麻豆传媒高清版

Mike is a Senior Lecturer in the School of Educational Sciences and he is a contributing member of the Collaborative Institute of Education Research Evidence and Impact (CIEREI)

Research Interests include: Evidence-based educational methods, precision teaching (PT), curriculum based measurement (CBM), response to intervention (RtI), reading instruction, direct instruction (DI), effective instruction and instructional design, staff performance and fluency training, fluency based instruction, accelerated learning

Senior Lecturer in the School of Education Sciences

Member of the Collaborative Institute of Education Research, Evidence and Impact (CIEREI)

email: m.beverley@bangor.ac.uk

Telephone: +44(0)1248382467

• Professional: Intermediate Certificate in Welsh Second Language: The Use of Welsh
  Higher Education Academy, 2013
• Intermediate Certificate in Welsh Second Language: The Use of Welsh
  2013
• Professional: Fellow of the Higher Education Academy FHEA (PR058729)
  Higher Education Academy, 2013
• PhD: Using precision teaching strategies and tactics to increase essential skill fluency
  2007鈥�2013
• Foundation Certificate in Welsh Second Language: The Use of Welsh
  2011
• Teaching Fellowship
  2009
• Professional: Post Graduate Certificate of Teaching in Higher Education (tHE)
  2003
• Post Graduate Certificate of Teaching in Higher Education (tHE)
  2003
• Professional: Morningside Academy, Seattle, USA
  2010鈥�2010
• BSc: BSC (Hons) Applied Psychology
  Liverpool John Moores University, 1992鈥�1995

Personal Profile

Mike Beverley graduated from Liverpool John Moores University in 1995 (having studied there as a mature student), and later completed his postgraduate studies here at Bangor. He has been part of the Research Methods team at Bangor since 1996, so teaches statistics and how to use the software package SPSS to students. Mike is also a keen Welsh learner who is committed to learning the language to such a level that he will be able to converse fittingly with first language Welsh speakers.

He enjoys his work with a passion.

鈥淚n what other profession could I help students learn interesting things (such as statistics and Precision Teaching); work with children in schools who are failing academically to help them close the gap between themselves and their peers; and get to learn new things everyday (whilst on full pay). What cannot be considered good about that 鈥� La Dolce Vita鈥�.

Teaching Interests

Mike teaches modules across all three undergraduate years and to Masters students. He is Module Organiser on the Year One 鈥淩esearch Methods鈥� module, which all year one students take in semester two. He is also Module Organiser and lecturer on a specialised year three module 鈥� Evidence-Based Behavioural Methods of Education. This module looks at research proven methods of teaching and many students who take the module have gone on to further training to gain employment as teachers.

He obtained the听Teacher in Higher Education听(tHE) postgraduate qualification in 2003 and is a member of the University鈥檚 Academy of Teaching Fellows; in 2009 he was awarded a听Teaching Fellowship听in recognition of his outstanding contribution to teaching and pastoral care.

Research Interests

His research interests in the last few years have been broadly focused on educational applications of behaviour analysis and more specifically in the use of Precision Teaching and Direct Instruction. Mike supervises undergraduate and Masters students with their research projects and often these projects are conducted in local schools with children who are failing academically (e.g., maths, writing, spelling, and reading).听 He has conducted training workshops in Precision Teaching in the UK, Spain, Italy, and Norway and has presented research at the EABG, EABA, and ABAI international conferences.听

Mike is on the editorial board of the听European Journal of Behavior Analysis听and is also a consulting editor on the听Journal of Precision Teaching.

Mike鈥檚 Twitter feed:听听

Mike鈥檚 wordpress blog:听

Collaborative Institute for Education Research, Evidence and Impact (CIEREI).

CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools. CIEREI represents a strategic partnership between GwE, 麻豆传媒高清版 (led by the Schools of Education and Psychology), Local Education Authorities, schools, the University of Warwick (CEDAR), The Future Generations Commissioners office for Wales, and other stakeholders invested in improving educational outcomes and the wellbeing of our children. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in co-constructed close-to-practice impact research.

