Emma Carter
Biographic Data
| ID | 3697240 |
|---|---|
| NAME | Emma Carter |
| GIVEN NAMES | Emma |
| FAMILY NAME | Carter |
| SIGNATURE | CARTER E |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0001-6169-3806 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Through Their Eyes
This paper explores the use of photo-elicitation to understand Rwandan secondary students’ perceptions of the factors that support, hinder, and are valued in their learning environments. Drawing on Rose’s (2016) multi-site visual methodological framework, the study involved 72 students across six schools who used tablets to capture photographs reflecting their school experiences. These images served as stimuli in subsequent semi-structured interv…
Mapping the landscape of AI-driven feedback in education
Introduction Artificial intelligence (AI) is increasingly used in educational contexts to support learning, assessment, and instructional decision-making, particularly through automated feedback. While AI-generated feedback offers scalability, the rapid growth of this work has produced a fragmented empirical literature that warrants a scoping review. Method We conducted a scoping review following the PRISMA guidelines. A systematic search of ProQ…
The intersection of the social determinants of health and antimicrobial resistance in human populations
Understanding and addressing gendered learning and socioemotional differences among students
This study explores secondary school teachers’ perspectives on gendered differences in student learning within Rwanda, focusing on STEM subjects. Despite the country’s strong emphasis on gender equity and equality in education, limited research has been conducted on this issue. The study involved 51 STEM teachers across seven Rwandan districts, using semi-structured interviews and vignette responses. Results revealed that most teachers do not bel…
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda
The improvement of teaching quality within secondary schooling has been a core focus within Rwandan educational reforms. Despite this emphasis, efforts towards defining this construct have been minimal, particularly amongst head teachers and government officials who often hold responsibilities in monitoring, evaluating and guiding teaching improvements. To address this gap, this study aimed to shed light on these stakeholders’ perceptions of teac…
Teaching for all? Measuring the quality of inclusive practices across eight countries
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Thro…
Changes in perceptions of teaching quality in secondary schools in Rwanda during the Covid-19 global pandemic and the subsequent closing and reopening of schools
The stability of measures of teaching quality is essential for making generalizations of results stemming from these measures to other teaching situations. However, no research has examined the effects of unexpected situational factors on the stability of these measures. Therefore, the purpose of this two-phase quantitative research study was to examine the following aspects among secondary school teachers in Rwanda, using a score-validated, mult…
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
Exploring the role of evidence in the government's adoption of Ghana's Complementary Basic Education program
This article provides insights into a decade long process of evidence production and use in support of the Government of Ghana’s adoption of the Complementary Basic Education (CBE) program for out-of-school children. A review of existing evidence on the program and our semi-structured interviews with key stakeholders revealed the centrality of the government’s culture of evidence-informed policy making. Our findings also highlight the importance …
The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana
This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did no…
Perceptions of teaching quality in Rwandan secondary schools
Teaching quality is regarded as a vital component in educational reform efforts in many countries, however there is little contextualised understanding of what it means, particularly from the perspectives of teachers. This study involved 18 focus group discussions with five stakeholder groups. Findings highlight that each group associated a number of different factors with teaching quality. Additionally, some factors emerged more strongly than ot…
Using educational transitions to estimate learning loss due to Covid-19 school closures
Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to th…
Hollis Croft, Sheffield, South Yorkshire
In 2017, a team from the Wessex Archaeology Sheffield office investigated a site, Hollis Croft (NGR 434990 387580), prior to the construction of a multi-million pound commercial and student housing development. Hollis Croft is one of many Sheffield’s sites where well-preserved industrial archaeology survives beneath the modern buildings. Historic building recording was followed by a watching brief, a scheme of archaeological evaluation trenching …
Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
A Thematic Analysis of Parents' Gendered Beliefs About Emotion in Middle Childhood Boys and Girls
This study examined mothers' and fathers' ( N = 102) beliefs about emotion and emotion expression in boys and girls aged 8 to 12 years using a mixed-methods design. Parents attended two focus group sessions 2 weeks apart. A thematic analysis of the group transcripts resulted in six themes: value in the experience and expression of emotion, vulnerability in the experience and expression of emotion, multiple influences on children's learning about …
Using educational transitions to estimate learning loss due to Covid-19 school closures
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to th…
Hollis Croft, Sheffield, South Yorkshire
