Staff profile

Biography

Priyanka is a full-time postgraduate research student at the School of Education. Her research project investigates teachers' digital educational practices in public and private schools in India. The focus of the research is on the recent policy initiave, Digital India Campaign and how these initiatives affects teaching and learning practices. 

Priyanka has graduated from the University of Manchester in BSc (Hons) Physics with Philosophy. After her bachelors, she realised that she is interested in Education and obtained masters in Education Studies from University of Strathclyde. During her dissertation, she explored student teachers' perspectives in understanding digital education within the Scottish Curriculum, Curriculum for Excellence.

Priyanka has worked in schools in India as Educational Technology Counsellor, where she supported teachers in understanding digital education and its meaningful integration. 

• Digital Literacies
• Digital Practices

Conference Paper

• The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom
  
  Diehl, M. B. (2021). The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 22-34). Durham University, School of Education.
• Managing violent behaviours in primary schools – A multi-agency risk assessment model
  
  Rutter, N. (2021). Managing violent behaviours in primary schools – A multi-agency risk assessment model. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 137-150). Durham University, School of Education.
• An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts
  
  Prendergast, D. (2021). An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 108-120). Durham University, School of Education.
• Imagining Better Education: Conference Proceedings 2020
  
  Riddle, S., & Bhatia, P. (Eds.). (2021). Imagining Better Education: Conference Proceedings 2020. In Imagining Better Education. Durham University, School of Education.
• Contextualised Admission: Does Province-Based Quota Policy Improve Geographical HE Equity in China?
  
  Tan, Y. (2021). Contextualised Admission: Does Province-Based Quota Policy Improve Geographical HE Equity in China?. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 151-180). Durham University, School of Education.
• Professional Habitus, Gender and Nursing Education in Lebanon and the UK
  
  El Soufi, R. K. (2021). Professional Habitus, Gender and Nursing Education in Lebanon and the UK. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 35-53). Durham University, School of Education.
• Using Music in Primary Schools to Improve Learning Outcomes
  
  Rowell, D. (2021). Using Music in Primary Schools to Improve Learning Outcomes. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 121-136). Durham University, School of Education.

Journal Article

• Digital Education Colonized by Design: Curriculum Reimagined
  
  Costa, C., Bhatia, P., Murphy, M., & Pereira, A. L. (2023). Digital Education Colonized by Design: Curriculum Reimagined. Education Sciences, 13(9), Article 895. https://doi.org/10.3390/educsci13090895