Launch week offerEnds in00h00m00s

annual Promonthly Pro

Stephanie Ainsworth

Reader

Manchester Metropolitan University

United Kingdom

Research Interests

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Explore related searches

Professors in United Kingdom

About

Dr. Stephanie Ainsworth is a Reader at Manchester Metropolitan University in the UK. Her research areas encompass middle leadership in schools, disciplinary aesthetics in teaching, grammar learning, and the social ecologies that influence teaching resilience. She has published extensively on topics such as affective pedagogy, the assessment of grammatical knowledge, and the complexities of language representation.

Articles (10)

Year:

2026

Year:

2026

Year:

2026

Year:

2024

Year:

2024

Year:

2023

Year:

2022

Year:

2022

Year:

2021

Year:

2020

Collaborators (7)

Carrie Adamson

Manchester Metropolitan University

UNITED KINGDOM

View details

Helen Breadmore

Professor of Literacy and Psychology in Education

University of Birmingham

UNITED KINGDOM

View details

Luisa Tarczynski-Bowles

Coventry University

UNITED KINGDOM

View details

Sandor Gellen

Manchester Metropolitan University

UNITED KINGDOM

View details

Emma J. Vardy

Lecturer

Nottingham Trent University

UNITED KINGDOM

View details

Stephen Morris

Professor of Evaluation

Manchester Metropolitan University

UNITED KINGDOM

View details

Linda Hammersley-Fletcher

Manchester Metropolitan University

UNITED KINGDOM

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Stephanie Ainsworth

Research Interests

Make your next move.

Explore related searches

About

Articles (10)

Peer Assisted Learning Strategies (PALS-UK) Increases Reading Attainment, Oral Fluency and Comprehension: A Cluster Randomized Controlled Trial

Exploring key predictors of teacher well‐being, job satisfaction and burnout: Building a broader conceptualisation of teacher resilience

What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England

New perspectives on middle leadership in schools in England – Persistent tensions and emerging possibilities

Editorial: Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects

Towards an aesthetics of grammar learning: lifting the veil on language

Decentring the ‘resilient teacher’: exploring interactions between individuals and their social ecologies

Global versus phonemic similarity: Evidence in support of multi-level representation

Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching

Affective knowledge versus affective pedagogy: the case of native grammar learning

Collaborators (7)

Carrie Adamson

Helen Breadmore

Luisa Tarczynski-Bowles

Sandor Gellen

Emma J. Vardy

Stephen Morris

Linda Hammersley-Fletcher

Make your next move.