Staff Profile

Academic Background

BSc Speech Science (1987) Newcastle University

PGCE (Primary 5-11) Charlotte Mason College (Lancaster University)

Masters in Education (1997) Newcastle University

PhD (2016) University of Newcastle:Recognition and support of children with speech, language and communication needs: knowledge, policy and practice.

PhD Recognition and support of children with speech, language and communication needs: knowledge, policy and practice.

My research interests include;

• The interaction between teacher knowledge of pupils with speech , language and communication needs and classroom practice.
• Playtimes in primary schools - including both the physical space and the links to children's social and emotional development.
• Children's early reading development.

Masters Teaching

EDU218 Comparative Education

Primary PGCE

Module Leader for the English component of the Primary PGCE EDU 8134

EDU 8134 Reflective practitioner module; Sessions on Playtimes and playgrounds. 

Undergraduate Teaching

Module Leader for EDU2009 Social Constructions of Childhood

Other

Education Subject Advisor to Combined Honours 

• Articles

  • Mroz M, Woolner P. Hey teachers leave us kids alone? Can playtimes be enjoyable for all?. Education 3-13 International Journal of Primary, Elementary and Early Years Education 2019, 48(7), 847-860.
  • Mroz M, Letts C. Early years education, language and social background: A decade of changing policy and practice. European Journal of Applied Linguistics 2014, 2(1), 79-100.
  • Mroz M. ‘Off the radar:’ the framing of speech, language and communication in the description of children with special educational needs in literacy. Journal of Education and Training Studies 2014, 2(3), 88-103.
  • Mroz M. Meeting the recommendations of the Bercow Report: The challenges and the potential within initial teacher education. Child Language, Teaching and Therapy 2012, 28(3), 309-324.
  • Mroz M, Letts C. Interview stories: Early years practitioners' experiences with children with speech, language and communication needs. Child Language Teaching and Therapy 2008, 24(1), 73-93.
  • Mroz M. Teaching in the Foundation Stage—how current systems support teachers' knowledge and understanding of children's speech and language. International Journal of Early Years Education 2006, 14(1), 45-61.
  • Mroz M. Providing training in speech and language for education professionals: Challenges, support and the view from the ground. Child Language Teaching and Therapy 2006, 22(2), 155-176.
  • Smith F, Hardman F, Wall K, Mroz M. Interactive whole class teaching in the National Literacy and Numercy Strategies. British Educational Research Journal 2004, 30(3), 395-411.
  • Mroz M, Hall E. Not Yet Identified: the knowledge, skills, and training needs of early years professionals in relation to children's speech and language development. Early Years An International Journal of Research and Development 2003, 23(2), 117-130.
  • Hardman F, Smith F, Wall K, Mroz M. Interactive whole class teaching. Literacy Today 2003, (35).
  • Baumfield V, Mroz M. Investigating pupils' questions in the primary classroom. Educational Research 2002, 44(2), 129-140.
  • Mroz M, Smith F, Hardman F. The discourse of the literacy hour. Cambridge Journal of Education 2000, 30(3), 379-390.
  • Mroz MA, Smith F. Student teachers' perceptions of the National Literacy Strategy and the Literacy Hour. Curriculum 2000, 21(1), 39-53.
  • Mroz M, Smith F, Hardman F. On the hour: teachers' attitudes to the National Literacy Strategy. Studies in Teaching and Learning 2000, 2(1), 8-18.
  • Hardman F, Mroz M. Post-16 english teaching: From recitation to discussion. Educational Review 1999, 51(3), 283-293.

• Authored Book

  • Mroz M, Hall E, Letts CA, Santer J. Children's Speech and Language Development: an investigation of the knowledge, skills and understanding of early years professionals. Newcastle upon Tyne: University of Newcastle upon Tyne, 2002.

• Book Chapter

  • Baumfield VM, Mroz M. Investigating pupils' questions in the primary classroom. In: Wragg, T, ed. RoutledgeFalmer Reader in Teaching and Learning. London: Routledge Falmer, 2004, pp.49-59.

• Conference Proceedings (inc. Abstracts)

  • Smith F, Mroz M, Shaughnessy M. Improving reading comprehension among undergraduates: towards widening participation. In: European Conference on Educational Research. 2000, Edinburgh, UK.
  • Smith F, Mroz M, Shaughnessy M. Differences in learning between undergraduates and prospective summer school entrants. In: European Conference on Educational Research. 2000, Edinburgh, UK.
  • Hardman F, Mroz M, Smith F. Evaluating the effectiveness of the National Literacy Strategy: identifying indicators of success. In: European Conference on Educational Research. 1999, Lahti, Finland.

• Reports

  • Law J, Todd L, Clark J, Mroz M, Carr J. Early Language Delays in the UK. London: Save the Children, 2013.
  • Higgins S, Wall K, Baumfield V, Hall E, Leat D, Woolner P, Clark J, Edwards G, Falzon C, Jones H, Lofthouse R, Miller J, Moseley D, McCaughey C, Mroz M. Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning, 2006.
  • Clark J, Hall E, McCaughey C, Mroz M. A local evaluation of Sure Start – Leam Lane area. , 2006. University of Newcastle upon Tyne: Centre for Learning and Teaching, 2006.
  • McCaughey C, Mroz MA, Clark J. Report of the evaluation of the LEEPs for 1s and LEEPs for 2s programmes. University of Newcastle upon Tyne: Centre for Learning and Teaching, 2005.
  • McCaughey C, Mroz M, Clark J. Evaluating Sure Start: The LEEPs for 1s and LEEPs for 2s Programmes. Centre for Learning and Teaching: University of Newcastle upon Tyne, 2005.
  • Hardman F, Smith F, Wall K, Mroz M, Bramald R. Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies. University of Newcastle: School of Education, Communication and Language Sciences, 2003.
  • Hardman F, Smith F, Wall K, Mroz M. Interactive whole class teaching in literacy and numeracy lessons. University of Newcastle upon Tyne: The Economic and Social Research Council, 2003. ISBN: 0701701536.