education and educational policy. At present I am working on a range of educational projects such as: outdoor and Forest School learning; routes into teaching; teacher education and children's rights; children's use of school grounds out of school hours. With colleagues here at Cardiff I am, at present, editor of the British Educational Research Journal.
Cyhoeddiad
2023
- Milton, E., Morgan, A., Davies, A. J., Connolly, M., Donnelly, D. and Ellis, I. 2023. Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26(2), pp. 339-358. (10.1080/13603124.2020.1811898)
2020
- Connolly, M. and Huges-Stanton, J. 2020. The professional role and identity of teachers in the private and state education sectors. British Journal of Sociology of Education 41(5), pp. 717-732. (10.1080/01425692.2020.1764333)
2019
- Mannello, M. and Connolly, M. 2019. Opening the school gates: facilitating after-school play in school grounds. In: Alcock, S. and Stobbs, N. eds. Rethinking Play as Pedagogy. London and New York: Routledge, pp. 121-138.
- Smith, P. and Connolly, M. 2019. Care and education. a case study: Understanding professional roles and identities of teachers within a Welsh PRU. Cylchgrawn Addysg Cymru / Wales Journal of Education 21(1), pp. 65-88. (10.16922/wje.21.1.5)
- Tyrie, J., Sarwar, S., Dumitrescu, S., Mannello, M., Haughton, C., Ellis, C. and Connolly, M. 2019. Power, rights and play: control of play in school grounds, an action research project from Wales. Education 3-13 47(6), pp. 627-636. (10.1080/03004279.2018.1515968)
2018
- Davies, A., Milton, E., Connolly, M. and Barrance, R. 2018. Headteacher recruitment, retention and professional development in Wales: challenges and opportunities. Cylchgrawn Addysg Cymru / Wales Journal of Education 20(2), pp. 204-224. (10.16922/wje.20.2.11)
- Baker, W. and Connolly, M. 2018. Educational research journals: a partial view from the UK. Revista Española de Pedagogía 76(271), pp. 437-448. (10.22550/REP76-3-2018-02)
- Connolly, M., Milton, E., Davies, A. J. and Barrance, R. 2018. Turning Heads: the impact of political reform on the professional role, identity and recruitment of head teachers in Wales.. British Educational Research Journal 44(4), pp. 608-625. (10.1002/berj.3450)
- Connolly, M., Hadfield, M., Barnes, Y. and Snook, J. 2018. The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency.. Teaching and Teacher Education 71, pp. 241-250. (10.1016/j.tate.2018.01.010)
2017
- Hadfield, M., Connolly, M., Barnes, Y. and Snook, J. 2017. Developing the capacity to support beginning teachers in Wales: Lessons learnt from the Masters in Educational Practice. Welsh Journal of Education 19(1), pp. 90-106. (10.16922/wje.19.1.5)
- Connolly, M. and Haughton, C. 2017. The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education 38(2), pp. 105-124. (10.1080/01425692.2015.1073098)
2016
- Davies, P., Connolly, M., Nelson, J., Hulme, M., Kirkham, J. and Greenway, C. 2016. 'Letting the right one in': provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education 60, pp. 291-302. (10.1016/j.tate.2016.09.003)
- Connolly, M. 2016. Choosing appropriate research methods for an educational context. In: Palaiologou, I., Needham, D. and Male, T. eds. Doing Research in Education: Theory and Practice. Sage, pp. 135-156.
2013
- Connolly, M. 2013. Extended Review: Economy, work and education: critical connections. British Journal of Sociology of Education 34(3), pp. 467-474., article number: 7. (10.1080/01425692.2013.773736)
- Connolly, M. 2013. The ‘Liverpool model(s)’: cultural planning, Liverpool and Capital of Culture 2008. International Journal of Cultural Policy 19(2), pp. 162-181.
2010
- Power, S. A., Taylor, C. M., Lewis, J. T., Connolly, M., Thomas, G. and Jones, S. W. 2010. Realizing the ‘learning country'? Research activity and capacity within Welsh local authorities. Contemporary Wales 23(1), pp. 71-92.
2009
- Power, S., Lewis, J. T., Taylor, C., Connolly, M., Thomas, G. and Wyn Jones, S. 2009. Local authorities and education research in Wales. The final report of LINK-Wales: the learning in Wales network. Technical Report.
2008
- Connolly, M., Rees, G. M. and Furlong, C. 2008. The wider benefits of adult learning. Technical Report.
2007
- Taylor, C. M., Connolly, M., Power, S. A. R. and Rees, G. M. 2007. Formative evaluation of the applied educational research scheme (AERS). Project Report. [Online]. Edinburgh: Education Information and Analytical Services, Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2008/01/07140223/0
- Connolly, M. 2007. Capital and culture: An investigation into New Labour cultural policy and the European Capital of Culture 2008.. PhD Thesis, Cardiff University.
