Dr Hazel Crichton

  • Lecturer (Pedagogy, Praxis & Faith)

telephone: 01413306586
email: Hazel.Crichton@glasgow.ac.uk

R690 Level 6, Pedagogy Policy & Practice, St Andrew's Building, Glasgow G3 6NH

Import to contacts

ORCID iDhttps://orcid.org/0000-0001-5791-3159

Research interests

Research interests

Hazel’s  research interests include all aspects of modern languages teaching and learning, particularly classroom interaction and the use of the target language. She is also interested in  reflection, intercultural communication, bilingualism and multiculturalism. Her PhD thesis looked at teachers' moves in the target language which stimulated learners' responses and she has published recent articles on participation frameworks, sensitive error correction, assessment for learning and student reflection. She has supervised and is currently supervising PhD students' studies on English teachers' perceptions of educational reform in Pakistan, group work as a method of teaching in Pakistan, English teaching in Saudi Arabia, China and Libya, professional development of English teachers in Turkey and intercultural practices in elite hotels.

Publications

List by: Type | Date

Jump to: 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2013 | 2012 | 2011 | 2010 | 2009 | 2006
Number of items: 29.

2022

Crichton, M., Crichton, H. and Colville, G. (2022) Students’ perceptions of problem-based learning in multidisciplinary groups when seeking to solve an engineering grand challenge. Journal of Problem Based Learning in Higher Education, 10(1), pp. 20-35. (doi: 10.54337/ojs.jpblhe.v10i1.6823)

2021

Crichton, H. (2021) German teaching and learning in early years and primary schools in the UK. In: Zein, S. and Coady, M. R. (eds.) Early Language Learning Policy in the 21st Century: An International Perspective. Series: Language policy (26). Springer: Cham, pp. 275-291. ISBN 9783030762506 (doi: 10.1007/978-3-030-76251-3_13)

Crichton, H. , Valdera-Gil, F. and Hadfield, C. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), pp. 345-362. (doi: 10.1080/14623943.2021.1892621)

2020

Daborn, E., Zacharias, S. and Crichton, H. (2020) Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners. Bloomsbury: London. ISBN 9781350073937

Valdera Gil, F. and Crichton, H. (2020) Mother tongue plus two languages: are Scottish Primary Teachers confident to deliver? Language Learning Journal, 48(4), pp. 454-468. (doi: 10.1080/09571736.2018.1448430)

2019

Reilly, S. , Crichton, H. and Lappin, M. (2019) Pilgrimages: fruitful sources of faith formation for Catholic student teachers? In: Buchanan, M. T. and Gellel, A.-M. (eds.) Global Perspectives on Catholic Religious Education in Schools. Volume II: Learning and Leading in a Pluralist World. Springer: Singapore, pp. 203-215. ISBN 9789811361265 (doi: 10.1007/978-981-13-6127-2_17)

2018

Reilly, S. , Lappin, M. and Crichton, H. (2018) Pilgrimages: fruitful sources of faith formation for Catholic student teachers? 1st International Conference on Catholic Religious Education in Schools, Rabat, Malta, 7-10 Feb 2018. (Unpublished)

Crichton, H. (2018) Modern languages. In: Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (eds.) Scottish Education. Edinburgh University Press: Edinburgh, UK, pp. 341-346. ISBN 9781474437844

2017

Anderson, C., Sangster, P., Foley, Y. and Crichton, H. (2017) How effectively are mainstream teachers prepared to meet the needs of learners for whom English is an additional language? In: Florian, L. and Pantić, N. (eds.) Teacher Education for the Changing Demographics of Schooling. Series: Inclusive learning and educational equity (2). Springer, pp. 103-120. ISBN 9783319543895 (doi: 10.1007/978-3-319-54389-5_8)

Crichton, H. , Templeton, B. and Valdera, F. (2017) Face values: the use of sensitive error correction to address adolescents' ‘face’ issues in the modern languages classroom. Language Learning Journal, 45, pp. 51-65. (doi: 10.1080/09571736.2013.876090)

Serrano Diaz, N. and Crichton, H. (2017) Mobility in higher education: new need to improve it? Hungarian Educational Research Journal, 7(4), pp. 35-45.

