Dr Mike Beverley

Honorary Senior Lecturer

Senior Lecturer in Education (School of Educational Sciences)

m.beverley@bangor.ac.uk

+44 1248 382467

0000-0003-0602-3054

Dr Mike Beverley

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

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

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

  • 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

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

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

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

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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:

    Activity: Types of External academic engagement - Invited talk (Speaker)