I currently teach on the Primary and Early Years QTS postgraduate and undergraduate courses and am the English Subject Leader. My specialist subject is English and I am particularly interested in communication and language and the development of early reading and writing.
I joined the Teacher Education team at Sheffield Hallam in September 2009. Prior to this I worked as a teacher in Foundation Stage and Key Stage 1 in schools in Rotherham, and also as a Children's Centre Lead Teacher and Early Years Outreach Teacher and Area SENCO.
Since working at Hallam I have undertaken a number of roles, from supervising MA students to working in partnership with schools on the provision for early reading and phonics. I am a member of the Language and Literacy group. This has involved me in work with fellow researchers which look at how new technologies are being taken up by young children in the classroom. I have also worked with the Centre for Education and Inclusion Research and research colleagues on two Booktrust evaluation projects.
My teaching interests mainly involve the development of early language and reading and writing. I am also interested in how children's literature supports children literacy development.
Department of Teacher Education
Development and Society
I am currently undertaking an Education Doctorate. I am interested in young children’s cultural agency, and the ways in which young children innovate with text in the early years education setting.
- Centre for Education and Inclusion Research
Daniels, K (2013) Supporting the development of positive dispositions and learner identities: an action research study into the impact and potential of developing photographic learning stories in the Early Years in Education 3-13: International Journal of Primary, Elementary and Early Years Education Vol 41 (3), Routledge
Online at http://www.tandfonline.com/doi/full/10.1080/03004279.2011.582846
Daniels, K. and Myers, J. (2014) Developing Subject Knowledge in English in Burnett, C and Owen, D. (Eds) Getting into Primary teaching Critical Publishing
DANIELS, Karen (2016). Exploring enabling literacy environments: Young children’s spatial and material encounters in early years classrooms. English in Education, 50 (1), 12-34.
BURNETT, Cathy and DANIELS, Karen (2015). Technology and literacy in the early years : framing young children’s meaning-making with new technologies. In: GARVIS, Susanne and LEMMON, Narelle, (eds.) Understanding Digital Technologies and Young Children : an international perspective. Routledge, 18-27.
BURNETT, Cathy, DANIELS, Karen, GRAY, Lyndsay, MYERS, Julia and SHARPE, Sheila (2015). Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context. Teacher Development, 19 (3), 275-293.
DANIELS, Karen (2014). Cultural agents creating texts: a collaborative space adventure. Literacy, 48 (2), 103-111.
I am currently a fellow of the Higher Education Academy.
I am a member of the United Kingdom Literacy Association and the National Association for the Teaching of English.
I am an active member of the TACTYC Early Childhood Specialist Interest Group.
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