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Alison Kington

Senior Research Fellow, Faculty of Social Sciences

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Biography

Dr Alison Kington is a Senior Research Fellow in the Centre for Research in Schools and Communities, School of Education. She is a member of the ESRC Peer Review College, and a Fellow of the College of Teachers (FCollT) and the Royal Statistical Society (FRSS). Alison has recently been elected as a member of the BERA Academic Publications Committee (APC).

Alison has contributed to the success of a range of international and national research projects since she joined Nottingham in January 2003, including a four-year research project funded by the DfES investigating variations in the work and lives of teachers, a study of effective classroom practice funded by the ESRC, and an exploration of early years education for two year-olds. Alison is a co-author of Teachers Matter (2007), co-editor of The Role of Theory and Research in Educational Practice (2008), and is lead author of the forthcoming volume, Method Integration in the Study of Effective Teachers' Professional Life and Work. She has also published papers and chapters relating to her substantive and methodological interests.

Within the School of Education, Alison is one of the Research Ethics Coordinators and is on the editorial board of Nottingham's Jubilee Press. For the wider university community, she fulfils the role of Deputy Director for the Children and Childhood Network which brings together approx 100 academics from across the university who have a research focus on the experiences and needs of children (http://www.nottingham.ac.uk/children-and-childhood-network/index.aspx).

Expertise Summary

Alison has extensive experience of and expertise in designing and conducting mixed methods research in education. Her research interest is in 'classroom life' and includes three main areas; children (including relationships with teachers, peer relationships, classroom interaction, and self-efficacy), teachers (including professional identity, work and lives, relationships with pupils, interactions, and effectiveness), and mixed methodologies (including the use of narrative, observational techniques, and repertory grid interviews).

Research on children:

  • Classroom friendships - e.g. cognitive enhancement through social interaction, impact of gender, interaction during science-based tasks.
  • Relationships with teachers and peers - role of interpersonal relationships in primary classrooms, interaction during cognitive tasks, pupil perceptions of classroom relationships.
  • Early years - impact of initiatives in early years settings.

Research on teachers:

  • Teachers' work and lives - e.g. the impact of the personal on the professional, influence of professional life phase, differences in school context, effect on pupil outcomes.
  • Professional identity - e.g. development of identity through career, influences on professional identity, impact of school context, links between identity and effectiveness.
  • Classroom relationships and interactions - e.g. impact of policy on teacher-pupil relationships, perceptions and representations of primary teacher-child relationships, variations in primary classroom interaction, adult-child interaction in early education settings.
  • Effective classroom practice - e.g. factors influencing effective practice, impact of school context, characteristics of effective teachers.

Teaching Summary

Alison is a core team member of the EdD Education programme in the School of Education and convenes module 3 (Researching Educational Practice II) which runs in the Autumn term each year. She also… read more

Research Summary

Alison's research focuses on 'classroom life'; that is, the experiences, relationships and perceptions of children and staff in schools, with an emphasis on the utilisation and application of… read more

Recent Publications

  • KINGTON, A., GATES, P. and SAMMONS, P., 2014. Development of Social Relationships, Interactions and Behaviours in Early Education Settings Journal of Early Childhood Research. (In Press.)
  • KINGTON, A, DAY, C, SAMMONS, P, REGAN, E and BROWN, E. AND GUNRAJ, J., 2012. What Makes Teachers Effective?: Profiles of innovative classroom practice.. In: DAY, C., ed., The Routledge International Handbook of Teacher and School Development London: Routledge.
  • KINGTON, A. and MLECZKO, A., 2012. The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. In: MCDERMOTT, J.C., KINGTON, A. and MATULCIKOVA, M., eds., Paradigms and Research of Educational Practice Los Angeles: Antioch University.
  • KINGTON, A., 2012. Narratives of Variation in Teacher-pupil Relationships across a Career European Journal of Educational Studies. (In Press.)

Alison is a member of the Centre for Research in Schools and Communities. Her research supervision areas include:

  • teachers' work and lives
  • teacher identity
  • teacher careers/professional life phases
  • teacher effectiveness
  • classroom behaviours and interaction
  • teacher-pupil relationships
  • peer relationships in the classroom/friendships
  • children's socio-cognitive development

Research proposals: please email Alison if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

Alison is a core team member of the EdD Education programme in the School of Education and convenes module 3 (Researching Educational Practice II) which runs in the Autumn term each year. She also teaches on the MA ERM (module 3 convenor), and convenes the ESRC Doctoral Training Centre Advanced Module in Mixed Methods Research.

