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Roisin Corcoran

Chair in Education, Faculty of Social Sciences

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Biography

Roisin P. Corcoran is Chair in Education and Professor at the University of Nottingham. She is a chartered psychologist (CPsychol), and was named a Fellow (FBPsS) of the British Psychological Society and a Fellow of the Academy of Social Sciences (FAcSS). Prior to her appointment at the University of Nottingham, she was an Associate Professor at UCD, an Assistant Professor at the Johns Hopkins School of Education and a Postdoctoral Fellow at Yale University.

Professor Corcoran's research interest lies in the development, implementation and evaluation of evidence-based educational programmes and competency-based tools for children and adults. She is the principal investigator of a large-scale Education Endowment Foundation funded randomised controlled trial study of a school-based intervention to increase the number of young children who need glasses to wear them, with the aim of improving their academic, social and emotional learning long-term. She is the principal investigator of a systematic review of effective programmes for social and emotional learning that is funded by the Jacobs Foundation. She is also the principal investigator of a study titled evidence-based policy and provision for social and emotional learning that is funded by the ESRC impact accelerator award. She has designed and led a series of multiyear, multisite projects-funded by the U.S. Department of Education I3 and foundations-focusing on school-based interventions and the mechanisms by which they have their impact on social, psychological and academic outcomes (e.g., randomized studies of McGraw-Hill Reading Wonders, Success For All, English Language Literacy Acquisition Validation, National Institute of School leadership Validation). She has served as principal investigator of a $12 million Department of Education validation study addressing literacy, mathematics and science in 300 struggling schools across the United States.

She is the recipient of numerous scholarships, grants and awards for her research. She was the recipient of the Johns Hopkins University School of Education's faculty development committee award, the IRC scholarship and the American Psychological Association's early career award in educational psychology. The American Psychological Association is the largest scientific and professional organization representing the field of psychology in the United States, and internationally. Each year, the APA presents the Early Career Award in Educational Psychology to three awardees from anywhere in the world who possess extraordinary ability and promise, and contribute to educational psychology. In 2013, Professor Corcoran was one of these three awardees because of her outstanding contributions to the field of education psychology. She was named the Association for Psychological Science (APS) Rising Star in 2016. The APS Rising Star Award recognises outstanding psychological scientists, as nominated by their peers, whose innovative work has already advanced the field and signals great potential for their continued contributions. Her research in this area has been published nationally and internationally through peer-reviewed articles and books. Professor Corcoran is Executive Editor for the major journal Teaching and Teacher Education An International Journal of Research and Studies (TATE). She is Associate Editor for Frontiers in Psychology and is the founding book series editor of Contemporary perspectives on social and emotional learning by Information Age Publishing (IAP).

Professor Corcoran performs national and international consultancy work. She was appointed to the Government Cross Whitehall What Works Trial Advice Panel. She serves on the American Enterprise Institute Future of American K-12 Education Working Group, and the Technical Advisory Committee of Edmentum. She also advises the Cabinet Office and the World Bank Education Global Practice of educational issues. She served as an invited member for the National Institute for Health and Care Excellence (NICE) scoping guideline on social and emotional wellbeing in primary and secondary education. She serves on the Expert Advisory Research Board for the Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL provides research, practice, and policy to support social and emotional learning in U.S. schools. She was the elected chair of the American Educational Research Association's social and emotional learning special interest group. She has served as a member of the University of Nottingham's Research Committee (Senate Committee), the Deputy Vice-Chancellor's University Strategy External Factors Working Group, and the Faculty of Social Sciences Promotions Committee. Professor Corcoran is Founder of IRINSTITUTES and creator of the Emotional Competencies Program (ECP).

She would welcome informal contact from prospective doctoral students interested in the following topics:

Social and emotional learning (SEL); Evaluation of interventions on educational outcomes (e.g., randomised controlled trials); Advanced quantitative models (e.g., multilevel and structural equation models).

