Staff profile

Affiliate of the Durham University Evidence Centre for Education

Academic member of the Centre for Neurodiversity and Development

 

I am an Associate Professor in the School of Education. My research interests focus on metacognition, mental health and wellbeing in education, and crossover within and between educational and psychotherapeutic theory and practice. My current research focusses on the experiences of adults who grew up with a disabled sibling, both in education and counselling / psychotherapy settings. I am also a UKCP registered Psychotherapist and I draw on psychotherapeutic concepts to inform my both my research and teaching practices.

Between 2017 and 2022 I was Principal Investigator on an EEF funded evaluation of ReflectED (completed 2022) that was jointly conducted by the University of York and Durham University. This research focussed on the evaluation of a metacognition focussed whole-school intervention for primary schools. I have been a Co-Investigator on 4 large scale EEF funded evaluations. 

I have expertise in systematic reviewing and qualitative evidence synthesis and I am an Associate Editor for the Campbell Education Co-ordinating group. From my PhD I published a systematic review of methods of assessing / measuring metacognition - I am particularly interested in how concepts like metacognition are defined and applied in educational contexts.

Before I joined the School of Education full time in 2018 I was a Research Fellow in York Trials Unit at the University of York and a Research Associate in the School of Education at Durham working on projects that focussed on the evaluation of educational interventions.Prior to academic and research work I worked as a secondary school Geography teacher in a variety of settings in the North East. I completed my M.Ed part time whilst teaching and then went on to be awarded a Durham Doctoral Studentship for PhD study in the School of Education at Durham (completed 2016) for a project that focussed on developmental trends in metacognition in students aged 4- 16 years.

 

• Intersections between educational and psychotherapeutic theory and practice
• Metacognition
• Wellbeing
• Implementation and process evaluation in educational interventions
• Student views and experiences in education

• 2000: Professional memberships: British Educational Research Association (BERA)
• 2000: Scholarship: Durham Doctoral Studentship for PhD study in the School of Education, Durham University (2011 - 2014)
• 2000: Member of editorial group: I am an Associate Editor for Campbell Education Co-ordinating Group (ECG)
• 2000: External examining: I have recently examined PhD theses at Newcastle University and University of York.
• 2000: Peer reviewing: Journals: Review of Education, British Educational Research Journal, Systematic Reviews, Impact (Chartered College of Teaching) EEF: Systematic Reviews and Rapid Evidence Assessments

Book review

• Doing Visual Research
  Gascoine, L. (2012). Doing Visual Research. International Journal of Research & Method in Education, 35(3), 326-328. https://doi.org/10.1080/1743727x.2012.724907

Chapter in book

• What can creative data analysis using word clouds tell us about student views of learning something new?
  Gascoine, L., Wall, K., & Higgins, S. (2024). What can creative data analysis using word clouds tell us about student views of learning something new?. In H. Kara, D. Mannay, & A. Roy (Eds.), The Handbook of Creative Data Analysis. Policy Press
• Learning about research methods: A case study
  Gascoine, L., & Mazzoli Smith, L. (2023). Learning about research methods: A case study. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge. https://doi.org/10.4324/9781003296935
• The extent to which education interventions have been studied and the range of effects typically observed
  Kay, J., Higgins, S., Villanueva Aguilera, A., Dobson, E., Gascoine, L., Katsipataki, M., Rajab, T., Zaman, M., Ellis-Thompson, A., Madgwick, H., Patel, R., & Blausten, H. (2022). The extent to which education interventions have been studied and the range of effects typically observed. In J. Mercier (Ed.), Data and Evidence in Reimagining Education: The International Science andEvidence based Education Assessment. UNESCO MGIEP
• What does learning look like? A mixed methods approach to the analysis of cartoon story boards to investigate student perceptions of learning something new
  Wall, K., Higgins, S., Hall, E., & Gascoine, L. (2018). What does learning look like? A mixed methods approach to the analysis of cartoon story boards to investigate student perceptions of learning something new. In M. Emme, & A. Kiova (Eds.), Good Question: Arts-based Approaches to Collaborative Research with Children and Youth (211-228). The Canadian Society for Education through Art

