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Dr Mike Beverley

0000-0003-0602-3054

Dr Mike Beverley

View Dr Mike Beverley’s profile on the Bangor Research Portal

Overview

Mike is a Senior Lecturer in the School of Educational Sciences and he is a contributing member of the Collaborative Institute of Education Research Evidence and Impact (CIEREI)

Research Interests include: Evidence-based educational methods, precision teaching (PT), curriculum based measurement (CBM), response to intervention (RtI), reading instruction, direct instruction (DI), effective instruction and instructional design, staff performance and fluency training, fluency based instruction, accelerated learning

Additional Contact Information

Senior Lecturer in the School of Education Sciences

Member of the Collaborative Institute of Education Research, Evidence and Impact (CIEREI)

email: m.beverley@bangor.ac.uk

Telephone: +44(0)1248382467

Qualifications

  • Professional: Intermediate Certificate in Welsh Second Language: The Use of Welsh
    Higher Education Academy, 2013
  • Intermediate Certificate in Welsh Second Language: The Use of Welsh
    2013
  • Professional: Fellow of the Higher Education Academy FHEA (PR058729)
    Higher Education Academy, 2013
  • PhD: Using precision teaching strategies and tactics to increase essential skill fluency
    2007–2013
  • Foundation Certificate in Welsh Second Language: The Use of Welsh
    2011
  • Teaching Fellowship
    2009
  • Professional: Post Graduate Certificate of Teaching in Higher Education (tHE)
    2003
  • Post Graduate Certificate of Teaching in Higher Education (tHE)
    2003
  • Professional: Morningside Academy, Seattle, USA
    2010–2010
  • BSc: BSC (Hons) Applied Psychology
    Liverpool John Moores University, 1992–1995

Teaching and Supervision

Personal Profile

Mike Beverley graduated from Liverpool John Moores University in 1995 (having studied there as a mature student), and later completed his postgraduate studies here at Bangor. He has been part of the Research Methods team at Bangor since 1996, so teaches statistics and how to use the software package SPSS to students. Mike is also a keen Welsh learner who is committed to learning the language to such a level that he will be able to converse fittingly with first language Welsh speakers.

He enjoys his work with a passion.

“In what other profession could I help students learn interesting things (such as statistics and Precision Teaching); work with children in schools who are failing academically to help them close the gap between themselves and their peers; and get to learn new things everyday (whilst on full pay). What cannot be considered good about that – La Dolce Vita”.

Teaching Interests

Mike teaches modules across all three undergraduate years and to Masters students. He is Module Organiser on the Year One “Research Methods” module, which all year one students take in semester two. He is also Module Organiser and lecturer on a specialised year three module – Evidence-Based Behavioural Methods of Education. This module looks at research proven methods of teaching and many students who take the module have gone on to further training to gain employment as teachers.

He obtained the Teacher in Higher Education (tHE) postgraduate qualification in 2003 and is a member of the University’s Academy of Teaching Fellows; in 2009 he was awarded a Teaching Fellowship in recognition of his outstanding contribution to teaching and pastoral care.

Research Interests

His research interests in the last few years have been broadly focused on educational applications of behaviour analysis and more specifically in the use of Precision Teaching and Direct Instruction. Mike supervises undergraduate and Masters students with their research projects and often these projects are conducted in local schools with children who are failing academically (e.g., maths, writing, spelling, and reading).  He has conducted training workshops in Precision Teaching in the UK, Spain, Italy, and Norway and has presented research at the EABG, EABA, and ABAI international conferences. 

Mike is on the editorial board of the European Journal of Behavior Analysis and is also a consulting editor on the Journal of Precision Teaching.

Mike’s Twitter feed: @DrMikeBeverley 

Mike’s wordpress blog: drmikebeverley.wordpress.com

Research Interests

Collaborative Institute for Education Research, Evidence and Impact (CIEREI).

CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools. CIEREI represents a strategic partnership between GwE, Bangor University (led by the Schools of Education and Psychology), Local Education Authorities, schools, the University of Warwick (CEDAR), The Future Generations Commissioners office for Wales, and other stakeholders invested in improving educational outcomes and the wellbeing of our children. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in co-constructed close-to-practice impact research.

CIEREI is also a strategic response to ensuring that Bangor University provides a strong lead in developing international level research that informs teaching practice and underpins the training of the next generation of teachers in Wales. CIEREI represents a strategic and ambitious response to the vision described by Professor Donaldson (Welsh Government, 2015a), and Professor Furlong (Furlong, 2015) on the role of universities and the changing landscape that will be necessary to build a research informed education economy in Wales. 

In the medium to long term, CIEREI aims to achieve this through building a vibrant research community that builds the foundation that feeds directly into current educational practice, initial teacher education (ITE) programmes and on-going professional development of teachers. This will help ensure that all newly qualified teachers understand research, best evidence practice, and will help to foster a ‘scientist-practitioner mind-set’ within education settings. CIEREI has the status of ‘Institute’ within the university system because one of the main functions will be to bring together existing groups and centres that are undertaking educationally relevant research to work collaboratively and strategically with GwE and schools (e.g., Centres for Evidence Based Early Intervention, Centre for Mindfulness Research and Practice, Miles Dyslexia Centre, Bilingualism Centre, Bangor Literacy Lab). 

Research Interests include: Evidence-based educational methods, precision teaching (PT), curriculum based measurement (CBM), response to intervention (RtI), reading instruction, direct instruction (DI), effective instruction and instructional design, staff performance and fluency training, fluency based instruction, accelerated learning

Postgraduate Project Opportunities

Dim ar hyn o bryd. / None at the present time.

Publications

2021

  • PublishedTeaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers
    Roberts-Tyler, E. J., Beverley, M., Hughes, J. C. & Hastings, R. P., Aug 2021, In: European Journal of Special Needs Education. 36, 4, p. 485-501 17 p.
    Research output: Contribution to journal › Article › peer-review

2020

  • 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

2018

  • PublishedImproving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention: A Randomised Control Trial
    Beverley, M., Hughes, J. C. & Hastings, R., 1 Mar 2018, In: Wales Journal of Education. 20, 1, p. 114-134
    Research output: Contribution to journal › Article › peer-review
  • PublishedIncreasing support staff fluency with the content of Behavior Support Plans: An application of Precision Teaching
    Branch, A., Hastings, R. P., Beverley, M. & Hughes, J. C., Mar 2018, In: Journal of Intellectual and Developmental Disability. 43, 3, p. 213-222 10 p.
    Research output: Contribution to journal › Article › peer-review

2017

  • PublishedIntroduction to Precision Teaching and Standard Celeration Charting and using TAGteach® in combination with Precision Teaching
    Beverley, M., Mair Williams, B. & Owen, K., 12 Apr 2017.
    Research output: Contribution to conference › Other

2016

  • PublishedEvaluation of an online reading programme to improve pupils' reading skills in primary schools: Outcomes from two implementation studies
    Watkins, R. C., Hulson-Jones, A., Tyler, E., Hastings, R., Beverley, M. & Hughes, C., 1 Nov 2016, In: Wales Journal of Education. 18, 2, p. 81-104
    Research output: Contribution to journal › Article › peer-review
  • PublishedIncreasing high school students’ maths skills with the use of SAFMEDS class-wide
    Hunter, S., Beverley, M., Parkinson, J. & Hughes, J. C., 2016, In: European Journal of Behavior Analysis. 17, 2, p. 154-165 12 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedPrecision Teaching in Education Workshop
    Beverley, M. & Hunter, S., 31 May 2016.
    Research output: Contribution to conference › Paper › peer-review
  • PublishedUsing SAFMEDS to assist language learners to acquire second language vocabulary
    Beverley, M., Hughes, J. C. & Hastings, R., Nov 2016, In: European Journal of Behavior Analysis. 17, 2, p. 131-141
    Research output: Contribution to journal › Article › peer-review