Follow Professor Corcoran on Twitter

Expertise Summary

  • Social and emotional learning (SEL)
  • Leaders', teachers' and students' emotional competence
  • Evaluation of interventions on educational outcomes

Selected Publications

  • CORCORAN, R. P., O'FLAHERTY, J., CHEUNG, A. and CHEN, X, 2020. Conceptualizing and measuring social and emotional learning EDUCATIONAL RESEARCH REVIEW. (In Press.)
  • CORCORAN, R. P., 2019. Leveraging Social and Emotional Learning for Student Success: From Assessment to Program Implementation: Symposium Discussant In: Annual meeting of the American Educational Research Association. Toronto, Canada.
  • CORCORAN, R. P. and O'FLAHERTY, J., 2019. Longitudinal Tracking of Pre-Service Teachers Emotion-Regulation Ability: Paper presentation In: Annual meeting of the American Educational Research Association. Toronto, Canada.
  • CORCORAN, R. P., 2019. A cluster-randomized controlled trial to evaluate the effects of a school-based intervention to improve academic achievement, visual acuity, and adherence to glasses wear in young children in a disadvantaged multi-ethnic community In: Education Endowment Foundation IDEA Workshop. Nottingham, UK.
  • CORCORAN, R. P., 2019. Social and emotional learning interventions: What works and future priorities In: Invited talk, departmental seminar series, School of Psychology, University of Leeds, UK.
  • DALY, MICHAEL and CORCORAN, ROISIN P., 2019. Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study JOURNAL OF RESEARCH IN PERSONALITY. 83,
  • CORCORAN, ROISIN P. and O'FLAHERTY, JOANNE, 2018. Factors that predict pre-service teachers' teaching performance JOURNAL OF EDUCATION FOR TEACHING. 44(2), 175-193
  • KIM, ELIZABETH and CORCORAN, ROISIN P., 2018. Factors that influence pre-service teachers' persistence TEACHING AND TEACHER EDUCATION. 70, 204-214
  • CORCORAN, R. P., 2018. Children benefit from being taught social and emotional skills – but some methods are better than others Available at: <http://theconversation.com/children-benefit-when-taught-social-and-emotional-skills-but-some-methods-are-better-than-others-90984>
  • CORCORAN, R. P., 2018. School-based social and emotional learning programs: What we actually know and what policymakers need to know Available at: <http://bold.expert/school-based-social-and-emotional-learning-programs/>
  • CORCORAN, R. P. and O'FLAHERTY, J., 2018. Social-Emotional Learning, Culturally Responsive Teaching, and Well-Being in Pre-Service Teacher Education In: Session presentation at the annual meeting of the American Educational Research Association.
  • CORCORAN, ROISIN P., 2018. Preparing Teachers' to Raise Students' Mathematics Learning INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 16(6), 1169-1185
  • CORCORAN, R. P., 2018. Emerging evidence on the efficacy of social and emotional learning interventions.: Invited keynote for the conference sponsored by the ACT, Inc. In: Equity Through SEL Summit.
  • CORCORAN, ROISIN P., CHEUNG, ALAN C. K., KIM, ELIZABETH and XIE, CHEN, 2018. Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research EDUCATIONAL RESEARCH REVIEW. 25, 56-72
  • CORCORAN, ROISIN P., 2017. Preparing Principals to Improve Student Achievement CHILD & YOUTH CARE FORUM. 46(5), 769-781
  • KIM, ELIZABETH and CORCORAN, ROISIN P., 2017. How engaged are pre-service teachers in the United States? TEACHING AND TEACHER EDUCATION. 66, 12-23
  • CORCORAN, ROISIN and OFLAHERTY, JOANNE, 2017. Executive function during teacher preparation TEACHING AND TEACHER EDUCATION. 63, 168-175
  • CORCORAN, R. P. and KIM, E., 2017. Engagement among prospective teachers in the United States of America In: Annual meeting of the American Psychological Association.
  • CORCORAN, R. P., 2017. Assessing the effectiveness of the ORIGO stepping stones program over three years Johns Hopkins University.
  • CORCORAN, R. P. and REILLY, J., 2017. Implementation quality of the ORIGO stepping stones program Johns Hopkins University.
