Dr Jill Porter
Reader
Director of Study for PhD
1 West North 4.5
Email: j.porter@bath.ac.uk
Tel: +44 (0) 1225 38 6857
PhD supervision
I am interested in supervising students with topics relating to any of my research interests.
Profile
A core theme that runs through my research is the relationship between the way we conceptualise disability, the practices for identifying disabled people and the organisational responses that result.
My research combines a ‘top down’ analysis of the culture of the organisation with a ‘bottom up’ perspective of the learner (including those with the most severe and complex difficulties) on the barriers to learning. This has a direct bearing on the ways in which children’s needs are conceptualised and categorised, and provides a platform from which to understand inequalities and variations between institutions with respect to who is (or is not) seen to be disabled.
The research design plays an integral role in this inter-relationship, linking theory, to identification and outcome, and I have been particularly concerned with the development of methods for researching with less articulate and powerful groups, contributing more widely to an understanding of participatory methods and the ethical issues that arise. This analysis has also raised important questions about the use of mixed methods and the integration of data sets that privilege one source over another, drawing particular attention to the need to situate findings in the cultural context in which the methods are deployed.
Through my work I provide an evidenced based focus to the development of policy, pedagogy, and curriculum in the field of complex learning difficulties through work with schools and government agencies in the UK and abroad (Romania, Armenia, Japan).
This influences policy development on the identification and assessment of children with significant disabilities; the development of an appropriate curriculum for children with complex needs; and in the UK, the development of mathematical understanding (the subject of my own PhD).
Research interests
- Collection And Responses To Disability Data
- Policy, Pedagogy And Curriculum For Children And Young People With Complex Learning Difficulties
- Organisation Of Inclusive And Special Schooling
- Early Mathematical Development
- Research Methodologies And Special Populations
Current projects
- Disability & Impact: Context and Culture in the Collection and Responses to Disability Data
- Encouraging Thinking Skills: Numerosity and Pupils with Complex Learning Difficulties
Teaching
Postgraduate
- ED50337: Contemporary issues in education research 1: critical users
- ED50369: Contemporary issues in educational research 2: competent producers
Publications
Book/s
Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational theories, cultures and learning: A critical perspective. London: Routledge.
Daniels, H., Lauder, H. and Porter, J., eds., 2009. Knowledge, values and educational policy: A critical perspective. Vol. 2. London: Routledge. (Critical Perspectives on Education)
Daniels, H., Lauder, H. and Porter, J., eds., 2008. The Routledge Companion to Education. London: Routledge.
Porter, J. and Lacey, P., 2005. Researching Learning Difficulties: A Guide for Practitioners. London: Sage.
Porter, J. and Ashdown, R., 2002. Promoting Learning in Pupils with Complex Learning Difficulties: Using Visual Access Systems. Tamworth: NASEN.
Book Sections
Porter, J., 2011. The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum, pp. 30-47.
Porter, J. and Daniels, H., 2010. Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V., ed. Contemporary Issues in Intellectual Disabilities. New York: Nova Science.
Daniels, H. and Porter, J., 2009. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R., eds. The Cambridge Primary Review Research Surveys. London: Routledge, pp. 217-240.
Porter, J., 2008. Raising standards in mathematics. In: Tilstone, C. and Rose, R., eds. Strategies to Promote Inclusive Practice. London: Routledge Falmer.
Daniels, H. and Porter, J., 2008. Self Assessment as Preparation for Participation. In: Lascioli, A., ed. Pedagogia speciale in Europa: Problematiche e stato della ricerca. Verona: FrancoAngeli.
Lewis, A. and Porter, J., 2007. Research and Pupil Voice. In: Florian, L., ed. Handbook of Special Education. London: Sage.
Porter, J., 2005. Severe learning difficulties. In: Lewis, A. and Norwich, B., eds. Special Teaching for Special Children: A Pedagogy for Inclusion? Milton Keynes: Open University, pp. 53-66.
Grove, N., Bunning, K. and Porter, J., 2001. Interpreting the meaning of behavior by people with Intellectual Disabilities. Theoretical and Methodological Issues. In: Columbus, F., ed. Advances in Psychology Research. New York: Nova Science.