Conference Paper

• A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence
  Gascoine, L., Higgins, S., & Wall, K. (2014, September). A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence. Presented at 6th biennial meeting of the EARLI Special Interest Group 16 – Metacognition., Istanbul, Turkey

Journal Article

• The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education
  Higgins, S., Katsipataki, M., Villanueva Aguilera, A., Alaidde, B., Dobson, E., Gascoine, L., Rajab, T., Reardon, J., Stafford, J., & Uwimpuhwe, G. (2022). The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education. Review of Education, 10(1), Article e3327. https://doi.org/10.1002/rev3.3327
• Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review
  Filges, T., Torgerson, C., Gascoine, L., & Dietrichson, J. (2019). Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Campbell Systematic Reviews, 15(4), Article e1060. https://doi.org/10.1002/cl2.1060
• Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review
  Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education, 34(2), 208-238. https://doi.org/10.1080/02671522.2017.1420816
• A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education
  Younger, K., Gascoine, L., Menzies, V., & Torgerson, C. (2019). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education, 43(6), 742-773. https://doi.org/10.1080/0309877x.2017.1404558
• The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review
  Gascoine, L., Higgins, S., & Wall, K. (2017). The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review. Review of Education, 5(1), 3-57. https://doi.org/10.1002/rev3.3077
• Case Study: Pupil Perceptions of PLTS.
  Gascoine, L. (2010). Case Study: Pupil Perceptions of PLTS

Report

• ReflectED Evaluation Report
  Gascoine, L., Tracey, L., Fairhurst, C., Robinson-Smith, L., Torgerson, D., Torgerson, C., & Bell, K. (2022). ReflectED Evaluation Report. Education Endowment Foundation
• ABRACADABRA (ABRA) and Reading and Understanding in Key Stage 1 (RUKS)
  Bell, K., Ainsworth, H., Elliott, L., Fairhurst, C., Gascoine, L., Hanley, P., Haynes, A., Hewitt, C., Mitchell, A., Torgerson, C. J., Torgerson, D. J., & Whiteside, K. (2022). ABRACADABRA (ABRA) and Reading and Understanding in Key Stage 1 (RUKS). [No known commissioning body]
• Sci-napse: Uncertain rewards Evaluation Report
  Elliott, L., Gascoine, L., Fairhurst, C., Mithcell, A., Fountain, I., Bell, K., & Torgerson, D. (2019). Sci-napse: Uncertain rewards Evaluation Report. [No known commissioning body]
• Tutor Trust: Affordable primary tuition. Evaluation report and executive summary
  Torgerson, C., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C., & Torgerson, D. (2018). Tutor Trust: Affordable primary tuition. Evaluation report and executive summary. [No known commissioning body]
• Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary
  Torgerson, C., Torgerson, D., Ainsworth, H., Hewitt, C., Kasim, A., Kokotsaki, D., Bell, K., Elliott, L., & Gascoine, L. (2018). Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary. [No known commissioning body]
• Maths Champions: Evaluation Report and Executive Summary
  Robinson-Smith, L., Fairhurst, C., Stone, G., Bell, K., Elliott, L., Gascoine, L., Hallett, S., Hewitt, C., Hugill, J., Torgerson, C., Torgerson, D., Menzies, V., & Ainsworth, H. (2018). Maths Champions: Evaluation Report and Executive Summary. [No known commissioning body]
• A systematic review of the effective continuing professional development training of welfare professionals
  Torgerson, C., Nielsen, C., Gascoine, L., Filges, T., Moore, I., Nielsen, B., & Jørgensen, F. (2017). A systematic review of the effective continuing professional development training of welfare professionals. [No known commissioning body]
• Higher Education access: Evidence of effectiveness of university access strategies and approaches.
  Torgerson, C., Gascoine, L., Heaps, C., Menzies, V., & Younger, K. (2014). Higher Education access: Evidence of effectiveness of university access strategies and approaches. [No known commissioning body]