CIEREI is also a strategic response to ensuring that 麻豆传媒高清版 provides a strong lead in developing international level research that informs teaching practice and underpins the training of the next generation of teachers in Wales. CIEREI represents a strategic and ambitious response to the vision described by Professor Donaldson (Welsh Government, 2015a), and Professor Furlong (Furlong, 2015) on the role of universities and the changing landscape that will be necessary to build a research informed education economy in Wales.听

In the medium to long term, CIEREI aims to achieve this through building a vibrant research community that builds the foundation that feeds directly into current educational practice, initial teacher education (ITE) programmes and on-going professional development of teachers. This will help ensure that all newly qualified teachers understand research, best evidence practice, and will help to foster a 鈥榮cientist-practitioner mind-set鈥� within education settings. CIEREI has the status of 鈥業nstitute鈥� within the university system because one of the main functions will be to bring together existing groups and centres that are undertaking educationally relevant research to work collaboratively and strategically with GwE and schools (e.g., Centres for Evidence Based Early Intervention, Centre for Mindfulness Research and Practice, Miles Dyslexia Centre, Bilingualism Centre, Bangor Literacy Lab).听

Research Interests include: Evidence-based educational methods, precision teaching (PT), curriculum based measurement (CBM), response to intervention (RtI), reading instruction, direct instruction (DI), effective instruction and instructional design, staff performance and fluency training, fluency based instruction, accelerated learning

2021

• Published
  Roberts-Tyler, E. J., Beverley, M., Hughes, J. C. & Hastings, R. P., Aug 2021, In: European Journal of Special Needs Education. 36, 4, p. 485-501 17 p.
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2020

• Published
  Owen, K., Watkins, R., Beverley, M. & Hughes, C., 1 Sept 2020, In: Wales Journal of Education. 22, 2, p. 67-97
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2018

• Published
  Beverley, M., Hughes, J. C. & Hastings, R., 1 Mar 2018, In: Wales Journal of Education. 20, 1, p. 114-134
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Branch, A., Hastings, R. P., Beverley, M. & Hughes, J. C., Mar 2018, In: Journal of Intellectual and Developmental Disability. 43, 3, p. 213-222 10 p.
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2017

• Published
  Beverley, M., Mair Williams, B. & Owen, K., 12 Apr 2017.
  Research output: Contribution to conference 鈥� Other

2016

• Published
  Watkins, R. C., Hulson-Jones, A., Tyler, E., Hastings, R., Beverley, M. & Hughes, C., 1 Nov 2016, In: Wales Journal of Education. 18, 2, p. 81-104
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Hunter, S., Beverley, M., Parkinson, J. & Hughes, J. C., 2016, In: European Journal of Behavior Analysis. 17, 2, p. 154-165 12 p.
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Beverley, M. & Hunter, S., 31 May 2016.
  Research output: Contribution to conference 鈥� Paper 鈥� peer-review
• Published
  Beverley, M., Hughes, J. C. & Hastings, R., Nov 2016, In: European Journal of Behavior Analysis. 17, 2, p. 131-141
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2015

• Published
  Tyler, E. J., Hughes, J. C., Beverley, M. & Hastings, R. P., 14 Jan 2015, In: European Journal of Psychology of Education. 30, 3, p. 281-294
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Tyler, E. J., Hughes, J. C., Wilson, M. M., Beverley, M., Hastings, R. & Williams, B. M., 1 Mar 2015, In: Journal of International Special Needs Education. 18, 1, p. 1-11
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2014

• Published
  Hunter, S. H., Parkinson, J. A., Beverley, M., Hunter, S., Hughes, J. C. & Parkinson, J., 1 May 2014.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M., 25 Jan 2014.
  Research output: Contribution to conference 鈥� Paper

2013

• Published
  Tyler, E., Hughes, J. C., Beverley, M. & Hastings, R., 25 Mar 2013.
  Research output: Contribution to conference 鈥� Paper
• Published
  Hulson-Jones, A. L., Hastings, R., Hulson-Jones, A., Hughes, J. C., Hastings, R. P. & Beverley, M., 15 Dec 2013, In: European Journal of Behavior Analysis. 14, 2, p. 349-359
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2012

