Overview
Research and Evaluation Lead for the North Wales Regional School Improvement Service (GwE) and co-director of the Collaborative Institute for Education Research, Evidence and Impact (CIEREI), Bangor University.
Additional Contact Information
r.watkins@bangor.ac.uk
richardwatkins@gwegogledd.cymru
@DrRWatkins
Postgraduate Project Opportunities
I am willing to supervise a PhD
Publications
2024
- PublishedBERA: Educational Research and Educational Policy-Making: Getting evidence and enquiry into action in schools: The Embedding Research and Enquiry in Schools (EREiS) Project in Wales
Jones, L. & Watkins, R., 12 Sept 2024, Getting evidence and enquiry into action in schools: The Embedding Research and Enquiry in Schools (EREiS) Project in Wales.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution - PublishedGetting evidence and enquiry into action in schools: The Embedding Research and Enquiry in Schools (EREiS) Project in Wales
Jones, L. & Watkins, R., Sept 2024.
Research output: Contribution to conference › Paper › peer-review
2023
- Accepted/In pressThe influence of COVID-19 on the independent study habits of learners
Sultana, F., Watkins, R. & Hughes, C., 6 Dec 2023, (Accepted/In press)
Research output: Book/Report › Commissioned report › peer-review
2022
- PublishedAssessing the range and evidence-base of interventions in a cluster of schools
Pegram, J., Watkins, R. C., Hoerger, M. & Hughes, C., Apr 2022, In: Review of Education. 10, 1, e3336.
Research output: Contribution to journal › Article › peer-review - PublishedFactors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK: A Systematic Review
Williams, M., Clarkson, S., Hastings, R. P., Watkins, R., McTague, P. & Hughes, C., 11 Apr 2022, In: Frontiers in Education. 7, 849765.
Research output: Contribution to journal › Review article › peer-review - PublishedFrom evidence-informed to evidence-based: An evidence building framework for education
Owen, K., Watkins, R. & Hughes, C., Apr 2022, In: Review of Education. 10, 1, 25 p., e3342.
Research output: Contribution to journal › Article › peer-review - PublishedThe UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost effectiveness of KiVa to reduce bullying in primary schools
Stand Together Team, Clarkson, S., Bowes, L., Coulman, E., Broome, M. R., Cannings-John, R., Charles, J. M., Edwards, R. T., Ford, T., Hastings, R. P., Hayes, R., Patterson, P., Segrott, J., Townson, J., Watkins, R., Badger, J. & Hutchings, J., 29 Mar 2022, In: BMC Public Health. 22, 1, p. 608
Research output: Contribution to journal › Article › peer-review
2021
- PublishedAssessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children
Owen, K., Hughes, C., Beverley, M. & Watkins, R., 7 Jul 2021, In: Frontiers in Education. 6, 15 p., 681952.
Research output: Contribution to journal › Article › peer-review - PublishedImplementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial
Owen, K., Hunter, S., Watkins, R., Payne, J., Bailey, T., Gray, C., Hastings, R. & Hughes, C., 3 Jul 2021, In: Journal of Research on Educational Effectiveness. 14, 3, p. 523-542
Research output: Contribution to journal › Article › peer-review - PublishedTeaching early numeracy to students with autism using a school staff delivery model
Apanasionok, M. M., Alallawi, B., Grindle, C. F., Hastings, R. P., Watkins, R. C., Nicholls, G., Maguire, L. & Staunton, D., Mar 2021, In: British Journal of Special Education. 48, 1, p. 90-111 22 p.
Research output: Contribution to journal › Article › peer-review
2020
- PublishedTeaching Science to Students with Developmental Disabilities Using the Early Science Curriculum
Apanasionok, M. M., Neil, J., Watkins, R., Grindle, C. & Hastings, R. P., Nov 2020, In: Support for Learning. 35, 4, p. 493-505
Research output: Contribution to journal › Article › peer-review - PublishedTeaching science to pupils with SEND: using an evidence-based approach.
Watkins, R., Apanasionok, M. M. & Neil, J., Nov 2020, In: Primary Science. 165, p. 24-27
Research output: Contribution to journal › Review article - PublishedUsing an Instructional Fluency Approach to Teach Addition Skills in a Pupil Referral Unit: A Pilot Study
Owen, K., Watkins, R., Beverley, M. & Hughes, C., 1 Sept 2020, In: Wales Journal of Education. 22, 2, p. 67-97
Research output: Contribution to journal › Article › peer-review
2019
- PublishedImplementation Support Improves Outcomes of a SAFMEDS Numeracy Strategy: A Cluster- Randomized Controlled Trial
Owen, K., Hunter, S., Watkins, R., Payne, J. & Hughes, J., 2019.
Research output: Contribution to conference › Abstract - PublishedTeaching science skills and knowledge to students with developmental disabilities: A systematic review
Apanasionok, M. M., Hastings, R. P., Grindle, C., Watkins, R. & Paris, A., Sept 2019, In: Journal of Research in Science Teaching. 56, 7, p. 847-880
Research output: Contribution to journal › Article › peer-review
2018
- PublishedEffective or efficacious? Randomization of Precision Teaching support across 63 schools in the context of a SAFMEDS numeracy intervention
Owen, K., Hunter, S., Payne, J., Watkins, R. & Hughes, J., Sept 2018.
Research output: Contribution to conference › Abstract
2017
- PublishedRe-thinking Educational Attainment and Poverty (REAP) - in Rural Wales
ap Gruffudd, G., Spencer, L., Payne, J., Wilde, A., Watkins, R., Jones, S., Thomas, E. M., Hughes, C. & O'Connor, B., 1 Nov 2017, Bangor University. 130 p.
Research output: Book/Report › Commissioned report
Activities
2023
- British Educational Conference (BERA) Annual Conference 2023
Let’s talk about evidence in education: Using and developing collaborative evidence-based practice with schools
The Collaborative Institute for Educational Research and Evidence and Impact (CIEREI) is a partnership between Bangor University and GwE, the regional improvement agency for North Wales. Our vision is to support and expand the use of a wide spectrum of evidence-based practice (EBP) in schools (Tyler, et al, 2019). However, our recent research indicates adoption of evidence-based approaches is generally not widespread in schools (Pegram et al., 2022). The talks in this symposium represent a diversity of approaches to supporting use of EBP, including working with teachers to co-construct a contextually relevant Social Emotional Learning curriculum, investigating student’s use of independent learning strategies through robust survey methods, the innovative use of education economics to help school leaders choose cost-effective interventions, and the use of systematic and robust methods to develop relevant evidence for SEN contexts. The talks in this symposium celebrate the strength of educational research in terms of its diversity in utilising different methodologies to answer diverse questions in the journey to EBP (Owen, Watkins & Hughes, 2022).
12 Sep 2023 – 14 Sep 2023
Activity: Participation in Academic conference (Speaker)
2022
- Evidence-based practice in schools: What’s really going on?
BERA Blog
2022
Links:
Activity: Types of Public engagement and outreach - Media article or participation (Contributor)