2016

Crichton, H. and Patrick, F. (2016) Learning Under Construction: Students’ Perceptions of Constructivist Approaches to Teaching, Learning and Assessment at Masters Level. ECER 2016, Dublin, Ireland, 22-26 Aug 2016. (Unpublished)

Anderson, C., Sangster, P., Foley, Y. and Crichton, H. (2016) How are we Training our Mainstream Teachers to Meet the Needs of EAL Learners? The case of two University Schools of Education in Scotland. Project Report. EAL Nexus research.

Crichton, H. and Mcdaid, A. (2016) Learning intentions and success criteria: learners' and teachers' views. Curriculum Journal, 27(2), pp. 190-203. (doi: 10.1080/09585176.2015.1103278)

2015

Crichton, H. and Valdera-Gil, F. (2015) Student perceptions of feedback as an aid to reflection. European Journal of Teacher Education, 38(4), pp. 512-524. (doi: 10.1080/02619768.2015.1056911)

Crichton, H. and Valdera-Gil, F. (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills. Teacher Education Advancement Network Journal, 7(1), pp. 14-24.

McKinney, S. , McAdam, J. , Britton, A., Crichton, H. and Arizpe, E. (2015) Managing the learning of new arrival children in mainstream schooling: challenges for school management and curriculum leaders. In: Christopher, E. (ed.) International Management and Intercultural Communication: A Collection of Case Studies. Palgrave Macmillan: London. ISBN 9781137553232

2013

Crichton, H. (2013) Production and reception formats: an alternative participation framework for analysis of classroom discourse? British Educational Research Journal, 39(1), pp. 166-181. (doi: 10.1080/01411926.2011.615387)

Crichton, H. and Templeton, B. (2013) Collaboration or confrontation? An investigation into the role of prior experiences in the completion of collaborative group tasks by student teachers. European Journal of Teacher Education, 36(1), pp. 84-96. (doi: 10.1080/02619768.2012.678487)

McAdam, J. , Britton, A., McKinney, S.J. , Crichton, H. and Arizpe, E. (2013) L’esperienza poi nelle scuole Scozzesi. Portfolio of Integration Report. Project Report. University of Glasgow, Glasgow. (Unpublished)

2012

McKinney, S.J. , McAdam, J. , Arizpe, E. , Crichton, H. and Britton, A. (2012) Portfolio of Integration (Scotland). Project Report. Oxfam Italia. (Unpublished)

2011

Crichton, H. and Templeton, B. (2011) Bridging the gap. Teaching Scotland, 40,

Carty, M., Christie, C., Flament-Boistrancout, D., Klein, M., Crichton, H. and Templeton, B. (2011) Double diplomas: a Franco-British training route of excellence for teachers of French worldwide? In: Fraser, M. and Lane, P. (eds.) Franco-British Academic Partnerships: The Next Chapter. Liverpool University Press: Liverpool, UK, pp. 25-37. ISBN 9781846316630

Crichton, H. (2011) Scottish Gaelic: Accepted by Europe, rejected by Scots? In: Herreras, J.C. (ed.) L'Europe des 27 et ses langues. Presses universitaires de Valenciennes. ISBN 9782364240087

2010

Crichton, H. and Templeton, B. (2010) Curriculum for Excellence: The way forward for primary languages in Scotland? Language Learning Journal, 38(2), pp. 139-147. (doi: 10.1080/09571731003790391)

Crichton, H. and Templeton, B. (2010) An evaluation of the partial immersion project at St. Aloysius college junior school. Project Report. University of Glasgow, Glasgow, UK. (Unpublished)

Crichton, H. and Templeton, B. (2010) The new alliance: pedagogy and student experience in intercultural professional learning. Teacher Education Advancement Network Journal, 1(1),

2009

Crichton, H. (2009) Value added' modern languages teaching in the classroom: an investigation into how teachers' use of classroom target language can aid pupils' communication skills. Language Learning Journal, 37(1), pp. 19-34. (doi: 10.1080/09571730902717562)

2006

Crichton, H. (2006) As others see us. Scottish Languages Review(13),

This list was generated on Thu Nov 21 01:56:15 2024 GMT.
Jump to: Articles | Books | Book Sections | Research Reports or Papers | Conference or Workshop Item
Number of items: 29.