2015

  • PublishedImproving early reading skills for beginning readers using an online programme as supplementary instruction.
    Tyler, E. J., Hughes, J. C., Beverley, M. & Hastings, R. P., 14 Jan 2015, In: European Journal of Psychology of Education. 30, 3, p. 281-294
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study
    Tyler, E. J., Hughes, J. C., Wilson, M. M., Beverley, M., Hastings, R. & Williams, B. M., 1 Mar 2015, In: Journal of International Special Needs Education. 18, 1, p. 1-11
    Research output: Contribution to journal › Article › peer-review

2014

  • PublishedSAFMEDS cards for effective STEM learning
    Hunter, S. H., Parkinson, J. A., Beverley, M., Hunter, S., Hughes, J. C. & Parkinson, J., 1 May 2014.
    Research output: Contribution to conference › Paper
  • PublishedThe measurement of academic skills
    Beverley, M., 25 Jan 2014.
    Research output: Contribution to conference › Paper

2013

  • PublishedUsing MimioSprout™ Early Reading with typically developing children
    Tyler, E., Hughes, J. C., Beverley, M. & Hastings, R., 25 Mar 2013.
    Research output: Contribution to conference › Paper
  • PublishedUsing the toolbox series for literacy with adult struggling readers
    Hulson-Jones, A. L., Hastings, R., Hulson-Jones, A., Hughes, J. C., Hastings, R. P. & Beverley, M., 15 Dec 2013, In: European Journal of Behavior Analysis. 14, 2, p. 349-359
    Research output: Contribution to journal › Article › peer-review

2012

  • PublishedUsing Headsprout Early Reading with children with mild to moderate Intellectual and Developmental Disabilities
    Tyler, E., Williams, B., Lea, S., Hughes, J. C. & Beverley, M., 26 May 2012.
    Research output: Contribution to conference › Paper

2011

  • PublishedEvaluating Headsprout Early Reading® with Children with Learning Disabilities
    Tyler, E., Williams, B., Hughes, J. C. & Beverley, M., 30 May 2011.
    Research output: Contribution to conference › Paper
  • PublishedThe use of Headsprout Early Reading® with children in mainstream schools who have reading and language deficits
    Beverley, M., Hughes, J. C., Tyler, E. & Williams, B., 30 May 2011.
    Research output: Contribution to conference › Paper
  • PublishedThe use of Headsprout Early Reading® with children in mainstream schools who have reading and language deficits
    Beverley, M., Hughes, J. C. & Tyler, E., 18 Apr 2011.
    Research output: Contribution to conference › Paper
  • PublishedUsing Headsprout Early Reading with children with Learning Disabilities and other special educational needs
    Tyler, E., Williams, B., Wilson, M., Hughes, J. C. & Beverley, M., 18 Apr 2011.
    Research output: Contribution to conference › Paper

2010

  • PublishedEvaluating Headsprout Early Reading® with children with English as an additional language in a mainstream school.
    Beverley, M. & Hughes, J. C., 1 Jan 2010.
    Research output: Contribution to conference › Paper