Articles
- Milton, E., Morgan, A., Davies, A. J., Connolly, M., Donnelly, D. and Ellis, I. 2023. Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26(2), pp. 339-358. (10.1080/13603124.2020.1811898)
- Connolly, M. and Huges-Stanton, J. 2020. The professional role and identity of teachers in the private and state education sectors. British Journal of Sociology of Education 41(5), pp. 717-732. (10.1080/01425692.2020.1764333)
- Smith, P. and Connolly, M. 2019. Care and education. a case study: Understanding professional roles and identities of teachers within a Welsh PRU. Cylchgrawn Addysg Cymru / Wales Journal of Education 21(1), pp. 65-88. (10.16922/wje.21.1.5)
- Tyrie, J., Sarwar, S., Dumitrescu, S., Mannello, M., Haughton, C., Ellis, C. and Connolly, M. 2019. Power, rights and play: control of play in school grounds, an action research project from Wales. Education 3-13 47(6), pp. 627-636. (10.1080/03004279.2018.1515968)
- Davies, A., Milton, E., Connolly, M. and Barrance, R. 2018. Headteacher recruitment, retention and professional development in Wales: challenges and opportunities. Cylchgrawn Addysg Cymru / Wales Journal of Education 20(2), pp. 204-224. (10.16922/wje.20.2.11)
- Baker, W. and Connolly, M. 2018. Educational research journals: a partial view from the UK. Revista Española de Pedagogía 76(271), pp. 437-448. (10.22550/REP76-3-2018-02)
- Connolly, M., Milton, E., Davies, A. J. and Barrance, R. 2018. Turning Heads: the impact of political reform on the professional role, identity and recruitment of head teachers in Wales.. British Educational Research Journal 44(4), pp. 608-625. (10.1002/berj.3450)
- Connolly, M., Hadfield, M., Barnes, Y. and Snook, J. 2018. The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency.. Teaching and Teacher Education 71, pp. 241-250. (10.1016/j.tate.2018.01.010)
- Hadfield, M., Connolly, M., Barnes, Y. and Snook, J. 2017. Developing the capacity to support beginning teachers in Wales: Lessons learnt from the Masters in Educational Practice. Welsh Journal of Education 19(1), pp. 90-106. (10.16922/wje.19.1.5)
- Connolly, M. and Haughton, C. 2017. The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education 38(2), pp. 105-124. (10.1080/01425692.2015.1073098)
- Davies, P., Connolly, M., Nelson, J., Hulme, M., Kirkham, J. and Greenway, C. 2016. 'Letting the right one in': provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education 60, pp. 291-302. (10.1016/j.tate.2016.09.003)
- Connolly, M. 2013. Extended Review: Economy, work and education: critical connections. British Journal of Sociology of Education 34(3), pp. 467-474., article number: 7. (10.1080/01425692.2013.773736)
- Connolly, M. 2013. The ‘Liverpool model(s)’: cultural planning, Liverpool and Capital of Culture 2008. International Journal of Cultural Policy 19(2), pp. 162-181.
- Power, S. A., Taylor, C. M., Lewis, J. T., Connolly, M., Thomas, G. and Jones, S. W. 2010. Realizing the ‘learning country'? Research activity and capacity within Welsh local authorities. Contemporary Wales 23(1), pp. 71-92.
Book sections
- Mannello, M. and Connolly, M. 2019. Opening the school gates: facilitating after-school play in school grounds. In: Alcock, S. and Stobbs, N. eds. Rethinking Play as Pedagogy. London and New York: Routledge, pp. 121-138.
- Connolly, M. 2016. Choosing appropriate research methods for an educational context. In: Palaiologou, I., Needham, D. and Male, T. eds. Doing Research in Education: Theory and Practice. Sage, pp. 135-156.
Monographs
- Power, S., Lewis, J. T., Taylor, C., Connolly, M., Thomas, G. and Wyn Jones, S. 2009. Local authorities and education research in Wales. The final report of LINK-Wales: the learning in Wales network. Technical Report.
- Connolly, M., Rees, G. M. and Furlong, C. 2008. The wider benefits of adult learning. Technical Report.
- Taylor, C. M., Connolly, M., Power, S. A. R. and Rees, G. M. 2007. Formative evaluation of the applied educational research scheme (AERS). Project Report. [Online]. Edinburgh: Education Information and Analytical Services, Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2008/01/07140223/0
Thesis
- Connolly, M. 2007. Capital and culture: An investigation into New Labour cultural policy and the European Capital of Culture 2008.. PhD Thesis, Cardiff University.
Ymchwil
I have a diverse range of research interests in the area of education. My doctoral study related to the role of culture and learning in culture led urban regeneration projects. While I retain an interest in cultural policy my recent research interests relate education: I have written in motivations for adult learning; outdoor education and risk perception; children's rights and am, at present, working on projects looking into the routes into teaching in the UK and children's use of school grounds outside school hours.Addysgu
I teach on various education related programmes at undergraduate, masters and doctoral level. The two undergraduate modules I am most closely involved in are first year introductory module Education and Society and the second year module Policy and Practice in Contemporary Education. As Masters' level I have worked as programme coordinator for the Masters in Educational Practice and oversee the assessment for this programme. At doctoral level I am module convenor for the Changing Modes of Professionalism module which is the introductory module in our professional doctorate programme.Bywgraffiad
Uwch Ddarlithydd Addysg, 08/2013 i gyflwyno
Prifysgol Caerdydd - Caerdydd, Cymru
Medi 2015 - Cyfarwyddwr Astudiaethau Israddedig presennol ar gyfer Ysgol y Gwyddorau Cymdeithasol.