Porter, J., 2001. Issues in Teacher Training and Development. In: Carpenter, B., Bovair, K. and Ashdown, R., eds. Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). London: Fulton.
Articles
Porter, J., 2013. Be careful how you ask! Using focus groups and nominal group technique to expore the barriers to learning. International Journal of Research and Method in Education, 36 (1), pp. 33-51.
Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A., 2013. Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1), pp. 1-18.
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., 2012. Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1), pp. 77-98.
Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S., 2012. The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1), pp. 22-27.
Porter, J., Daniels, H., Feiler, A. and Georgeson, J., 2011. Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3), pp. 120-125.
Abdelhameed, H. and Porter, J., 2010. Verbal Short-term memory performance in pupils with Down syndrome. International Journal of Disability Development and Education, 57 (4), pp. 427-438.
Porter, J., Daniels, H., Feiler, A. and Georgeson, J., 2009. Collecting disability data from parents. Research Papers in Education, 26 (4), pp. 427-443.
Porter, J., 2009. Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4), pp. 349-360.
Parsons, S., Daniels, H., Porter, J. and Roberston, C., 2008. Resources, Staff Beliefs and Organizational Culture: Factors in the Use of Information and Communication Technology for Adults with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 21, pp. 19-33.
Porter, J. and Lacey, P., 2008. Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1), pp. 50-62.
Parsons, S., Daniels, H., Porter, J. and Robertson, C., 2006. Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (part 2) (103), pp. 117-132.
Porter, J., Parsons, S. and Robertson, C., 2006. Time for Review: Supporting the Work of an Advisory Group. Journal of Research in Special Educational Needs, 6, 11--16.
Parsons, S., Daniels, H., Porter, J. and Roberston, C., 2006. The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1), pp. 31-44.
Abdelhameed, H. and Porter, J., 2006. Counting in Egyptian Children with Down Syndrome. International Journal of Special Education, 21 (3), pp. 176-187.
Ellins, J. and Porter, J., 2005. Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4), 188--195.
Porter, J., 2005. Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal Of Learning Disabilities, 33 (3), pp. 97-101.
Porter, J., Aspinall, A., Parsons, S., Simmonds, L. and Wood, M., 2005. Time to Listen. Disability and Society, 20, 575--585.
Porter, J., 2005. Special Education in Japan. SLD Experience, 43, pp. 29-30.
Lewis, A. and Porter, J., 2004. Interviewing Children and Young People with Learning Disabilities: Guidelines for Researchers and Multi-Professional Practice. British Journal Of Learning Disabilities, 32 (4), 191--197.
Porter, J. and Lewis, A., 2004. Eliciting the views of children and young people. British Journal Of Learning Disabilities, 32 (4), pp. 157-158.
Lacey, P. and Porter, J., 2004. What might be the future role of special schools? Eye Contact, Spring, pp. 24-26.
Porter, J., 2003. Interviewing Children and Young People with Learning Disabilities. SLD Experience, Summer.
Miller, O. and Porter, J., 2003. Multisensory Environments: Lessons in Practice. Eye Contact, Spring (Supplement).
Porter, J., Downs, C., Morgan, M. and Ouvry, C., 2001. Interpreting Communication of People with Profound and Severe Learning Difficulties. British Journal Of Learning Disabilities, 29 (1), pp. 12-16.
Porter, J., 2001. Self Assessment- Encouraging Pupils to reflect on their Learning. SLD Experience, Spring, pp. 12-13.
Reports/Papers
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., 2010. Testing of Disability Identification Tool for Schools. Other. Department for Children, Schools and Families.
Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., 2008. Disability Data Collection for Children's Services. Other. Department for Children, Schools and Families.
Daniels, H. and Porter, J., 2007. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. Other. Cambridge: University of Cambridge Faculty of Education.
Daniels, H. and Porter, J., 2001. UNICEF Project Report: Inclusive Education and Assessment Practice in Armenia. Other. UNICEF Armenia.
Conference or Workshop Items
Daniels, H. and Porter, J., 2007. Self Assessment as Preparation for Participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, 2006-05-05 - 2006-05-07, University of Verona.
