Senior Lecturer in Primary Education
Dr Ashley Compton joined BGU in 2000 and has taught on a variety of programmes across the institution. Her main areas are creativity, mathematics and music. Her master’s degree focused on children’s musical listening preferences, while her doctorate studied the relationships between creativity and assessment on undergraduate teacher education. She is also interested in gymnastics and volunteers as a coach for a local gymnastics club. Before coming to BGU Ashley was a primary teacher and also worked as an advisory teacher for mathematics for Lincolnshire County Council, spreading the joys of numeracy throughout Lincolnshire.
Ashley teaches mostly on the BA (Hons) Primary Education course but also contributes to the primary PGCE and the Masters programme. She has a pastoral role with the PhD and EdD students and is supervising three students in the dissertation phase. She has created bespoke inset for teachers on mathematics, music, creativity and research, in the UK, Bermuda and at an EU summer school in Crete. Ashley is a Fellow of the Higher Education Academy and in 2008 Ashley was given a Bishop Grosseteste Teaching Award.
From 2011 to 2014 Ashley took part in Creative Little Scientists, a research project involving 11 institutions from 9 European countries. It was an exploration of creativity in science and mathematics education for 3 to 8 year olds, proposing guidelines, curricula and exemplary materials for teacher training in European contexts. It was funded by the European Union Seventh Framework Programme (FP7/2007-2013) under grant agreement no.289081. The extensive deliverables resulting from this project are available at: http://www.creative-little-scientists.eu.
Ashley has also been collaborating with colleagues in the UK and Finland, exploring Year 3 children’s experiences of mathematics lesson through their drawings. Ashley is currently involved in a study of the impact of digital feedback on children’s learning in mathematics, funded by the Education Endowment Foundation and organised through the Kyra Teaching Alliance.
Compton, A. (2017). Mastery. In R. Paige, S. Lambert and R. Geeson (Eds.), Building skills for effective primary teaching (pp.111-124). London: Learning Matters.
Clarke, E., Compton, A. and Sharp, J. (2017). Academic writing. In R. Paige, S. Lambert and R. Geeson (Eds.), Building skills for effective primary teaching (pp.235-252). London: Learning Matters.
Cremin, T., Glauert, E., Craft, A., Compton, A. & Stylianidou, F. (2015) Creative Little Scientists: Exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3 – 13, 43(4), 404-419.
Stylianidou, F., Compton, A., Glauert, E., Craft, A., Cremin, T. and Havu-Nuutinen, S. (Eds), (2014). D6.5 Executive summary of Creative Little Scientists final report. Creative Little Scientists, EU 7th Framework Programme (FP7/2007-2013). Available online http://www.creative-little-scientists.eu
Compton, A. (2013). Creativity. In R. Woolley & K. Taylor (Eds.), Values and vision in primary education(pp. 33 – 50). Buckingham: Open University Press
Johnston, J., Riley, A., Compton, A., Glauert, E., Trakulphadetkrai, V., Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T. and Craft, A. (2013). D4.3 Report 9 of 9 Country report on in-depth field work in the UK. Creative Little Scientists, EU 7th Framework Programme (FP7/2007-2013). Available online http://www.creative-little-scientists.eu
Compton, A., Johnston, J., Nahmad-Williams, L. and Taylor, K. (2010). Creative development. London: Continuum
Beckley, P., Compton, A., Johnston, J. and Marland, H. (2010). Problem solving, reasoning and numeracy. London: Contiuum
Compton, A. (2010). The rise and fall of creativity in English education. Educationalfutures, 2(2), 26-40
Compton, A., Fielding, H. and Scott, M. (2007). Supporting numeracy: a guide for school support staff.London: Sage
Compton, A. (2007). What does creativity mean in English education? Education 3 – 13, 35(2), 109–116
Compton, A. (2002). Creative music. In J. Johnston, M. Chater & D. Bell (Eds.), Teaching the primary curriculum (pp. 191 – 201) Buckingham: Open University Press