Dr Ashley Compton
Dr Ashley Compton joined BGU in 2000 and has taught on a variety of programmes across the institution. Her main teaching areas are research, mathematics, music and PE. 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 supervises PhD and EdD students. 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 an accredited Professional Development Lead for mathematics and a Fellow of the Higher Education Academy
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 supported a study in 2017/18 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. Ashley has also collaborated with colleagues in the UK and Finland, exploring Year 3 children’s experiences of mathematics lesson through their drawings. She is now investigating the perceptions that primary ITE students have of mathematics, using a similar approach of asking them to draw their ideal mathematics lesson. Some of this research was presented at BCME9 in Warwick, April 2018.
Compton, A., McNally, G. and Pardoe, M. (2020) Being mathematical. Mathematics Teaching, 272. pp. 15-19. ISSN 0025-5785
Compton, Ashley, Dickenson, Andrew and Lambert, Sue (2020) Learning and teaching approaches. In: Building skills for effective primary teaching. Learning Matters, London, pp. 65-78. ISBN 978-5264-9215-9
Compton, A., Rogers, E., Johnstone, C. and Wait, D. (2019) Learning about research by doing research: developing student researchers. IMPact The University of Lincoln Journal of Higher Education Research, 5 (1). ISSN 2516-7561
Stylianidou, F., Glauert, E., Rossis, D., Compton, A., Cremin, T., Craft, A., & Havu-Nuutinen, S. (2018). Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3(3), 15. https://doi.org/10.20897/ejste...
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.
Compton, A. (2013). Creativity. In R. Woolley & K. Taylor (Eds.), Values and vision in primary education (pp. 33 – 50). Buckingham: Open University Press
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: Continuum
Compton, A. (2010). The rise and fall of creativity in English education. Educationalfutures, 2(2), 26-40
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