• Published
  Tyler, E., Williams, B., Lea, S., Hughes, J. C. & Beverley, M., 26 May 2012.
  Research output: Contribution to conference 鈥� Paper

2011

• Published
  Tyler, E., Williams, B., Hughes, J. C. & Beverley, M., 30 May 2011.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M., Hughes, J. C., Tyler, E. & Williams, B., 30 May 2011.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M., Hughes, J. C. & Tyler, E., 18 Apr 2011.
  Research output: Contribution to conference 鈥� Paper
• Published
  Tyler, E., Williams, B., Wilson, M., Hughes, J. C. & Beverley, M., 18 Apr 2011.
  Research output: Contribution to conference 鈥� Paper

2010

• Published
  Beverley, M. & Hughes, J. C., 1 Jan 2010.
  Research output: Contribution to conference 鈥� Paper

2009

• Published
  Williams, B. M., Hughes, J. C. & Beverley, M., 1 Jan 2009.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M. & Hughes, J. C., 1 Jan 2009.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M., Hughes, J. C. & Hastings, R. P., 1 Jan 2009.
  Research output: Contribution to conference 鈥� Paper
• Published
  Hughes, J. C. & Beverley, M., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 101-102
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Beverley, M., 1 Jan 2009.
  Research output: Contribution to conference 鈥� Paper
• Published
  Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 297-314
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Beverley, M., Hughes, J. C. & Hastings, R. P., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 235-248
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2008

• Published
  Beverley, M. & Hughes, J. C., 1 Jan 2008.
  Research output: Contribution to conference 鈥� Paper

2007

• Published
  Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 305-314
  Research output: Contribution to journal 鈥� Article 鈥� peer-review
• Published
  Hughes, J. C., Beverley, M. & Whitehead, J., 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 221-238
  Research output: Contribution to journal 鈥� Article 鈥� peer-review

2006

• Published
  Hughes, J. C. & Beverley, M., 18 Jul 2006.
  Research output: Contribution to conference 鈥� Paper
• Published
  Hughes, J. C., Beverley, M. & Whitehead, J., 18 Jul 2006.
  Research output: Contribution to conference 鈥� Paper
• Published
  Martin, J. & Beverley, M., 27 Jun 2006.
  Research output: Contribution to conference 鈥� Paper
• Published
  Beverley, M. & Hughes, J. C., 1 Jan 2006.
  Research output: Contribution to conference 鈥� Paper
• Published
  Martin, J. & Beverley, M., 27 Jun 2006.
  Research output: Contribution to conference 鈥� Paper

2002

• Published
  Hughes, E., Hughes, J. C., Whitehead, J. & Beverley, M., 1 Jan 2002.
  Research output: Contribution to conference 鈥� Paper
• Published
  Hughes, E., Hughes, J. C. & Beverley, M., 1 Jan 2002.
  Research output: Contribution to conference 鈥� Paper

2017

• Introduction to Precision Teaching and Standard Celeration Charting and using TAGteach庐 in combination with Precision Teaching

  12 Apr 2017

  Activity: Participation in Academic conference (Speaker)