Articles

Crichton, M., Crichton, H. and Colville, G. (2022) Students’ perceptions of problem-based learning in multidisciplinary groups when seeking to solve an engineering grand challenge. Journal of Problem Based Learning in Higher Education, 10(1), pp. 20-35. (doi: 10.54337/ojs.jpblhe.v10i1.6823)

Crichton, H. , Valdera-Gil, F. and Hadfield, C. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), pp. 345-362. (doi: 10.1080/14623943.2021.1892621)

Valdera Gil, F. and Crichton, H. (2020) Mother tongue plus two languages: are Scottish Primary Teachers confident to deliver? Language Learning Journal, 48(4), pp. 454-468. (doi: 10.1080/09571736.2018.1448430)

Crichton, H. , Templeton, B. and Valdera, F. (2017) Face values: the use of sensitive error correction to address adolescents' ‘face’ issues in the modern languages classroom. Language Learning Journal, 45, pp. 51-65. (doi: 10.1080/09571736.2013.876090)

Serrano Diaz, N. and Crichton, H. (2017) Mobility in higher education: new need to improve it? Hungarian Educational Research Journal, 7(4), pp. 35-45.

Crichton, H. and Mcdaid, A. (2016) Learning intentions and success criteria: learners' and teachers' views. Curriculum Journal, 27(2), pp. 190-203. (doi: 10.1080/09585176.2015.1103278)

Crichton, H. and Valdera-Gil, F. (2015) Student perceptions of feedback as an aid to reflection. European Journal of Teacher Education, 38(4), pp. 512-524. (doi: 10.1080/02619768.2015.1056911)

Crichton, H. and Valdera-Gil, F. (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills. Teacher Education Advancement Network Journal, 7(1), pp. 14-24.

Crichton, H. (2013) Production and reception formats: an alternative participation framework for analysis of classroom discourse? British Educational Research Journal, 39(1), pp. 166-181. (doi: 10.1080/01411926.2011.615387)

Crichton, H. and Templeton, B. (2013) Collaboration or confrontation? An investigation into the role of prior experiences in the completion of collaborative group tasks by student teachers. European Journal of Teacher Education, 36(1), pp. 84-96. (doi: 10.1080/02619768.2012.678487)

Crichton, H. and Templeton, B. (2011) Bridging the gap. Teaching Scotland, 40,

Crichton, H. and Templeton, B. (2010) Curriculum for Excellence: The way forward for primary languages in Scotland? Language Learning Journal, 38(2), pp. 139-147. (doi: 10.1080/09571731003790391)

Crichton, H. and Templeton, B. (2010) The new alliance: pedagogy and student experience in intercultural professional learning. Teacher Education Advancement Network Journal, 1(1),

Crichton, H. (2009) Value added' modern languages teaching in the classroom: an investigation into how teachers' use of classroom target language can aid pupils' communication skills. Language Learning Journal, 37(1), pp. 19-34. (doi: 10.1080/09571730902717562)

Crichton, H. (2006) As others see us. Scottish Languages Review(13),

Books

Daborn, E., Zacharias, S. and Crichton, H. (2020) Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners. Bloomsbury: London. ISBN 9781350073937

Book Sections

Crichton, H. (2021) German teaching and learning in early years and primary schools in the UK. In: Zein, S. and Coady, M. R. (eds.) Early Language Learning Policy in the 21st Century: An International Perspective. Series: Language policy (26). Springer: Cham, pp. 275-291. ISBN 9783030762506 (doi: 10.1007/978-3-030-76251-3_13)

Reilly, S. , Crichton, H. and Lappin, M. (2019) Pilgrimages: fruitful sources of faith formation for Catholic student teachers? In: Buchanan, M. T. and Gellel, A.-M. (eds.) Global Perspectives on Catholic Religious Education in Schools. Volume II: Learning and Leading in a Pluralist World. Springer: Singapore, pp. 203-215. ISBN 9789811361265 (doi: 10.1007/978-981-13-6127-2_17)

Crichton, H. (2018) Modern languages. In: Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (eds.) Scottish Education. Edinburgh University Press: Edinburgh, UK, pp. 341-346. ISBN 9781474437844