2009

  • PublishedEvaluating Headsprout Early Reading with children with English as an Additional Language in a mainstream school.
    Beverley, M. & Hughes, J. C., 1 Jan 2009.
    Research output: Contribution to conference › Paper
  • PublishedEvaluating Headsprout Early Reading with Children with Learning Disabilities.
    Williams, B. M., Hughes, J. C. & Beverley, M., 1 Jan 2009.
    Research output: Contribution to conference › Paper
  • PublishedIncreasing basic skills in maths using precision teaching and fluency-based instruction.
    Beverley, M., Hughes, J. C. & Hastings, R. P., 1 Jan 2009.
    Research output: Contribution to conference › Paper
  • PublishedThe Experimental Analysis of Behaviour Group (EABG) - 2009 meeting.
    Hughes, J. C. & Beverley, M., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 101-102
    Research output: Contribution to journal › Article › peer-review
  • PublishedThe Experimental Analysis of Behaviour Group (EABG) UK and Europe. (Wales Centre for Behaviour Analysis, Bangor University).
    Beverley, M., 1 Jan 2009.
    Research output: Contribution to conference › Paper
  • PublishedThe Experimental Analysis of Behaviour Group, London April 6th – 8th 2009, Programme of abstracts
    Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 297-314
    Research output: Contribution to journal › Article › peer-review
  • PublishedWhat’s the probability of that? Using SAFMEDS to increase undergraduate success with statistical concepts.
    Beverley, M., Hughes, J. C. & Hastings, R. P., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 235-248
    Research output: Contribution to journal › Article › peer-review

2008

  • PublishedIncreasing basic skills in maths using precision teaching and fluency based instruction.
    Beverley, M. & Hughes, J. C., 1 Jan 2008.
    Research output: Contribution to conference › Paper

2007

  • PublishedThe Experimental Analysis of Behaviour Group London, April 2nd - 4th, 2007: Programme of abstracts.
    Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 305-314
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing precision teaching to increase the fluency of word reading with problem readers.
    Hughes, J. C., Beverley, M. & Whitehead, J., 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 221-238
    Research output: Contribution to journal › Article › peer-review

2006

  • PublishedAn introduction to precision teaching; beginner's level one-day workshop
    Hughes, J. C. & Beverley, M., 18 Jul 2006.
    Research output: Contribution to conference › Paper
  • PublishedIncreasing reading fluency of high frequency words in problem readers
    Hughes, J. C., Beverley, M. & Whitehead, J., 18 Jul 2006.
    Research output: Contribution to conference › Paper
  • PublishedLearning styles and student expectations in Psychology
    Martin, J. & Beverley, M., 27 Jun 2006.
    Research output: Contribution to conference › Paper
  • PublishedSAFMEDS as an effective strategy for increasing Welsh vocabulary in native English children.
    Beverley, M. & Hughes, J. C., 1 Jan 2006.
    Research output: Contribution to conference › Paper
  • PublishedStudent generated test bank:An item to remember
    Martin, J. & Beverley, M., 27 Jun 2006.
    Research output: Contribution to conference › Paper

2002

  • PublishedTaking Fluency Based Instructional and Precision Teaching into main stream schools: Some preliminary studies.
    Hughes, E., Hughes, J. C., Whitehead, J. & Beverley, M., 1 Jan 2002.
    Research output: Contribution to conference › Paper
  • PublishedUsing practice sheets and self-charting to learn and increase fluency in basic math skills in a mainstream school.
    Hughes, E., Hughes, J. C. & Beverley, M., 1 Jan 2002.
    Research output: Contribution to conference › Paper

Activities

2017

  • Experimental Analysis of Behaviour Group International Conference (EABG), University College, London

    Introduction to Precision Teaching and Standard Celeration Charting and using TAGteach® in combination with Precision Teaching

    12 Apr 2017

    Activity: Participation in Academic conference (Speaker)

2014

  • Methods for the effective measurement of academic performance.