Alison supervises PhD and EdD students and would welcome enquiries regarding further study in the areas of teachers' work and lives, teacher identity, teacher-pupil / peer relationships, classroom practice, and classroom interaction.

Current Research

Alison's research focuses on 'classroom life'; that is, the experiences, relationships and perceptions of children and staff in schools, with an emphasis on the utilisation and application of research to improve professional practice. Specifically, her main research interests are teacher-pupil and peer relationships, the impact of social interaction on cognitive development, classroom identities, and effective practice. She have been involved in a number of mixed methods research studies focusing on these areas. Recently this has included the following projects:

Projects as principal investigator:

2011-12 Making Headway Project (SkillForce: £13,942)

2011-12 Alternative ITE Routes in Changing Policy Contexts

2009 Analysis of PRE, PTES and CROS surveys (University of Nottingham, Graduate School: £8,000)

2007-8 Defining Classroom Relationships: developing the repertory grid technique

Projects as co-investigator/co-director:

2009-10 Impact of the Two-Year Olds Pilot (Nottingham City Council: £30,000)

2006-8 Effective Classroom Practice (Economic and Social Research Council: £300,000). With C. Day (PI) & P. Sammons

2005-6 Variations in Teachers' Work, Lives and Effectiveness: an extension (Department for Education and Skills: £60,000). With C. Day (PI) & P. Sammons

Projects as lead/co-researcher:

2010-11 Pedagogic Quality and Inequality in University First Degrees (Economic and Social Research Council). With M. McLean (PI) & A. Abbas (Co-I)

2009-11 Includ-ED (European Commission). With J. Holford (PI)

2009-10 Evaluation of Mathematics Pathways (Qualifications and Curriculum Authority). With R. Murphy (PI) & A. Noyes (Co-I)

2005-8 Impact of School Leadership on Pupil Outcomes (Department for Education and Skills: £775,000). With C. Day (PI) & P. Sammons (Co-I)

2003-5 Variations in Teachers' Work, Lives and Effectiveness (VITAE) (Department for Education and Skills: £1,247,321). With C. Day (PI)

Past Research

Alison joined the University of Nottingham in 2003 and started work as principal researcher on a four-year, DfES-funded national study of variations in teachers' work, lives and the effects on pupils (VITAE, 2002-5), followed by an extension of the project (2005-6).

Following VITAE, Alison (along with C. Day & P. Sammons) was awarded funding for two large-scale, mixed methods studies: the first, a 2-yr project investigating effective classroom practice in primary and secondary schools, funded by ESRC (2005-8); and the second, a 3-yr study examining the impact of school leadership on pupil outcomes, funded by the DCSF (2006-9).

More recently, Alison has worked on a local project, focusing on early years provision in Nottingham City.

Future Research

Alison is hoping to extend her research into 'classroom life' and is currently developing ideas around two specific areas of early years education:

1. the transition from pre-school to primary school - exploring the role of relationships (adult-child, child-child) in developing children's resilience and well-being (with Dr. P. Hood);

2. the role and practice of interpersonal relationships in pre-school settings - specifically focusing on opportunities for enhancing learning through social interaction.