In 2017, a team from the Wessex Archaeology Sheffield office investigated a site, Hollis Croft (NGR 434990 387580), prior to the construction of a multi-million pound commercial and student housing development. Hollis Croft is one of many Sheffield’s sites where well-preserved industrial archaeology survives beneath the modern buildings. Historic building recording was followed by a watching brief, a scheme of archaeological evaluation trenching …
A Thematic Analysis of Parents' Gendered Beliefs About Emotion in Middle Childhood Boys and Girls
This study examined mothers' and fathers' ( N = 102) beliefs about emotion and emotion expression in boys and girls aged 8 to 12 years using a mixed-methods design. Parents attended two focus group sessions 2 weeks apart. A thematic analysis of the group transcripts resulted in six themes: value in the experience and expression of emotion, vulnerability in the experience and expression of emotion, multiple influences on children's learning about …
Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
Perceptions of teaching quality in Rwandan secondary schools
Teaching quality is regarded as a vital component in educational reform efforts in many countries, however there is little contextualised understanding of what it means, particularly from the perspectives of teachers. This study involved 18 focus group discussions with five stakeholder groups. Findings highlight that each group associated a number of different factors with teaching quality. Additionally, some factors emerged more strongly than ot…
Using educational transitions to estimate learning loss due to Covid-19 school closures
Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to th…
Hollis Croft, Sheffield, South Yorkshire
In 2017, a team from the Wessex Archaeology Sheffield office investigated a site, Hollis Croft (NGR 434990 387580), prior to the construction of a multi-million pound commercial and student housing development. Hollis Croft is one of many Sheffield’s sites where well-preserved industrial archaeology survives beneath the modern buildings. Historic building recording was followed by a watching brief, a scheme of archaeological evaluation trenching …
The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana
This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did no…
Changes in perceptions of teaching quality in secondary schools in Rwanda during the Covid-19 global pandemic and the subsequent closing and reopening of schools
The stability of measures of teaching quality is essential for making generalizations of results stemming from these measures to other teaching situations. However, no research has examined the effects of unexpected situational factors on the stability of these measures. Therefore, the purpose of this two-phase quantitative research study was to examine the following aspects among secondary school teachers in Rwanda, using a score-validated, mult…
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
Exploring the role of evidence in the government's adoption of Ghana's Complementary Basic Education program
This article provides insights into a decade long process of evidence production and use in support of the Government of Ghana’s adoption of the Complementary Basic Education (CBE) program for out-of-school children. A review of existing evidence on the program and our semi-structured interviews with key stakeholders revealed the centrality of the government’s culture of evidence-informed policy making. Our findings also highlight the importance …
Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda
The improvement of teaching quality within secondary schooling has been a core focus within Rwandan educational reforms. Despite this emphasis, efforts towards defining this construct have been minimal, particularly amongst head teachers and government officials who often hold responsibilities in monitoring, evaluating and guiding teaching improvements. To address this gap, this study aimed to shed light on these stakeholders’ perceptions of teac…
Teaching for all? Measuring the quality of inclusive practices across eight countries
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Thro…
The intersection of the social determinants of health and antimicrobial resistance in human populations
Understanding and addressing gendered learning and socioemotional differences among students
This study explores secondary school teachers’ perspectives on gendered differences in student learning within Rwanda, focusing on STEM subjects. Despite the country’s strong emphasis on gender equity and equality in education, limited research has been conducted on this issue. The study involved 51 STEM teachers across seven Rwandan districts, using semi-structured interviews and vignette responses. Results revealed that most teachers do not bel…
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
Through Their Eyes
This paper explores the use of photo-elicitation to understand Rwandan secondary students’ perceptions of the factors that support, hinder, and are valued in their learning environments. Drawing on Rose’s (2016) multi-site visual methodological framework, the study involved 72 students across six schools who used tablets to capture photographs reflecting their school experiences. These images served as stimuli in subsequent semi-structured interv…
Mapping the landscape of AI-driven feedback in education
Introduction Artificial intelligence (AI) is increasingly used in educational contexts to support learning, assessment, and instructional decision-making, particularly through automated feedback. While AI-generated feedback offers scalability, the rapid growth of this work has produced a fragmented empirical literature that warrants a scoping review. Method We conducted a scoping review following the PRISMA guidelines. A systematic search of ProQ…
Psychology (12 works) · Pedagogy (10 works) · Mathematics education (8 works) · Political science (6 works) · Global Educational Policies and Reforms (5 works) · Medicine (5 works) · Perception (5 works) · Social Psychology (5 works) · Sociology (5 works) · Poverty, Education, and Child Welfare (4 works)