  • 2017. Teaching Council research webinar on well-being Teaching Council. . 01/01/1900 00:00:00
  • CORCORAN, R. P., 2017. Logic models: Developing impact studies Available at: <http://irinstitutes.org/logic-models-developing-impact-studies/>
  • CORCORAN, R. P., 2017. What is fidelity of implementation? Available at: <http://irinstitutes.org/what-is-fidelity-of-implementation/>
  • CORCORAN, R. P., 2017. Teacher emotions Available at: <http://irinstitutes.org/teacher-emotions/>
  • CORCORAN, R. P., 2017. Importance of independent evaluation of educational interventions Available at: <http://irinstitutes.org/importance-independent-evaluation-educational-interventions/>
  • CORCORAN, R. P., 2017. What is impact evaluation? Available at: <http://irinstitutes.org/what-is-impact-evaluation/>
  • CORCORAN RP and O'FLAHERTY J, 2017. Longitudinal tracking of academic progress during teacher preparation. The British journal of educational psychology. 87(4), 664-682
  • COLLINS, MEGAN, MUDIE, LUCY I., SLAVIN, ROBERT, CORCORAN, ROISIN, OWOEYE, JOSEPHINE, CHANG, DOLLY SHUO-TEH, REPKA, MICHAEL and FRIEDMAN, DAVID S., 2016. Prevalence of eye disease and reading difficulty in an inner city elementary school population - Preliminary results from the Baltimore Reading and Eye Disease Study (BREDS) INVESTIGATIVE OPHTHALMOLOGY & VISUAL SCIENCE. 57(12),
  • CORCORAN, ROISIN P., 2016. An English language and literacy acquisition validation randomized controlled trial: Study protocol INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 80, 60-73
  • CORCORAN, ROISIN P. and O'FLAHERTY, JOANNE, 2016. Examining the impact of prior academic achievement on moral reasoning development among college students: A growth curve analysis JOURNAL OF MORAL EDUCATION. 45(4), 433-448
  • CORCORAN, ROISIN P. and O'FLAHERTY, JOANNE, 2016. Personality Development during Teacher Preparation FRONTIERS IN PSYCHOLOGY. 7,
  • CORCORAN, R. P., EISINGER, J., KIM, E., CHEUNG, A. and ROSS, S. M, 2016. Preparing students for the common core state standards in reading: An evaluation of the McGraw-Hill reading wonders program In: Paper presentation at the annual meeting of the American Educational Research Association.
  • LARA-ALECIO, R., TONG, F., IRBY, B. J., GUERRERO, C., LOPEZ, T., CORCORAN, R. P. and ROSS, S. M, 2016. Using technology to facilitate scalability in a randomized control trial validation study In: Paper presentation at the annual meeting of the American Educational Research Association.
  • CORCORAN, R. P., EISINGER, J. and ROSS, S. M., 2016. An evaluation of the implementation quality of McGraw-Hill reading wonders program in Chicago public schools Johns Hopkins University.
  • CORCORAN, R. P., EISINGER, J., KIM, E. and ROSS, S. M., 2016. An evaluation of the McGraw-Hill education reading wonders program Johns Hopkins University.
  • CORCORAN, R. P., 2016. Issues in meta-analysis in education Available at: <http://irinstitutes.org/issues-meta-analysis-education/>
  • CORCORAN, R. P., 2016. Large-Scale randomized controlled trials in education Available at: <http://irinstitutes.org/large-scale-randomized-controlled-trials-education/>
  • CORCORAN, R. P., 2016. What is missing from teacher preparation? Available at: <https://corcoranlab.org/what-is-missing-from-student-teacher-education/>
  • CORCORAN RP and O'FLAHERTY J, 2016. Personality Development during Teacher Preparation. Frontiers in psychology. 7, 1677
  • CORCORAN, R. P., ROSS, S. M, IRBY, B. J., TONG, F., LARA-ALECIO, R. and GUERRERO, C., 2015. Technology usage in an English language and literacy acquisition validation randomized control trial study World Journal on Education Technology. 7, 63–86
  • MORRISON, J., ROSS, S. M. and CORCORAN, R. P., 2015. Do teachers and students get the ed-tech products they need: The challenges of ed-tech procurement in a rapidly growing market World Journal of Education Technology. 7, 63–86
