Dr Cathryn Knight
Senior Lecturer in Psychology in Education
- E-mail: Cathryn.Knight@Bristol.ac.uk
- Publications: research outputs listed within Explore Bristol Research
- Special Educational Needs
- Inclusive education
- COVID-19 and education
- Secondary and administrative data analysis
Biography and research interests
I am a Senior Lecturer in Psychology in Education in the School of Education, University of Bristol. Prior to joining the University of Bristol, I was a Senior Lecturer in Education at Swansea University. I did my PhD in the School of Social Sciences at Cardiff University.
My research is interested in the predictors and impact of labelling with special needs. I am interested in exploring the sociodemographic factors involved in special need identification and how this label impacts the attitudes, beliefs, and outcomes of the individual and those around them. I have also explored the aims of inclusive education and the barriers towards this within the current education system. More recently my research has explored the impact of COVID-19 across the education system from early childhood education and care to higher education.
My research is mainly quantitative. I have used large scale longitudinal datasets such as the Millennium Cohort Study to explore my research questions. I am experienced using analysis methods such as propensity score matching and multilevel modelling in my research. My research has also involved designing and analysing surveys.
- Knight, C., Clegg, Z., Conn, C., Hutt, M., & Crick, T. (2022). Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales. British Journal of Special Education.
- Watermeyer, R., Knight, C., Crick, T., & Borras, M. (2022). ‘Living at work’: COVID-19, remote-working and the spatio-relational reorganisation of professional services in UK universities. Higher Education.
- Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology.
- Knight, C. and Crick, T. (2021) The assignment and distribution of the dyslexia label: Using the UK Millennium Cohort Study to investigate the sociodemographic predictors of dyslexia in England and Wales. PLoS ONE.
- Knight, C. and Crick, T. (2021) The Role of Culture and Context in Shaping an Inclusive Curriculum: A Case Study of Wales. ENCU Review of Education. Special Issue on Childhood, Curriculum and Culture in Diverse Contexts.
- Watermeyer, R., Crick, T., & Knight, C. (2021). Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities. International Journal for Academic Development.
- Watermeyer, R., Shankar, K., Crick, T., Knight, C., McGaughey, F., Hardman, J., Suri, R., Chung, R. and Phelan, D. (2021) ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout. British Journal of Sociology of Education.
- McGaughey, F., Watermeyer, R., Shankar, K., Suri, V. R., Knight, C., Crick, T., Hardman, J., Phelan, D., & Chung, R. (2021). ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector. Higher Education Research & Development, 1-16.
- Shankar, K., Phelan, D., Suri, V. R., Watermeyer, R., Knight, C., and Crick, T. (2021). ‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic. Irish Educational Studies, 1-7.
- Watermeyer, R., Crick, T., Knight, C. and Goodall, J. (2020) COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81, 623-641.
- Crick, T., Knight, C., Watermeyer, R. and Goodall, J. (2020). The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community. Proceedings of United Kingdom & Ireland Computing Education Research Conference. September. 31-37.
- Knight, C. (2018) What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207-219.