In the words of Nelson Mandela, 'Education is the most powerful weapon which you can use to change the world'.
Teaching and supporting learning can be transformative and really important for learners - it changes their identities and their lives as well as the world.
'My contention is, first, that we should want more from our educational efforts than adequate academic achievement and, second, that we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others'. (Nel Noddings)
'Children must be taught how to think, not what to think.'
'Education without values, as useful as it is, seems rather to make man a more clever devil.'
Teaching is about making change in the world and in people's lives. I love teaching and supporting learning, and I believe that students learn best when they are comfortable, have some ownership of their learning and are empowered by learning.
As a teacher, I care about my students - I want them to be happy, to be succesful and to feel that I care - I draw on Nel Noddings' pedagogy of caring in my approach to this.
I think that feedback is one of the most important tools in education - not just my feedback to you, but more importantly, yours as a student, to me. The way that we can do this is by having a mutually communicative , open and respectful relationship. I will try my hardest to do this with you as I work with you.
EdD (University of Manchester) 2016
MSc Cognitive Science, (University of Manchester) 1991
BSc Psychology, First Class (University of Manchester) 1986
Level A ability and psychological testing, British Psychological Society, 1991.
My career started in the private sector where I worked in retail and consultancy, and then moving into a MRC/ESRC research fellowship in Organizational Psychology at the University of Sheffield.
I subsequently worked as a teacher and senior manager in schools and colleges for some years, specialising in Psychology, Sociology and the social sciences.
In 2005 I was appointed as director of Undergraduate matters at the University of Manchester School of Psychological Sciences, and since then I have worked at a number of Higher Education Institutions, in psychology, education studies and teacher education.
My doctoral work concerned teacher identity and development.
I am now very happy to be working at Manchester Met in Education Studies.
Working in education is helping to pioneer the future, inspiring the younger generations who will continue making the world a better place.
One of the best things about a degree in Education Studies is that it is truly inter-disciplinary, drawing on psychology, sociology, politics and philosophy. The skills you develop also make you very employable - things like critical thinking, presentation skills, developing coherent arguments, thinking reflectively and working with people of all backgrounds and ages.
BA Education Studies
Masters in Education
Masters in Research
University of the West of Scotland - Education.
I have a wide-ranging portfolio; my research and other interests include disadvantage, inclusion and inclusive pedagogies, professional identity, teacher identity, gender and disadvantage, professional development in teachers, reflective practice & reflexivity.
Project on ProfDoc identity: Dr. Elizabeth Parr, Liverpool Hope University; Dr.Stephen Rayner, University of Manchester; Dr. Rachel Stenhouse, Manchester Grammar school
Project on student engagement; Dr David Menendez Alvarez-Hevia; Dr Steven Naylor, both of Manchester Metropolitan University.
Lord, J. (2010). A2 Psychology. Cambridge, UK: National Extension College.
Taylor,P., Walker, A., Casey, B., Metcalf, H., Lakey, J., Warr, P., and Pennington, J.
(eds.) Age and Employment: Policies,
Attitudes and Practices. Institute of Personnel Management, London.
Willerton, J., Green, S.,Helliwell, D., Lund, N., Lord, J. and Cave, S (2011). AQA A2
Psychology A Revision Guide. Cheltenham: Nelson Thornes.
Duckworth, V., Lord, J., Dunne, L., Atkins, L., & Watmore, S. (2016):
Creating feminised critical spaces and co-caring communities of practice
outside patriarchal managerial landscapes. Gender
and Education, 29 January 2016. DOI:
Rayner, S., Lord, J., Parr, E., and Sharkey, R. (2015). ‘Why has
my world become more confusing than it used to be?’ Professional doctoral
students reflect on the development of their identity. Management
in Education 29,158-163. First published on April 29, 2015. doi:10.1177/0892020614567247
Birdi, K, Pennington, J.M., and Zapf, D. (1997).
Ageing and errors in computer-based work: An observational field study.
Journal of Occupational and Organizational Psychology, 70, 35-47.
Pennington, J.M. (1994). Age and Learning
office-based computer skills. European Work and Organizational Psychologist, 5, 23-37.
Warr, P.B., and Pennington, J.M. (1994).
Occupational age grading: Jobs for older and younger non-managerial employees. Journal of Vocational Behavior, 45, 328-346.
Pennington, J., and Downs, S., (1993). Fork truck
training for older workers. Industrial and Commercial Training, 25,
Lord, J. (2013). Reflection in Action (case study) in Duckworth, V. (2013). How to be a brilliant FE teacher. (pp.13-16). London: Routledge.
Chapter contributor to: Bailey, J., Lund, N.,
Willerton, J., and Willson, J., (eds.) (2009) AQA Psychology A, A2. Cheltenham: Nelson Thornes.
Warr, P. and Pennington, J. (1993). ‘Views about age discrimination and older workers’ in Taylor, P., Walker, A., Casey, B., Metcalf, H., Lakey, J., Warr, P., and Pennington, J (eds.) Age and Employment: Policies, Attitudes and Practices. Institute of Personnel Management, London,
Lord, J. (2010). Online Resources for A2 Psychology: memory
and developmental psychology. Available at: http://www.collinseducation.com/Secondary/Psychology/Psychology/pages/default.aspx?ISBN=978-0-00-726779-8,978-0-00-729023-9,
(URL accessed July 16 2010).
Lord, J. (2010).
Kerboodle: Perception; Cognition; Development and Intelligence. Online
resources and materials - http://www.kerboodle.com/. Available at: http://www.nelsonthornes.com/wps/portal/deeplink?isbn=978-1-4085-1254-8
(URL accessed 10 September 2010).
Lord, J., Lloyd, C., Moore, J., and Pearson, M. (2016) The Hope Challenge. Symposium presented to the Annual Conference of the British Educational Research Association, Leeds, UK, September 2016.
Lord, J. (2014) What does it mean to be a teacher? Paper presented to the Annual Conference of the British Educational Research Association, Institute of Education, London, UK, September 2014.
Lord, J., Parr, E., Rayner, S and Sharkey, R. (2014). An investigation into the development of professional doctorate student identities Paper presented to UKCGE conference on professional doctorates, Cardiff, UK, April.
Lord, J., Parr, E., Rayner, S and Sharkey, R. (2014). An investigation into the development of professional doctorate student identities. Paper presented to the Annual Conference of the British Educational Research Association, Institute of Education, London, UK, September.
Lord, J., Duckworth, V., Watmore, S. and Coe, D. (2013). Am I allowed to care? Paper presented to the Annual Conference of the British Educational Research Association, Brighton, UK, September.
Lord, J. (2013). What makes me into a teacher? A partial case study, using a narrative methodology, of the development of professional identity in early career teachers. Paper presented to the Annual Conference of the British Educational Research Association, Brighton, UK, September.
Duckworth, V., Ingle, S., and Lord, J. (2012). Shifting sands and teacher education: preparing future lifelong learning teachers for their first years in professional teaching practice, or preparing them to keep their heads above water? Paper presented to the Annual Conference of the British Educational Research Association, Manchester, UK, September.
Pennington, J.M., (2002). Squid ink and other barriers to communication. Paper presented to the Annual Conference of FACE, the Forum for the Advancement of Continuing Education, Daresbury, Cheshire: December.
External Examiner, Education Studies, University of the West of Scotland
British Educational Research Association (BERA)