Professor Mary Fuller is a widely experienced researcher in education who has played an active role in the ESRC, BERA and the BSA. She recently led an ESRC/TLRP funded project rated as outstanding looking at disabled students’ learning in Higher Education (see: www.tlrp.org.uk) . Mary’s interests lie in PGR education, the sociology of individual differences and equity, including race, social class and gender.
Recent publications
Fuller, M., Georgeson, J. Healey, M., Hurst, A., Riddell, S., Roberts, H. and Weedon, E. (2009) Enhancing the Quality and Outcomes of Disabled Students’ Learning in Higher Education London: RoutledgeFalmer.
Fuller, M., Healey, M., Bradley, A. and Hall, T. (2004) ‘Barriers to learning: A systematic study of the experiences of disabled students in higher education’ Studies in Higher Education, 29, 3, 303-318.
Fuller, M., Healey, M. and Bradley, A. (2004) ‘Incorporating disabled students within an inclusive higher education environment’ Disability and Society, 19, 5, 455-468.
Healey M., Fuller M., Bradley A., and Hall T. (2006) ‘Listening to students: the experiences of disabled students of learning at university’ in Adams, M. and Brown, S. (Eds) Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students London: RoutledgeFalmer, pp.32-43.
Healey, M., Roberts, H., Fuller, M., Georgeson, J. Hurst, A., Kelly, K., Riddell, S. and Weedon, E. (2008) ‘Reasonable adjustments and disabled students’ experiences of learning, teaching and assessment’ TLA Interchange 2 www.tla.ed.ac.uk/interchange.
Riddell, S, Weedon, E, Fuller, M, Healey, M, Hurst, A, Kelly, K, Piggot, L. (2007) ‘Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities’ Higher Education 54, 4, 615-628.
Current RIG Activity
Early years’: Pedagogic Research and Scholarship funded project: ‘Comparative Student Learning Experiences of Early Years Education – Sweden and the UK’ (July 2008-June 2009)
Current PGR Supervision
4 PhD, 3 MRes students researching educational assessment and examination, social and professional identity, developing pedagogies for learning and inclusive educational provision.