  • CORCORAN, R. P., REILLY, J. and ROSS, S. M, 2015. An evaluation of the effectiveness of the JUMP mathematics program on improving mathematics achievement of students in New York City schools Johns Hopkins University.
  • CORCORAN, R. P., ROSS, S. M and EISINGER, J., 2015. An evaluation of the Middlebury interactive immersion program Johns Hopkins University.
  • CORCORAN, R. P., ROSS, S. M and EISINGER, J., 2015. An evaluation of the Middlebury interactive languages program in the Vermont world language initiative: Year 2 study Johns Hopkins University.
  • CORCORAN, R. P., REILLY, J. and ROSS, S. M., 2015. Implementation quality of the national institute for school leadership’s executive development program in Milwaukee Johns Hopkins University.
  • CORCORAN, R. P., REILLY, J. and ROSS, S. M, 2015. An examination of the effect of the ORIGO stepping stones program on student achievement in the Worthington (OH) school district Johns Hopkins University.
  • CORCORAN, R. P., 2015. Principals on the path to excellence, national institute for school leadership, I3 validation study design report submitted to office of investment and innovation, U.S. Department of Education (DOE). Johns Hopkins University.
  • COLLINS, M., CORCORAN, R. P., SLAVIN, R., FRIEDMAN, D. and REPKA, M., 2015. Baltimore reading and eye disease study (BREDS), annual report for Levy Foundation Johns Hopkins University.
  • CORCORAN, R. P. and ROSS, S. M, 2014. Around the corner: A randomized controlled trial study of a technology-enhanced approach to early literacy Cypriot Journal of Educational Sciences. 9, 316–329
  • MADDEN, N. A., SLAVIN, R. and CORCORAN, R. P., 2014. The impact of computer-assisted small group tutoring on beginning reading Johns Hopkins University.
  • CORCORAN, R. P., EISINGER, J., REILLY, J. and ROSS, S. M, 2014. An external evaluation of the Johns Hopkins University applied physics laboratory Maryland math engineering and science achievement program (MD MESA) Johns Hopkins University.
  • CORCORAN, R. P., REILLY, J. and ROSS, S. M, 2014. Achievement outcomes of the leader in me (TLIM) program
  • DANIELS, C., CORCORAN, R. P., ROSS, S. M, LAURENZANO, M. and TONER, R., 2014. Implementation quality and outcomes of the middle school matters program Johns Hopkins University.
  • ROSS, S. M, CORCORAN, R. P., DANIELS, C. and REILLY, J., 2014. An evaluation of JUMP math in New York City schools: School and student achievement outcomes Johns Hopkins University.
  • CORCORAN, R. P., REILLY, J. and ROSS, S. M, 2014. Fusion academy literature review Johns Hopkins University.
  • CORCORAN, R. P., CHEUNG, A., ROSS, S. M and TONER, R., 2014. An evaluation of the wave academy approach to reducing post-traumatic stress disorder Johns Hopkins University.
  • CORCORAN, R. P., EISINGER, J., REILLY, J. and ROSS, S. M, 2014. An evaluation of the ORIGO stepping stones program in the Worthington (OH) school district Johns Hopkins University.
  • CORCORAN, ROISIN P. and TORMEY, ROLAND, 2013. Does emotional intelligence predict student teachers' performance? TEACHING AND TEACHER EDUCATION. 35, 34-42
  • CORCORAN, R. P. and ROSS, S. M, 2013. Wave academy Johns Hopkins University.
  • CORCORAN, ROISIN P. and TORMEY, ROLAND, 2012. How emotionally intelligent are pre-service teachers? TEACHING AND TEACHER EDUCATION. 28(5), 750-759
  • CORCORAN, R. P. and TORMEY, R., 2012. Assessing emotional intelligence and its impact in caring professions: The value of a mixed methods approach in emotional intelligence work with teachers. In: FABIO A. DI, ed., Emotional intelligence: New perspectives and applications InTech. 215–238
  • CORCORAN, ROISIN and TORMEY, ROLAND, 2010. Teacher education, emotional competencies and development education INNOVATION AND CREATIVITY IN EDUCATION. 2(2), 2448-2457

School of Education

University of Nottingham
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