Lecturer
- About
-
- Email Address
- heather.branigan@abdn.ac.uk
- Telephone Number
- +44 (0)1224 272398
- Office Address
G:15, William Guild Building
Aberdeen
AB24 3RT- School/Department
- School of Psychology
Biography
I received my BSc and PhD in Psychology at the University of Stirling. After brief stints at the University of Dundee and RGU, I joined the University of Aberdeen in 2019 where I am now a lecturer in Psychology.
My primary research and teaching interests are in developmental and educational psychology. Much of my past research explored how learners think about and manage their thinking (a process known as ‘metacognition’) in the classroom.
I am passionate about supporting learners in Higher Education, particularly in relation to widening participation, educational transitions, and academic resilience. More broadly, I am interested in understanding the transition from theory to practice, and qualitative methods in psychology.
I am very happy to be contacted in relation to potential collaborations.
Latest Publications
Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education
Perspectives on Enhancing Student Transition Into Higher Education and Beyond. IGI Global, pp. 95-120, 26 pagesChapters in Books, Reports and Conference Proceedings: Chapters- [ONLINE] DOI: https://doi.org/10.4018/978-1-6684-8198-1.ch005
- [ONLINE] View publication in Scopus
From Cathartic ‘Brain Tingles’ to Scratching Chalkboard Sensations: An Exploratory Study Investigating the Phenomenological Aspects of ASMR
Reinvention: an International Journal of Undergraduate Research, vol. 14, no. 2Contributions to Journals: Articles‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy: The case of metacognition
Curriculum Journal, vol. 32, no. 3, pp. 402-420Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1002/curj.101
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/20200/1/Branigan_CJ_Never_Mind_Childen_AAM.pdf
- [ONLINE] View publication in Scopus
Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions
Thinking Skills and Creativity, vol. 38, 100718Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.tsc.2020.100718
- [ONLINE] View publication in Scopus
Learning from learning logs: A case study of metacognition in the primary school classroom
British Educational Research Journal , vol. 45, no. 4, pp. 791-820Contributions to Journals: Articles- [ONLINE] https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3526
- [ONLINE] DOI: https://doi.org/10.1002/berj.3526
- Research
-
Research Overview
My current research interests lie primarily in the fields of educational and developmental psychology, as well as pedagogical research applicable to Higher Education.
I'm particularly interested in the following areas:
- Systematic transitions
- (Academic) Resilience
- Metacognition and cognitive development
- Qualitative research methods
During my PhD, I explored the transition of ideas from cognitive developmental theory into the applied school setting. Specifically, I explored how children think about and manage their own thinking (AKA metacognition), and the role that teachers play in this process. More widely, I’m interested in exploring systems of collaboration between academic researchers, policy and practice.
Research Areas
Psychology
Research Specialisms
- Educational Psychology
- Developmental Psychology
- Qualitative Psychology
Our research specialisms are based on the Higher Education Classification of Subjects (HECoS) which is HESA open data, published under the Creative Commons Attribution 4.0 International licence.
- Teaching
-
Teaching Responsibilities
I am course co-ordinator of:
- Developmental Psychology: Current Issues in Education (PS5053)
- Developmental Psychology: Childhood Health and Wellbeing (PS5554)
- Advanced Paychology A: Concepts and Theory (PS2017)
- Advanced Psychology B: Concepts and Theory (PS2517)
I lecture on the following courses:
- Level 1: Developmental Psychology (PS1509)
- Level 2: Developmental Psychology (PS2517), Methods & Applications (PS2518)
- Level 5: Qualitative Methods & Research Design (PS5519)
I am a tutor on the following courses:
- Level 2: Concepts & Theory (PS2017, PS2517), Methods & Applications (PS2018, PS2518)
- Level 3: Methodology (PS3015 & PS3522), Developmental Psychology (PS3518)
- Publications
-
Page 1 of 1 Results 1 to 9 of 9
Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education
Perspectives on Enhancing Student Transition Into Higher Education and Beyond. IGI Global, pp. 95-120, 26 pagesChapters in Books, Reports and Conference Proceedings: Chapters- [ONLINE] DOI: https://doi.org/10.4018/978-1-6684-8198-1.ch005
- [ONLINE] View publication in Scopus
From Cathartic ‘Brain Tingles’ to Scratching Chalkboard Sensations: An Exploratory Study Investigating the Phenomenological Aspects of ASMR
Reinvention: an International Journal of Undergraduate Research, vol. 14, no. 2Contributions to Journals: Articles‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy: The case of metacognition
Curriculum Journal, vol. 32, no. 3, pp. 402-420Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1002/curj.101
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/20200/1/Branigan_CJ_Never_Mind_Childen_AAM.pdf
- [ONLINE] View publication in Scopus
Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions
Thinking Skills and Creativity, vol. 38, 100718Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.tsc.2020.100718
- [ONLINE] View publication in Scopus
Learning from learning logs: A case study of metacognition in the primary school classroom
British Educational Research Journal , vol. 45, no. 4, pp. 791-820Contributions to Journals: Articles- [ONLINE] https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3526
- [ONLINE] DOI: https://doi.org/10.1002/berj.3526
What we learn from learning diaries: Structured activities as metacognitive tools
Metacognition 2018Contributions to Conferences: AbstractsWhose metacognition is it anyway? Metacognition in the primary school classroom
BERA Annual Conference 2017Contributions to Conferences: AbstractsExploring metacognitive theory in the primary school setting: Insights from psychological evidence, teachers’ perspectives, and practice
Metacognition 2016Contributions to Conferences: AbstractsMetacognition in the Primary School Classroom: Evidence from Theory and Practice
International Congress for School Effectiveness and ImprovementContributions to Conferences: Posters