Rupert Knight

Contact

• workRoom C77 Dearing Building
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 748 4793
• Rupert.Knight@nottingham.ac.uk

Biography

Dr Rupert Knight joined the University of Nottingham in April 2014 and is Associate Professor in Education. He teaches on primary Initial Teacher Education courses and a range of other postgraduate courses including the MA Education, PGCHE and EdD. He is currently Social Science Faculty Adviser for colleagues on the PGCHE. Prior to working at UoN, Rupert held a similar position at the University of Derby (2006-2014) working on a range of undergraduate and postgraduate education courses.

Before working in higher education, Rupert was a teacher in schools in London and Nottingham and his various roles included Advanced Skills Teacher, Leading Behaviour Teacher and Assistant Head Teacher.

Expertise Summary

Rupert's primary education expertise and interests include:

• classroom talk / oracy.
• the roles of theory and practice in learning to teach
• teachers as professionals
• pedagogies for primary education
• primary teachers' subject knowledge

Rupert's doctoral research focused on teacher education and postgraduate students' understanding of the relationship between theory and practice in learning to teach.

Recent Publications

• KNIGHT, R, 2023. Really saying something?: Speaking up for authentic classroom talk Forum. 65(1), 98-107
• ELLIOTT, J, KNIGHT, R, CLANCY, S. and MORLEY, C., 2023. Exploring the Identity of an Undergraduate Education Programme. In: PULFORD, M., MORRIS, R. and PURVES, R., eds., Understanding Education Studies: Critical Issues and New Directions Routledge. 21-29
• KNIGHT, R., 2023. Oracy and cultural capital: the transformative potential of spoken language Literacy. 58(1), 37-47
• KNIGHT, R., 2023. A clear sense of purpose is essential to drive oracy education across a school: Why do schools choose oracy? Talking Point: Voice 21's Journal. 7-9

• View all publications

• KNIGHT, R, 2023. Really saying something?: Speaking up for authentic classroom talk Forum. 65(1), 98-107
• ELLIOTT, J, KNIGHT, R, CLANCY, S. and MORLEY, C., 2023. Exploring the Identity of an Undergraduate Education Programme. In: PULFORD, M., MORRIS, R. and PURVES, R., eds., Understanding Education Studies: Critical Issues and New Directions Routledge. 21-29
• KNIGHT, R., 2023. Oracy and cultural capital: the transformative potential of spoken language Literacy. 58(1), 37-47
• KNIGHT, R., 2023. A clear sense of purpose is essential to drive oracy education across a school: Why do schools choose oracy? Talking Point: Voice 21's Journal. 7-9
• KNIGHT, R, 2022. Pedagogical change and professional courage: exposing the tensions of teacher professionalism. In: MENTER, I, ed., The Palgrave Handbook of Teacher Education Research Palgrave.
• KNIGHT, R., 2022. Classroom talk in practice: teachers' experiences of oracy in action McGraw-Hill / Open University Press.
• KNIGHT, R. and SULLIVAN, S, 2021. Developing a framework for Initial Teacher Education: route map or reflective tool? Journal of Education for Teaching. 48(2), 146-158
• GU,Q., SEYMOUR, K., REA, S., KNIGHT, R., AHN, M., SAMMONS, P., KAMESHWARA, K. and HODGEN, J., 2021. The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools. Education Endowment Foundation.
• KNIGHT, R., 2020. Classroom talk: evidence-based teaching for enquiring teachers St Albans: Critical Publishing.
• GRIPTON, C. and KNIGHT, R., 2020. Walking the talk: moving forwards with sustained shared thinking and dialogic teaching. Forum. 62(1), 31-40
• GU, Q., REA, S., SEYMOUR, K., SMETHEM, L., BRYANT, B., ARMSTRONG, P., AHN, M., HODGEN, J. and KNIGHT, R., 2020. The Research Schools Network: supporting schools to develop evidence-informed practice Education Endowment Foundation.
• KNIGHT, R., 2019. The tensions of innovation: experiences of teachers during a whole school pedagogical shift Research Papers in Education. 35(2), 205-227
• KNIGHT, R., 2017. Addressing the Tensions of Longitudinal Case Study Research Into One’s Own Practice: Exploring Student Teachers’ Conceptions of the Relationship Between Theory and Practice in Learning to Teach SAGE Research Methods Cases Part 2.
• KNIGHT, R., 2017. Professional autonomy in primary mathematics: striking a balance. Mathematics Teaching. 255, 23-25
• KNIGHT, R., 2017. The subject and the setting: re-imagining opportunities for primary teachers' subject knowledge development on school-based teacher education courses Teachers and Teaching: theory and practice. 23(7), 843-858
• DAY, C., TOWNSEND, A., KNIGHT, R. and RICHARDSON, K., 2016. School leadership in the Primary Years Programme Bethesda, MD, USA, International Baccalaureate Organization..
• MCINTYRE, J. and KNIGHT, R., 2016. Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes The Urban Review. 48(5), 647-667
• KNIGHT, R., 2015. Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’ Journal of Education for Teaching: International Research and Pedagogy. 42(2), 1-16
• KNIGHT, R., 2015. Developing confident primary mathematics teachers through school-based teacher education. Mathematics Teaching. 247, 9-11
• KNIGHT, R., 2013. ‘It’s just a wait and see thing at the moment’: Students’ preconceptions about the contribution of theory to classroom practice in learning to teach Teacher Education Network Journal. 5(1), 45-59
• KNIGHT, R., 2011. Using and applying mathematics. Mathematics Teaching. 224, 12-13
• KNIGHT, R., 2010. A theorist in every classroom. Primary Science. 114, 16-18
• KNIGHT, R., 2009. The Williams Review. Mathematics Teaching. 213, 18-19
• KNIGHT, R., 2009. Starting with what they know Primary Science. 109, 22-24
• KNIGHT, R., 2009. Capturing children’s imaginations through Darwin’s ideas. Primary Science. 107, 9-12