- Cynullydd modiwl ar gyfer modiwl sylfaenol mewn Doethuriaeth Proffesiynol
- Cadeirydd y Bwrdd Astudiaethau Israddedig
- Cadeirydd y Pwyllgor Amgylchiadau Esgusodol
- Ionawr 2014 - Medi 2015: Cydlynydd Rhaglen ar gyfer Blwyddyn Dau ac Arweinydd Asesu ar gyfer y Meistr mewn Ymarfer Addysgol .
- Gorffennaf 2013 - Ionawr 2014: Cydlynydd Asesu ar gyfer y Meistr mewn Ymarfer Addysgol .
Darlithydd mewn Astudiaethau Addysg, 09/2008 i 08/2013
Prifysgol Metropolitan Caerdydd - Caerdydd, Cymru
Ymchwilydd/tiwtor academaidd, 08/2007 i 09/2008
Prifysgol Caerdydd - Caerdydd, Cymru
Bûm yn gweithio fel tiwtor ar fodiwlau israddedig a meistr ac yn gweithio fel ymchwilydd ar
prosiectau a noddir gan yr Scottish Executive a'r National Institute for Adult a
Addysg gymunedol.
Darlithydd AB (PT) Coleg Glan Hafren Caerdydd 2003-2005
Darlithydd yn EFL a TESOL
Myfyriwr doethurol, 08/2003 i 12/2006
Prifysgol Caerdydd - Caerdydd, Cymru
Rhwng 2003 a 2006 astudiais ar gyfer fy nhraethawd doethurol ar gymrodoriaeth a ddarparwyd gan y Cyngor Ymchwil Economaidd a Chymdeithasol.
Ymchwilydd/awdur, 01/1999 i 09/2003
Rough Guides - Llundain, Lloegr
Ymchwilydd ac awdur i'r cwmni teithio Rough Guide sy'n gweithio ar rifynnau ar Ddulyn, Iwerddon ac Ewrop.
Pennaeth, 01/1996 i 12/2001
Academi y Drindod - Tokyo, Japan
Yn y swydd hon roeddwn yn bennaeth ysgol Saesneg fach yn Tokyo Japan.
Athro Saesneg/Hanes, 09/1994 i 07/1995
Ysgol Uwchradd Sant Padrig - Ballymena, N.Ireland
Dysgais Saesneg a Hanes mewn ysgol uwchradd fawr yn N.Ireland.
Aelodaethau proffesiynol
Fellow of the Higher Education Academy, Member of the British Educational Research Association (from 2009-2012 I was the Welsh Representative on the council of the Association), Member British Sociological Association.
Safleoedd academaidd blaenorol
2007-2013 Lecturer in Education Cardiff Metropolitan UniversityPwyllgorau ac adolygu
I represent the Masters in Educational Practice on SOCSI's Teaching and Learning Committee.
Meysydd goruchwyliaeth
Polisi addysgol
Ymarfer proffesiynol
Dysgu yn yr awyr agored
Perthnasoedd cartref/ysgol
Creadigrwydd
Addysg Bellach ac Uwch
Myfyrwyr presennol:
Ross Goldstone (50%) Y berthynas rhwng dosbarth cymdeithasol a chyfranogiad a phrofiadau mewn addysg bellach
Imran Mohammed (50%) Archwilio'r rôl addysgwr ymarfer esblygol yng Nghymru
Verena Stein (50%) Agweddau Cymdeithasol a Phedagogaidd Hyfforddiant Ymwybyddiaeth Ofalgar, Dadansoddiad Trafodaeth
Nikki Jones (50%) Gwerthusiad hydredol o'r Cyfnod Sylfaen: deng mlynedd o ddylunio a gweithredu'r cwricwlwm
Gill Ellis (50%) Dysgu Proffesiynol yn yr Academi Genedlaethol Arweinyddiaeth Addysgol.
Thomas Dunne (50%) Darpariaeth cerddoriaeth ysgol yng Nghymru
Andrea Beetles (50%): Archwiliad o effeithiau Tef ar hunaniaeth broffesiynol ac asiantaeth broffesiynol
Adam Pierce (50%): Y berthynas rhwng y Gymraeg a chyfranogiad addysg uwch
Yvonne Coffey (50%) Graddau Sylfaen: Ydyn nhw'n wir i'w gwreiddiau Llafur newydd a beth yw effeithiolrwydd astudio rhan-amser mewn perthynas â llwybrau amser llawn?
Maymouna Mohammed Rashid Al-Kalbaniya: Cynnwys Rhieni mewn Addysg Plant
Julia Holloway (50%) astudiaeth ansoddol o safbwyntiau'r holl randdeiliaid mewn itt newydd yng Nghymru gyda mwy o bwyslais ar ymchwil athrawon
Katie Spendiff: Deddfiad Ymarferwyr Rheng flaen Mesur Hawliau Plant a Phobl Ifanc (Cymru) (2011)