    Norwegian behavioral Association invite : Professional conference : Effective efforts in school - How to work with academic difficulties and behavioral problems University College in Oslo and Akershus 24 and 25 January 2014 Effektiv effort in school In an interview with NRK points Pisa CEO Andreas Schleicher on key issues in the Norwegian school (see box below) . The conference " Effective efforts in schools" addresses these challenges and will present appropriate methods and tools to meet them. Norsk atferdsanalytisk forening inviterer til: Fagkonferanse: Effektiv innsats i skolen -Hvordan arbeide med skolefaglige vansker og atferdsvansker Høgskolen i Oslo og Akershus 24. og 25. januar 2014Effektiv innsats i skolen I et intervju med NRK peker Pisa-sjef Andreas Schleicher på sentrale problemer i den norske skolen (se boks nederst på siden). Konferansen «Effektiv innsats i skolen» tar for seg nettopp disse utfordringene, og vil presentere aktuelle metoder og verktøy for å imøtekomme dem. Anne Arnesen og Wilhelm Meek-Hansen som arbeider med PALS-modellen ved Atferdssenteret i Oslo vil presentere en kunnskapsbasert og oppdatert oversikt over sammenhenger mellom elevers skolefaglige og atferdsmessige vansker, og hvordan man på systemnivå i hver skole kan arbeide med å forebygge og avhjelpe slike vansker. Det er mulig å gjøre læringsopplevelsen overkommelig og positiv for elever selv om lærere har forventninger og stiller krav til prestasjon. Foreleserne Jennifer Austin og Michael Beverly fra Wales vil presentere metoder for kartlegging av atferdsvansker og metoder for effektiv undervisning i grunnleggende ferdigheter som lesing og regning. Det vil også bli presentert hvordan spesielt IKT kan brukes i leseopplæring på en effektiv og spennende måte - for både elev, lærer og foreldre. Gode leseferdigheter er særlig viktig med tanke på å lykkes i skolen, både faglig og sosialt Videre presenteres et arbeid der elever på barnetrinnet har mottatt ekstraopplæring i matematikk, og avslutningsvis gis en gjennomgang av sentrale elementer ved klasseledelse og relasjonen mellom lærer og elever. Fra NRK-intervju med Andreas Schleicher, leder for de internasjonale PISA-undersøkelsene: - I Norge er det ikke så store forskjeller på skolene, men det store problemet er at det er enorme forskjeller på elevenes prestasjoner på den enkelte skole. PISA-sjefen peker på at den norske skolen ikke klarer å gi spesielt elever med innvandrerbakgrunn og vanskeligstilte barn og unge den undervisningen som gjør at de virkelig kan nå sitt potensial. - Det som ofte skjer i Norge, er at lærere senker forventningene og kravene til elever med en vanskelig eller utfordrende bakgrunn. De gjør undervisningen lett for dem og sier: "Du som har hatt det tøft, skal slippe å ha det så krevende her". Det er en helt gal oppskrift, sier Schleicher. (NRKs nettsider 20.08.2013) Anne Arnesen and Wilhelm Meek - Hansen working with PALS model at Behavioural Centre in Oslo will present a knowledge-based and updated overview of the correlation between students' academic and behavioral difficulties, and how the system level in each school can work to prevent and remedy such difficulties . It is possible to make the learning experience manageable and positive for students though teachers have expectations and demands for achievement. The lecturers Jennifer Austin and Michael Beverly of Wales will present methods for mapping behavioral problems and methods for effective teaching of basic skills such as literacy and numeracy . It will also be presented how ICT can be used especially in literacy in an efficient and exciting way - for both the student , teacher and parents. Good reading skills are especially important for success in school , both academically and socially Also presented a work where pupils in primary schools have received additional training in mathematics, and concludes with a review of key elements of classroom management and the relationship between teacher and students . From NRK interview with Andreas Schleicher , head of the international PISA studies : - In Norway it is not that large differences in the schools , but the big problem is that there are enormous differences in student achievement at each school. PISA boss points out that the Norwegian school fails to provide special immigrant students and disadvantaged children and young people the education that allows them to truly reach their potential. - It often happens in Norway is that teachers lowers the expectations and requirements of pupils with a difficult or challenging backgrounds. They make teaching easy for them and says : " You who have had it tough , should not have to be so difficult here ." It's a crazy recipe, says Schleicher . ( NRK's ​​website 20.08.2013 )

    24 Jan 2014 – 25 Jan 2014

    Links:

    • http://www.atferd.no/Default.aspx?IdDocument=410
    Activity: Types of External academic engagement - Invited talk (Speaker)

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