Anderson, C., Sangster, P., Foley, Y. and Crichton, H. (2017) How effectively are mainstream teachers prepared to meet the needs of learners for whom English is an additional language? In: Florian, L. and Pantić, N. (eds.) Teacher Education for the Changing Demographics of Schooling. Series: Inclusive learning and educational equity (2). Springer, pp. 103-120. ISBN 9783319543895 (doi: 10.1007/978-3-319-54389-5_8)

McKinney, S. , McAdam, J. , Britton, A., Crichton, H. and Arizpe, E. (2015) Managing the learning of new arrival children in mainstream schooling: challenges for school management and curriculum leaders. In: Christopher, E. (ed.) International Management and Intercultural Communication: A Collection of Case Studies. Palgrave Macmillan: London. ISBN 9781137553232

Carty, M., Christie, C., Flament-Boistrancout, D., Klein, M., Crichton, H. and Templeton, B. (2011) Double diplomas: a Franco-British training route of excellence for teachers of French worldwide? In: Fraser, M. and Lane, P. (eds.) Franco-British Academic Partnerships: The Next Chapter. Liverpool University Press: Liverpool, UK, pp. 25-37. ISBN 9781846316630

Crichton, H. (2011) Scottish Gaelic: Accepted by Europe, rejected by Scots? In: Herreras, J.C. (ed.) L'Europe des 27 et ses langues. Presses universitaires de Valenciennes. ISBN 9782364240087

Research Reports or Papers

Anderson, C., Sangster, P., Foley, Y. and Crichton, H. (2016) How are we Training our Mainstream Teachers to Meet the Needs of EAL Learners? The case of two University Schools of Education in Scotland. Project Report. EAL Nexus research.

McAdam, J. , Britton, A., McKinney, S.J. , Crichton, H. and Arizpe, E. (2013) L’esperienza poi nelle scuole Scozzesi. Portfolio of Integration Report. Project Report. University of Glasgow, Glasgow. (Unpublished)

McKinney, S.J. , McAdam, J. , Arizpe, E. , Crichton, H. and Britton, A. (2012) Portfolio of Integration (Scotland). Project Report. Oxfam Italia. (Unpublished)

Crichton, H. and Templeton, B. (2010) An evaluation of the partial immersion project at St. Aloysius college junior school. Project Report. University of Glasgow, Glasgow, UK. (Unpublished)

Conference or Workshop Item

Reilly, S. , Lappin, M. and Crichton, H. (2018) Pilgrimages: fruitful sources of faith formation for Catholic student teachers? 1st International Conference on Catholic Religious Education in Schools, Rabat, Malta, 7-10 Feb 2018. (Unpublished)

Crichton, H. and Patrick, F. (2016) Learning Under Construction: Students’ Perceptions of Constructivist Approaches to Teaching, Learning and Assessment at Masters Level. ECER 2016, Dublin, Ireland, 22-26 Aug 2016. (Unpublished)

This list was generated on Thu Nov 21 01:56:15 2024 GMT.

Grants

Grants

2014: £4632.30   In collaboration with colleagues from Edinburgh University: The British Council: EAL Nexus Research Award for research into  secondary student teachers’ perceptions of English as an Additional Language in the classroom.

2011-13: £9,215 with A. Britton, S. McKinney, J. McAdam and E. Arizpe, Comenius Regio: Supporting newly arrived and bilingual learners with EAL in the classroom.

2011-13: £2,390 with M. McMahon, J.McAdam and E. Daborn, Comenius Regio : Support for EAL learners in Glasgow and Marseilles.

2010 - £10, 562 with B. Templeton for research commissioned by the British Council on the contribution of Foreign Language Assistants to Curriculum for Excellence.

2009 - £5690 with B. Templeton commissioned by St. Aloysius College for an evaluation on the impact of the bilingual project in the early years of the Junior School.

Supervision

Teaching

Teaching

Hazel worked as a teacher of modern languages in schools in Glasgow and Edinburgh and was Principal Teacher of Modern Languages for many years. She then worked at the University of Edinburgh as Lecturer in Modern Languages for 2 years. She has worked in the School of Education since January 2006. Hazel teaches on a range of undergraduate and postgraduate courses and supervises a number of Masters and PhD students investigating a variety of topics, including the impact of educational change, language teaching pedagogy, the preservation of heritage languages and intercultural practices in elite hotels.

Additional information

Academic and professional body membership

Member of the GTC(S)
Fellow of the Higher Education Academy


hazel_crichton