2014

• Norwegian behavioral Association invite : Professional conference : Effective efforts in school - How to work with academic difficulties and behavioral problems University College in Oslo and Akershus 24 and 25 January 2014 Effektiv effort in school In an interview with NRK points Pisa CEO Andreas Schleicher on key issues in the Norwegian school (see box below) . The conference " Effective efforts in schools" addresses these challenges and will present appropriate methods and tools to meet them. Norsk atferdsanalytisk forening inviterer til: Fagkonferanse: Effektiv innsats i skolen -Hvordan arbeide med skolefaglige vansker og atferdsvansker H酶gskolen i Oslo og Akershus 24. og 25. januar 2014Effektiv innsats i skolen I et intervju med NRK peker Pisa-sjef Andreas Schleicher p氓 sentrale problemer i den norske skolen (se boks nederst p氓 siden). Konferansen 芦Effektiv innsats i skolen禄 tar for seg nettopp disse utfordringene, og vil presentere aktuelle metoder og verkt酶y for 氓 im酶tekomme dem. Anne Arnesen og Wilhelm Meek-Hansen som arbeider med PALS-modellen ved Atferdssenteret i Oslo vil presentere en kunnskapsbasert og oppdatert oversikt over sammenhenger mellom elevers skolefaglige og atferdsmessige vansker, og hvordan man p氓 systemniv氓 i hver skole kan arbeide med 氓 forebygge og avhjelpe slike vansker. Det er mulig 氓 gj酶re l忙ringsopplevelsen overkommelig og positiv for elever selv om l忙rere har forventninger og stiller krav til prestasjon. Foreleserne Jennifer Austin og Michael Beverly fra Wales vil presentere metoder for kartlegging av atferdsvansker og metoder for effektiv undervisning i grunnleggende ferdigheter som lesing og regning. Det vil ogs氓 bli presentert hvordan spesielt IKT kan brukes i leseoppl忙ring p氓 en effektiv og spennende m氓te - for b氓de elev, l忙rer og foreldre. Gode leseferdigheter er s忙rlig viktig med tanke p氓 氓 lykkes i skolen, b氓de faglig og sosialt Videre presenteres et arbeid der elever p氓 barnetrinnet har mottatt ekstraoppl忙ring i matematikk, og avslutningsvis gis en gjennomgang av sentrale elementer ved klasseledelse og relasjonen mellom l忙rer og elever. Fra NRK-intervju med Andreas Schleicher, leder for de internasjonale PISA-unders酶kelsene: - I Norge er det ikke s氓 store forskjeller p氓 skolene, men det store problemet er at det er enorme forskjeller p氓 elevenes prestasjoner p氓 den enkelte skole. PISA-sjefen peker p氓 at den norske skolen ikke klarer 氓 gi spesielt elever med innvandrerbakgrunn og vanskeligstilte barn og unge den undervisningen som gj酶r at de virkelig kan n氓 sitt potensial. - Det som ofte skjer i Norge, er at l忙rere senker forventningene og kravene til elever med en vanskelig eller utfordrende bakgrunn. De gj酶r undervisningen lett for dem og sier: "Du som har hatt det t酶ft, skal slippe 氓 ha det s氓 krevende her". Det er en helt gal oppskrift, sier Schleicher. (NRKs nettsider 20.08.2013) Anne Arnesen and Wilhelm Meek - Hansen working with PALS model at Behavioural Centre in Oslo will present a knowledge-based and updated overview of the correlation between students' academic and behavioral difficulties, and how the system level in each school can work to prevent and remedy such difficulties . It is possible to make the learning experience manageable and positive for students though teachers have expectations and demands for achievement. The lecturers Jennifer Austin and Michael Beverly of Wales will present methods for mapping behavioral problems and methods for effective teaching of basic skills such as literacy and numeracy . It will also be presented how ICT can be used especially in literacy in an efficient and exciting way - for both the student , teacher and parents. Good reading skills are especially important for success in school , both academically and socially Also presented a work where pupils in primary schools have received additional training in mathematics, and concludes with a review of key elements of classroom management and the relationship between teacher and students . From NRK interview with Andreas Schleicher , head of the international PISA studies : - In Norway it is not that large differences in the schools , but the big problem is that there are enormous differences in student achievement at each school. PISA boss points out that the Norwegian school fails to provide special immigrant students and disadvantaged children and young people the education that allows them to truly reach their potential. - It often happens in Norway is that teachers lowers the expectations and requirements of pupils with a difficult or challenging backgrounds. They make teaching easy for them and says : " You who have had it tough , should not have to be so difficult here ." It's a crazy recipe, says Schleicher . ( NRK's 鈥嬧�媤ebsite 20.08.2013 )

  24 Jan 2014 鈥� 25 Jan 2014

  Links:

  Activity: Types of External academic engagement - Invited talk (Speaker)