Professor Andrew Lambirth BA Hons, PGCE, MA, EdD

Professor of Education, Literacy

Professor Andrew Lambirth is Professor of Education (Literacy) in the School of Education at the University of Greenwich.

Before joining Higher Education, Andrew was a primary school teacher in Peckham and Bermondsey, London. He then became principal lecturer and then reader at Canterbury Christ Church University before joining the University of Greenwich in 2011 as Director of Research.

Since becoming professor of education at the university he is also principal investigator on a number of externally funded research and development projects in London and the South East. These projects explore how teachers study their own professional practice in the current educational environment of primary and secondary school education in England.

Andrew supervises doctoral students in the field of literacy teaching and primary school education. He also acts in a consultancy capacity for the Arvon Teachers as Writers project, The Reading Agency's Reading outcomes framework advisory group and Empathy Lab. Andrew was also part of the small working group that wrote the new Centre for Literacy in Primary Education's (CLPE) Reading and Writing Scales.

Posts held previously:

  • 2011-14, Director of Research, School of Education, University of Greenwich

Teacher training

Responsibilities within the university
  • Professor of Education (Literacy), Department of Primary Education
  • Supervises doctoral projects in Literacy Teaching
  • Deputy Chair of the Faculty of Education & Health Research & Enterprise Committee
  • Principal investigator for externally funded projects

Recognition
  • 2015-17, President of the United Kingdom Literacy Association
  • Consultancy to Arvon Teachers, The Reading Agency, and Empathy Lab

Recent publications

Article

Lambirth, A. , Cabral, A., McDonald, R., Philpott, C. , Brett, A. , Magaji, A. (2019), Teacher-led professional development through a model of action research, collaboration and facilitation. Taylor & Francis. In: , , , . Taylor & Francis, Professional Development in Education, 47 (5) . pp. 815-833 ISSN: 1941-5257 (Print), 1941-5265 (Online) (doi: https://dx.doi.org/10.1080/19415257.2019.1685565).

Lambirth, Andrew , Cabral, Ana, McDonald, Roger (2019), Transformational professional development: (re)claiming agency and change (in the margins). Taylor & Francis. In: , , , . Taylor & Francis, Teacher Development, 23 (3) . pp. 387-405 ISSN: 1366-4530 (Print), 1747-5120 (Online) (doi: https://doi.org/10.1080/13664530.2019.1605407).

Betteney, Mark , Barnard, Jane, Lambirth, Andrew (2018), Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. Taylor & Francis. In: , , , . Taylor & Francis, European Journal of Teacher Education, 41 (4) . pp. 433-447 ISSN: 0261-9768 (Print), 1469-5928 (Online) (doi: https://doi.org/10.1080/02619768.2018.1471464).

Cabral, Ana and , Lambirth, Andrew (2017), Accelerated degrees in education: a new profile, alternative access to teaching or part of a re-tooling process?. Taylor & Francis. In: , , , . Taylor & Francis, Journal of Further and Higher Education, 42 (6) . pp. 742-755 ISSN: 0309-877X (Print), 1469-9486 (Online) (doi: https://doi.org/10.1080/0309877X.2017.1311995).

Lambirth, Andrew and , Cabral, Ana (2016), Issues of agency, discipline and criticality: an interplay of challenges involved in teachers engaging in research in a performative school context. Taylor & Francis Online. In: , , , . Taylor & Francis Online, Educational Action Research, 25 (4) . pp. 650-666 ISSN: 0965-0792 (Print), 1747-5074 (Online) (doi: http://dx.doi.org/10.1080/09650792.2016.1218350) NB Item availability restricted.

Lambirth, Andrew and , (2016), Exploring children's discourses of writing. National Association for the Teaching of English (NATE). In: , , , . National Association for the Teaching of English (NATE), English in Education, 50 (3) . pp. 215-233 ISSN: 0425-0494 (Print), 1754-8845 (Online) (doi: https://doi.org/10.1111/eie.12111).

Conference item

Magaji, A. , Cabral, A., Lambirth, A., McDonald, R. , Brett, A. , Philpott, C. (2021), Working together with teachers and senior leaders in a teacher-led professional development through a model of action research, collaboration, and facilitation. University of Greenwich. In: SHIFT 2021, 13 Jan 2021, , Radically reimagining Higher Education for a new era: working together for a just and sustainable future. University of Greenwich, (doi: ).

Trinder, Jill , Lambirth, Andrew, Cabral, Anna (2017), Exploring English children’s money relationships and its relevance to their futures. In: 56th Annual Financial Education Conference October 2017, 6th - 8th Oct, 2017, Marriott Hotel, Brooklyn, New York , . , (doi: https://www.councilforeconed.org/wp-content/uploads/2017/10/CEE_Annual_Teacher_Program.pdf).

Monograph

Lambirth, Andrew , Cabral, Ana, Church, Elizabeth, Pickford, Emma , Pirittijarvi, Kara , Thesher, Rosie , Gibson, Kerry , Archer, Toni , Higgins, Claire , University of Greenwich (2016), Action research projects 2015-2016: Teachers’ reports - Royal Greenwich Teaching School Alliance. University of Greenwich. In: , , , . University of Greenwich, (doi: ).

Lambirth, Andrew , Cabral, Ana, Jenkins, Elizabeth, Smith, Hannah , Apsey, Isobel , Marandure, Termaine , University of Greenwich , Boxgrove Alliance (2016), Action research projects 2015-2016: Teachers’ reports - Boxgrove Alliance.. University of Greenwich. In: , , , . University of Greenwich, (doi: ).

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