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Ms Hazel Marian

Education Innovation Partnerships Professional Lead

About

I am currently the Professional Lead for Education Innovation and Partnerships within the School of Education, which gives me the opportunity to network and to establish relationships with various sector partners including Further Education colleges, Multi Academy Trusts, schools, community groups and private sector organisations in the UK and beyond. I am also involved in taking forward enquires and interest in degree apprenticeships that relate to the School of Education. In addition to my Professional Lead role, I also Course Lead the Early Years Foundation Degrees offered at our ten partner colleges in various locations in London and Surrey. I am co-researching with a colleague, piloting the Framework for Assessing Science in the Early Years (FASEY) with a team of Early Years professionals within a Multi Academy Trust in West London. Children's rights and professional identities in the Early Years are my other areas of research.

Areas of specialism

  • Early Childhood Education
  • Professional Practice and Development in the Early Years
  • Science in the Early Years
  • Leadership and Management in the Early Years
  • Pedagogy and practice
  • Self Assessment within Higher Education

Qualifications

  • MA in Early Childhood Studies, Roehampton University
  • Post Graduate Certificate in Education: Lifelong Learning, Canterbury Christchurch University.
  • BA Hons in Early Childhood Studies, Roehampton University

Professional membership

1. Sector-Endorsed Foundation Degrees in Early Years Professional Association

2. Society for Education and Training

3. Association of Registered Childcare Providers Malaysia

Research

I am currently involved in trialling the Framework for Assessing Science in the Early Years (FASEY) tool with children in a nursery provision. Following on from the implementation of FASEY, I will be gathering data from practitioners on their lived experience, confidence and perspectives on the relevance of promoting scientific engagement in the Early Years through an assessment method. 

I have previously conducted research into the perceptions of Early Years practitioners regarding their professional status and identity whilst pursuing a Foundation Degree in Early Years. 

I am also keenly involved in promoting self assessment amongst higher education learners to promote ownership of learning and confidence in addressing assessment tasks. 

Publications

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