  • KINGTON, A., GATES, P. and SAMMONS, P., 2014. Development of Social Relationships, Interactions and Behaviours in Early Education Settings Journal of Early Childhood Research. (In Press.)
  • KINGTON, A, DAY, C, SAMMONS, P, REGAN, E and BROWN, E. AND GUNRAJ, J., 2012. What Makes Teachers Effective?: Profiles of innovative classroom practice.. In: DAY, C., ed., The Routledge International Handbook of Teacher and School Development London: Routledge.
  • KINGTON, A. and MLECZKO, A., 2012. The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. In: MCDERMOTT, J.C., KINGTON, A. and MATULCIKOVA, M., eds., Paradigms and Research of Educational Practice Los Angeles: Antioch University.
  • KINGTON, A., 2012. Narratives of Variation in Teacher-pupil Relationships across a Career European Journal of Educational Studies. (In Press.)
  • MCDERMOTT, J.C, KINGTON, A. and MATULCIKOVA, M., eds., 2012. Paradigms and Research of Educational Practice Los Angeles: Antioch University.
  • KINGTON, A., REGAN, E., SAMMONS, P. and DAY, C., 2012. Effective Classroom Practice: A mixed method study of influences and outcomes Nottingham: Jubilee Press. (In Press.)
  • KINGTON, A. and EFTHYMIOU, E., 2012. An Evaluation of the 'Making Headway' programme: Final report Nottingham: SkillForce.
  • MLECZKO, A., KINGTON, A., HOLFORD, J. and WELIKALA, T., 2011. Strategies for Inclusion and Social Cohesion in Europe from Education: Education in European policies and in the development of citizenship: A working paper for WP19 Barcelona: CREA.
  • HOLFORD, J, WELIKALA, T and KINGTON, A. AND MLECZKO, A., 2011. Intersections between Educational Policies and Other Areas of Social Policy: Successful mixed interventions: A Preliminary Report for WP18 Barcelona: CREA.
  • KINGTON, A., 2011. Are Individual Pupil Differences the Primary Pervasive Influences on Teacher Expectations?. In: KAHN, R. and MAZUR, S., eds., Education Studies and School Los Angeles: Antioch University.
  • KINGTON, A., SAMMONS, P., DAY, C. and REGAN, E., 2011. Stories and Statistics: describing a mixed method study of effective classroom practice Journal of Mixed Methods Research. 5(2), 103-125
  • GATES, P., KINGTON, A. and SAMMONS, P., 2010. An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham Nottingham: Nottingham City Council.
  • KINGTON, A., HOLFORD, J., ENGEL, L. and RESTORICK, J., 2010. Strategies for Inclusion and Social Cohesion in Europe from Education: Case studies of local projects Report for the European Commission - Project 6 (4). Barcelona: CREA.
  • KINGTON, A., 2009. Defining Teachers' Classroom Relationships. In: STEFANC, D. and HARASIMOWICZ, B., eds., The Social Context of Education Ljubljana: Valentin Bucik.
  • DAY, C, SAMMONS, P, GU, Q and KINGTON, A. & STOBART, G., 2009. Committed for Life? Variations in teachers' work, lives and effectiveness. In: BAYER, M., BRINKKJAER, U., PLAUBORG, H. and ROLLS, S., eds., Teachers' Career Trajectories and Work Lives Netherlands: Springer.
  • KINGTON, A., DAY, C., SAMMONS, P. and REGAN, E., 2009. Observing Effective Classroom Practice In: European Educational Research Association Annual Conference, Vienna, September 2009.
  • KINGTON, A. and RESTORICK, J., 2009. The Career Researcher Online Survey (CROS): Findings Nottingham: University of Nottingham.
  • DAY, C., SAMMONS, P., HOPKINS, D., HARRIS, A., LEITHWOOD, K., GU, Q., BROWN, E. and KINGTON, A., 2009. The Impact of School Leadership on Pupil Outcomes: Final Report London: DCSF.
  • KINGTON, A. and RESTORICK, J., 2009. The Postgraduate Research Experience Survey (PRES): Findings Nottingham: University of Nottingham.
  • KINGTON, A., DAY, C., SAMMONS, P., REGAN, E. and BROWN, E., 2009. Effective Classroom Practice: A mixed method study of influences and outcomes In: British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009.
  • KINGTON, A. and RESTORICK, J., 2009. The Postgraduate Taught Experience Survey (PTES): Findings Nottingham: University of Nottingham.
  • DAY, C, SAMMONS, P, HOPKINS, D, LEITHWOOD, K and KINGTON, A., 2008. Research into the impact of school leadership on pupil outcomes: policy and research contexts School Leadership and Management: Special Issue: The impact of school leadership on student outcomes. 28(1), 5-25
