Steve Rayner is Professor of Leadership and Diversity in Education. His research interests include the study of individual differences in teaching, learning and leadership as well as the management of inclusion and special education. He is currently developing a further interest in the area of doctoral pedagogy and leadership in higher education. Recent projects include: Evaluation of the DfES Transforming School Workforce Pathfinder Project (2002-2005); Fostering Inclusion in Dudley LEA (2002-2003); and, consultant evaluation of the EU funded ‘Children as Learning Citizens’ - SOCRATES Comenius Project (1999-2003).
Recent publications
Rayner, S. (In press) Personalizing Style in Learning: activating a differential pedagogy. In, Dr. Constantinos Mourlas, Nikos Tsianos and Panagiotis Germanakos (Eds). Cognitive and Emotional Processes in Web-based Education: Integrating Human Factors and
Personalization. Hershey, Pa: IGI Global Pub.
Rayner S., & Peterson, E. (2009) Re-affirming Style as an Individual Difference – Global Paradigm or Knowledge Diaspora? In, LF Zhang, & R Sternberg (Eds) Perspectives on the Nature of Intellectual Styles. New York: Palgrave Pubs.
Rayner, S. (2008). Complexity, diversity and management: some reflections on folklore and learning leadership in education. Management in Education, 19, 5, 22-28.
Rayner, S. G. (2007) A teaching elixir, learning chimera or just fool’s gold? Do learning styles matter? Support for Learning, 22, 1, 24-31.
Rayner, S. (2007) Managing Special and Inclusive Education. London: Sage.
Rayner, S. and Gunter, H. (2007) Remodeling leadership: moving beyond modernizing reform. In, Butt, G., & Gunter, H., (Eds) Modernizing schools: people, learning and organizations. London: Continuum.
Current RIG Activity
Foundation subjects in primary education: remodeling teacher training preparation for developing teaching materials?
Current PGR Supervision
6 Phd students researching in educational assessment and examination; evaluation of Health Education; learning English in the primary classroom; developing pedagogies for learning in special and inclusive educational provision.