Dr David Hyatt BA Cert Ed MEd (TEFL) PhD
Lecturer in Education
Senate Award Fellow (Excellence in Learning and Teaching)
Tel: (+44) (0)114 222 8126
Fax: (+44) (0)114 279 6236
David directs, Part 2 (Thesis Stage) of the EdD programme (from Feb 2015). He is also the Director of the Singapore distance learning programme and of the EdD Language Learning and Teaching. He was previously Director and co Director of the MA in Education Policy and Practice and the director of the MEd English Language Teaching. He is a member of the teaching team for the Dublin professional Education Doctorate (EdD) and the MA in Literacy and Language programmes. He makes a teaching contribution to the EdD Literacy & Language, EdD Educational Psychology, the Full Time MA and the BA programme. He currently supervises 12 doctoral students and has supervised 14 doctoral students to successful completion. David has contributed substantially in senior roles to the areas of learning, teaching and assessment at the School of Education, and for six years, took on the role of Deputy Director of Learning and Teaching, leading on the area of teaching quality.
My interests have a focus on pedagogy, particularly in a higher education context. As a result, my research currently centres around two major interlinked research areas of interest:
1. Higher Education Policy and Pedagogies
My research interests in this area have developed from a focus largely around International English Language education to a wider and ongoing focus on policy and pedagogy, particularly in a higher education context. This has also involved a critical engagement with theoretical aspects of discourse analysis. My work has contributed to the advancement of analytical frameworks in the field as evidenced in my publications Hyatt (2005c, 2013b and 2013c).
My current research writing, linking with my directorship and teaching on the EdD, encompasses a pedagogical initiative, concerned with decentring power relations in doctoral teaching and methodologically involving the analysis of educational policy documents. My contribution to this field, therefore, lies in the synthesis of a well-established theoretical methodology with practical pedagogical & research contexts e.g. Hyatt, D. (2013b). This builds on my previous published works in the analysis of discourse (Hyatt, 2006, Hyatt, 2005b, Hyatt 2005c), drawing on previous work on policy analysis (Hyatt 2007) and offered an innovative framework for the field, including my own publications (Hyatt 2013b, Hyatt 2015).
As an active and researcher and teacher in higher education, with a central interest in teaching, learning and assessment my interests encompass approaches and issues in academic literacies, particularly in terms of feedback at postgraduate level (Hyatt 2005a, Hyatt 2004a), research disseminated through both publication and professional development seminars. More recently work on self-assessment produced DVD-based teaching resources. Earlier work included a funded IELTS project (Hyatt 2008, Hyatt, D. 2013a) looking at stakeholders perceptions of appropriate entry levels for HE, and a bid for research into the experiences of doctoral students in relation to entry level English language proficiency.
2. The Impact of Language on Educational Processes
My major research activity in this area is nested in the on-going applied and collaborative work begun through the Arts and Humanities Research Council Connected Communities funded ‘Language as Talisman’ project, where project team worked in schools and youth centres to co-produce materials with young people about language and its power. My aspect of this project involved working with two Rotherham primary schools with children on accent/dialect and achievement.
My work in academic literacies has had an impact on School and departmental assessment and feedback procedures. This work has been disseminated through professional development seminars and publication (Hyatt, 2013a). Historically this drew on my engagement with pedagogical issues around learning at a distance (including my development of innovative DL teaching materials and processes), and through my work on two funded research sponsored by learndirect (Ufi Ltd) which sought to consider the learning of English by adult speakers of other languages under the Government initiatives on Skills for Life and ICT.
Funded Research Projects
Hyatt, D. and Meraud, J. (2015) ‘Teacher education in France under the Hollande government: reconstructing and reinforcing the republic’.
Hyatt, D. (2013a) ‘The critical policy discourse analysis frame: helping doctoral students engage with educational policy analysis’, Teaching in Higher Education. 18/8, pp.
Hyatt, D. (2013b) ‘The Critical Higher Education Policy Discourse Analysis Framework’ in J. Huisman & M. Tight (Eds.) Theory and Method in Higher Education Research. London: Emerald.
Hyatt, D. (2013c). Stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK. (2012) Journal of Further and Higher Education. 37/6, pp. 844-863.
Hyatt, D. (2009) ‘ “to elicit an honest answer - which may occasionally be the same as the truth” : Texture and the antagonistic political interview’ in Thompson, G. and Forey, G. (eds.) Text Type and Texture. London: Equinox, pp. 125-150.
Hyatt, D. & G. Brooks (2009) ‘Investigating Stakeholders’ Perceptions of IELTS as an entry requirement for higher education in the UK’ Project Report for British Council/Cambridge ESOL/IDP:IELTS Australia - UK1120 (Round 12 2007).
Hyatt, D. (2008) ‘Uncloaking text and discourse: using critical discourse analysis for educational research’ proceedings of International Conference of Education, Research and Innovation Madrid, Spain, November 2008 (ICERI Publications).
Hyatt, D. (August 2007) `Applying A Critical Systemic-Functional Literacy Frame to UK secondary education contexts´. In McCabe, A., O´Donnell, M., and Whittaker, R. (Eds.) Advances in Language & Education. London: Continuum.
Hyatt, D. (with M. Clapson) (2007) ‘Policy, cultural and ideological influences on the careers paths of teachers of English in French higher education’. TESOL Quarterly Vol.41/3, pp. 625-633 [special issue Language Policies and TESOL: Perspectives From Practice, Vaidehi Ramanathan and Brian Morgan (Eds.)
Hyatt, D. (2007) `Affordances for Empowerment: a pedagogical, analytical and heuristic tool for textual and discoursal uncloaking.´ In Quaderns de Filologia, Estudies Linguistics XI (2006) ISSN: 1135-416X 1-12.
Hyatt, D. (2005a) `Yes, a very good point!´: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments.´ In Teaching in Higher Education. Vol. 10/3, pp. 339-535.
Hyatt, D. (2005b) `Time for a change: a critical discoursal analysis of synchronic context with diachronic relevance´. In Discourse in Society 16/4, pp. 515- 534.
Hyatt, D. (2005c) `A Critical Literacy Frame for UK secondary education contexts´. In English in Education, Vol. 39/1, pp. 43 - 59.
Hyatt, D. (2004a) `Writing research´ in Opie, C. (ed.) Doing Educational Research. London: Sage. pp.34-57.