  • DAY, C and & KINGTON, A, 2008. Identity, well-being and effectiveness: the emotional contexts of teaching Pedagogy, Culture and Society. 16(1), 7-23
  • KOZLOWSKA, A, KAH, R, KOZUH, B and KINGTON, A. & MAZGON, J, eds., 2008. The Role of Theory and Research in Educational Practice University of North Dakota.
  • KO, J, SAMMONS, P, KINGTON, A, REGAN, E and DAY, C., 2008. Variations in Effective Classroom Practices: Confirmatory Factor Analysis: Working Paper ECP / 08 Nottingham: University of Nottingham. Available at: <http://www.nottingham.ac.uk/educationresearchprojects/effectiveclassroompractice/resources.aspx>
  • PENLINGTON, C., KINGTON, A. and DAY, C., 2008. Leadership in Schools: A qualitative perspective School Leadership and Management: Special Issue: The impact of school leadership on student outcomes. 28(1),
  • BROWN, E,, KINGTON, A. and DAY, C., 2008. What Do Effective Teachers Look Like? How Do Effective Teachers See Themselves?: Findings from Primary and Secondary Teacher Interview Data Swindon: Economic and Social Research Council.
  • SAMMONS, P., KO, J., KINGTON, A., DAY, C. and REGAN, E., 2008. Variations in Effective Classroom Practices: Results from two international teacher classroom observation instruments In: EARLI Annual Conference, Frankfurt, August 2008.
  • DAY, C, SAMMONS,P, KINGTON, A, REGAN, E, KO, J, BROWN, E and GUNRAJ, J & ROBERTSON, D., 2008. Effective Classroom Practice: A mixed method study of influences and outcomes: End of Award Report Swindon: Economic and Social Research Council.
  • SAMMONS, P., DAY, C., KINGTON, A., GU, Q., STOBART, G. and SMEES, R., 2007. Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed methods study British Educational Research Journal. 33(5), 681-701
  • DAY, C, SAMMONS, P.HOPKINS, D. HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. The Impact of School Leadership on Pupil Outcomes: DCSF Research Brief No. RB018, Nottingham DfES Publication. (978 1 84775 081 5)
  • DAY, C, SAMMONS, P, HOPKINS, D, HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. The Impact of School Leadership on Pupil Outcome: Interim Report No. DCSF-RR018 DCSF Publications. (978 1 84775 081 5)
  • DAY, C., SAMMONS, P., STOBART, G., KINGTON, A. and GU, Q., 2007. Teachers matter: connecting work, lives and effectiveness Maidenhead: Open University Press.
  • KINGTON, A., DAY, C., SAMMONS, P., REGAN, E. and GUNRAJ, J., 2007. Designing a Mixed Method Study of Effective Classroom Practice In: British Educational Research Association Annual Conference, September 2007.
  • DAY, C., SAMMONS, P., KINGTON, A., GU, Q. and STOBART, G., 2006. Methodological synergy in a national project: the VITAE story Evaluation and Research in Education. 19(2), 102-125
  • DAY, C., KINGTON, A., STOBART, G. and SAMMONS, P., 2006. The personal and professional selves of teachers: stable and unstable identities British Educational Research Journal. 32(4), 601-616
  • DAY, C., STOBART, G., SAMMONS, P. and KINGTON, A., 2006. Variations in the work and lives of teachers: relative and relational effectiveness Teachers and Teaching: Theory and Practice. 12(2), 169-192
  • DAY, C., STOBART, G., SAMMONS, P., KINGTON, A., GU, Q., SMEES, R. and MUJABA, T., 2006. Variations in Teachers' Work, Lives and Effectiveness! Final report for the VITAE Project. Department for Education and Skills, London.
  • DAY, C., ELLIOT, B. and KINGTON, A., 2005. Reform, standards and teacher identity: Challenges of sustaining commitment Teaching and Teacher Education. 21(5), 563-577
  • KUTNICK, P. and KINGTON, A., 2005. Children's friendships and learning in school: cognitive enhancement through social interaction? British Journal of Educational Psychology. 75(4), 521-538
  • KINGTON, A., 2005. Qualities, formation and development of teacher-pupil relationships in the primary school. In: KOŽUH, B., BERAN, T.N., KOZLOWSKA, A. and BAYLISS, P., eds., Measurement and assessment in educational and social research Krakow: Oficyna Wydawnicza AFM. 115-132
