Projects per year
Michelle is a Senior Lecturer in Early Childhood Studies within the School of Education at the University of Roehampton. She originally trained as a primary teacher and taught in international schools for ten years before completing a Master’s Degree and joining Roehampton, initially as a research officer working on ESRC-funded projects before taking up her current post.
Michelle’s research is located within the sociology of education, focusing on policy and practice in early childhood settings and primary schools. She is committed to social justice and reflexive, inclusive approaches to research and teaching and is keen to explore the ways that theory can be used to challenge and counter performativity and inequity within educational institutions. Her research interests include:
- Education policy, particularly curriculum and assessment
- Neoliberalism and performativity
- Creativity in policy and practice
- Quality in early childhood
- Creativity in learning and teaching
- The wellbeing of children and professionals
- Professional identity
- Early childhood workforce issues
- Participatory research involving young children
- Bourdieusian and ethnographic methodologies
- Visual methods
Michelle teaches on the BA and MA Early Childhood Studies programmes and has taught on the BA Primary Education. Her teaching focuses upon:
- Professionalism and advocacy
- Early childhood and education policy, curriculum and assessment
- Leadership and teamwork
- Parent partnership
- Placement and professional practice
- Research methods
- BA and MA dissertation supervision
- Education doctorate thesis supervision
- Fellow, Higher Education Academy
- British Education Research Association
- Co-investigator on Froebel Trust Funded project: 'Reception teachers' and heads of school perspectives and experiences of an observation-led baseline assessment that focuses on child-initiated activity'. £20,000. Project Director: Mathias Urban. Co-investigators: Sigrid Brogaard Clausen, Dr. Sally Howe, Dr. Sofia Guimaraes and Michelle Cottle
- Research Officer on ESRC-funded project: 'Understanding Quality and Success in Early Years Settings: Practitioners' Perspectives' (ESRC RES-061-23-0012). £196,539.36. Project director: Dr. Elise Alexander.
- Research Officer on an ESRC-funded project 'British Chinese Pupils' Identities, Achievement and Complementary Schooling' (ESRC RES 000 23 1513) Project Director: Professor Becky Francis.
- Research Officer on a Froebel Trust funded project 'The Nature of Young Children's Talk in Music Making' Project Director: Dr. Angela Major
Education, PhD, University of Roehampton
Award Date: 11 Dec 2019
Curriculum, Pedagogy and Assessment, MA, University College London, Institute of Education
Award Date: 1 Jul 2006
English and History of Ideas, BA (Hons), Cardiff University
Award Date: 1 Jul 1994
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Reception teachers’ and heads of schools’ perspectives and experiences of an observation led baseline assessment Investigating the implementation of a baseline assessment for 4-5 year olds in schools in England.
Urban, M., Brogaard Clausen, S., Howe, S., Guimaraes, S. & Cottle, M.
1/10/14 → 30/09/15
Professional Development and Professional IdentityBrogaard Clausen, S. & Cottle, M., 15 Nov 2022, The Early Childhood Graduate Practitioner Competencies : A Guide for Professional Practice. Silberfeld, C. & The Early Childhood Studies Degree Network (eds.). London: SAGE Publications, p. 159 176 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
What can Bourdieu offer the ethnographer in neoliberal times: reflecting on methodological possibilitiesCottle, M., 20 Apr 2022, In: Ethnography and Education.
Research output: Contribution to journal › Article › peer-reviewOpen Access
Enacting ‘Creativity’ in a Neoliberal Policy Context: English Primary School Teacher PerspectivesCottle, M., 11 Sep 2019.
Research output: Contribution to conference › Paper › peer-review
Using Photographs in Research with ChildrenCottle, M., 2018, London : SAGE Publications.
Research output: Other contribution
Young children’s wellbeing: conceptualising, assessing and supporting wellbeingBrogaard Clausen, S., Guimaraes, S., Howe, S. & Cottle, M., 18 Nov 2018, Early Childhood studies: : A Student’s Guide. Maconochie, H. & Fitzgerald, D. (eds.). UK: SAGE Publications, p. 209 222 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-reviewOpen AccessFile235 Downloads (Pure)
Best Published Paper Award
Cottle, Michelle (Recipient), 2015
Prize: Prize (including medals and awards)
Creative pedagogy in the primary school: making space for agency in a highly controlled environment
Michelle Cottle (Speaker)14 Jul 2020
Activity: Participating in or organising an academic event › Participation in academic workshop, seminar, courseFile
Reception teachers` and heads of schools perspectives and experiences of an observation based assessment that focuses on child-initiated activity
Michelle Cottle (Speaker) & Sally Howe (Speaker)24 Feb 2016
Activity: Talk or presentation for an academic audience › Invited talk for an academic audienceFile
Exploring practitioners’ perspectives on ‘quality’ in early years services
Michelle Cottle (Contributor)13 Feb 2013
Activity: Public engagement and outreach › Media Article or Participation
Enacting ‘creativity’ in a neoliberal policy context: a case study of English primary school teachers’ experiencesAuthor: Cottle, M., 5 Nov 2019
Supervisor: Crozier, G. (Supervisor) & Mahony, P. (External person) (Supervisor)
Student thesis: Doctoral ThesisFile