Projects per year
Michelle is currently 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. She then joined Roehampton, initially as a research officer working on ESRC-funded projects, before taking up her current post and completing her doctorate.
Michelle’s research interests are located within the sociology of education. She is interested in the ways that values and practices are shaped by individual and personal experiences, as well as the system of interactive social, political and institutional contexts in which individuals and social groups are situated.
Her research has focused on policy and practice within primary schools and early years settings, specifically conceptions of quality and accountability in the context of the neoliberalisation of education and early years policy and practice. Her projects and publications have explored practitioners' and children's perspectives and experiences. She is particularly interested in creativity in learning and teaching and the wellbeing of children and practitioners connected to that. This was the focus of her doctoral research which combined a longitudinal, ethnographic case study approach with a Bourdieusian analytic framework.
Michelle is interested in the ways that theory can be used to challenge and counter performativity and inequality within educational institutions and to develop reflexivity and inclusive pedagogies. She is committed to social justice and participatory research and is open to developing research collaborations related to any of her interests with other researchers, practitioners and students.
Michelle currently teaches on the BA and MA Early Childhood Studies programmes and has taught on the BA Primary Education. She has taught and developed modules focusing on research methods, professionalism and advocacy, curriculum and assessment, early years and education policy, leadership and teamwork, placement and professional practice. She also supervises dissertations.
- Fellow, Higher Education Academy
- British Education Research Association
- British Sociological Association
- Bourdieu Study Group
- Co-investigator on a 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'. Project Director: Mathias Urban. Co-investigators: Sigrid Brogaard Clausen, Dr. Sofia Guimaraes and Dr. Sally Howe
- Research Officer on an ESRC-funded project 'Understanding Quality and Success in Early Years Settings: Practitioners' Perspectives' (ESRC RES-061-23-0012). 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 2020
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
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.
1/10/14 → 30/09/15
Cottle, M., 11 Sep 2019.
Research output: Contribution to conference › Paper › peer-review
Brogaard 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 AccessFile41 Downloads (Pure)
Involving Children in Ethnographic Research Using Photographs: Reflecting on the Development of Participatory Visual Research Methods in an English Primary School : SAGE Research Methods Cases Part 2Cottle, M., 2017, SAGE Research Methods Cases. London: SAGE Publications
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
Assessment of what/for what? Teachers’ and head teachers’ views on using well-being and involvement as a screening measure for conducting baseline assessment on school entry in English primary schoolsGuimaraes, S., Howe, S., Clausen, S. B. & Cottle, M., 9 May 2016, In: Contemporary Issues in Early Childhood. 17, 2, p. 248-253
Research output: Contribution to journal › Article › peer-review
Michelle Cottle (Speaker)14 Jul 2020
Activity: Participating in or organising an event › Participation in workshop, seminar, courseFile
Reception teachers` and heads of schools perspectives and experiences of an observation based assessment that focuses on child-initiated activity24 Feb 2016
Activity: Talk or presentation › Invited talkFile
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