  • 2004. Profiling Variations in Teachers' Work, Lives and their Effects on Pupils At: Research Intelligence
  • KINGTON, A., 2004. Profiling Variations in Teachers' Work, Lives and their Effects on Pupils Research Intelligence.
  • KINGTON, A., HARRIS, S., SMITH, P. and HALL, M., 2003. Computers for teachers: a qualitative evaluation of Phase 1 Department for Education and Skills, London. (1841859702)
  • KINGTON, A. and HARRIS, S., 2003. Educational ICT Policy and Practice in England. In: Cross-national Policies and Practices on Information and Communication Technology in Education Information Age Publishing Inc, Greenwich. 197-212
  • HOBSON, A.J. and KINGTON, A., 2002. Evaluation of Excellence in Cities Primary Extension: A Report on the Findings of the Learning Mentor Strand Study Slough: National Foundation for Educational Research.
  • HOBSON, A.J., BRAUN, A., KINGTON, A., FELGATE, R. and O'CONNER, K., 2002. Evaluation of Excellence in Cities Primary Pilot: A Report of the Findings of Interviews with Partnership Coordinators Department for Education and Skills, London.
  • KINGTON, A., HOBSON, A.J. and KENDALL, L., 2002. Excellence in Cities Primary Extension: Interim Research Summary: Findings of School, Teacher and Pupil Surveys Department for Education and Skills, London.
  • LEASK, M. and KINGTON, A., 2002. Raising Pupil Achievement and Supporting Community Regeneration: A role for primary school ICT provision, Available at: <http://www.oecd.org/dataoecd/61/3/2740131.pdf>
  • KINGTON, A., EASTON, C. and MASSON, J., 2002. Evaluation of the Leading Small Primary Schools Pilot Programme: Interim Report, National College of School Leadership
  • HARRIS, S. and KINGTON, A.A., 2002. Redefining the Classroom: innovative pedagogical practices in Primary and Secondary Schools in England, In: American Educational Research Association Conference.
  • KINGTON, A., HARRIS, S. and LEASK, M., 2002. Innovative practice using ICT in schools: findings from two case studies Management in Education. VOL 16(PART 1), 31-35
  • LEASK, M. and KINGTON, A., 2002. Integrating ICT into Teachersà Practice, Available at: <http://www.oecd.org/dataoecd/60/24/2740089.pdf>
  • HARRIS, S. and KINGTON, A., 2002. Innovative Classroom Practices Using ICT in England National Foundation for Educational Research, Slough, UK.
  • HARRIS, S. and KINGTON, A., 2002. Redefining the Classroom: Innovative pedagogical practices using ICT in primary and secondary schools in England Available at: <http://www.nfer.ac.uk/publications/other-publications/conference-papers/>
  • HARRIS, S., KINGTON, A. and LEE, B., 2002. Classroom Practice: New approaches supported by ICT TOPIC. 28,
  • JACKSON, A., KUTNICK, P. and KINGTON, A., 2001. Principles and practical grouping for the use of drill and practice programs Journal of Computer-Assisted Learning. VOL 17(PART 2), 130-141
  • KINGTON, A., HARRIS, S. and LEE, B., 2001. ICT and innovative pedagogy: examples from case studies in two schools collected as part of the Second Information Technology in Education Study SITES) in England Available at: <http://www.leeds.ac.uk/educol/documents/00001906.htm>
  • KINGTON, A. and KENDALL, L., 2001. Headteachers' Main Concerns - Annual Survey of Trends in Education,
  • KINGTON, A., 2001. Teacher Recruitment and Retention (Annual Survey of Trends in Education) At: Slough: NfER
  • KINGTON, A. and KENDALL, L., 2001. Information and Communications Technology (ICT) in the Primary School (Annual Survey of Trends in Education)
  • KINGTON, A.A., HARRIS, A., LEE, B. and LEASK, M., 2001. ICT and whole school improvement: case studies of organisational change. In: British Educational Research Association Annual Conference.
  • KINGTON, A., 2001. Information and Communications Technology and whole school improvement: case studies of organisational change Available at: <http://www.leeds.ac.uk/educol/documents/00001905.htm>
  • FLETCHER-CAMPBELL, F. and KINGTON, A., 2001. Links between special schools and mainstream schools: a follow-up survey Journal of Research in Special Educational Needs. 1(3),

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