My research interests sit at the intersection of oracy, participation, drama and educational leadership. I am particularly interested in how children develop communicative confidence within schools, and the ways in which creativity, embodiment and socially meaningful interaction shape participation and learning.
Alongside my work as a primary headteacher, I write about oracy, inclusion, curriculum and arts-based pedagogy. My recent research has focused upon devised drama and communicative participation, particularly for pupils identified as having developing oracy skills.
This page brings together current research, publications and ongoing academic work.
Orcid ID: https://orcid.org/0009-0000-0803-326X
Doctorate in Education
University of Dundee
An exploration into the possible effect of performing arts on applied oracy skills with primary-aged pupils with developing oracy ability: a mixed-method, multiple-case study approach.
This research explored the possible impact of devised drama upon the applied oracy skills of Year 3 pupils identified as having developing oracy abilities. Using a qualitative-dominant mixed-method multiple-case study design, the study examined how communication emerged through rehearsal, embodiment, fictional role and collaborative interaction.
The research drew upon sociocultural theories of communication alongside contemporary oracy and drama pedagogies, and considered wider questions surrounding participation, assessment and visibility within educational settings.
Current Research Interests
- Oracy and communicative participation
- Drama and embodied learning
- Educational assessment and visibility
- Inclusion and belonging
- Arts-based pedagogy
- Dialogic teaching and classroom interaction
- Educational leadership and school culture
Stephen Mitchell 