Staff profile

Karen Jones is Assistant Professor (Research) at the School of Education. Following her degree in mathematics Karen qualified as a secondary mathematics teacher (QTS) and a careers advisor. After several years working in a wide range of schools and colleges Karen joined the Centre for Evaluation and Monitoring (CEM) in 2004 and then the School of Education in 2017. With over 14 years of research experience at Durham University, Karen specialises in quasi-experimental designs, mixed-methods research, assessment and the analysis of large secondary datasets. Karen is interested in a wide range of research areas including the effects and side-effects of school inspections and accountability systems (the subject of her ongoing PhD thesis), progress in mathematics, measuring student attitudes and the impact of grammar schools and independent schools. She is currently investigating the impact of bursaries on university student outcomes.

Other commitments in the department and the university include Durham University and College Union (DUCU) committee member, DUCU case worker, DUCU department rep, School of Education ethics committee member. Karen also supervises MA and MSc students.

 

• Assessment
• School inspections and accountability
• Value added and school effectiveness
• Quasi-experimental designs
• secondary data analysis

• 2014: Invited key note speaker: Standing International Conference of national and regional Inspectorates of education (SICI) international conference in Dresden
• 2014: Invited key note speaker: Expert Workshop on School Inspection in Berlin (SteBis – Federal Ministry of Education and Research Germany)
• 2000: 2022: Invited member of Advisory board fort the 'Face-IT' project pilot looking the the impact of mask wearing on virus transmission (Nottingham University):
• 2000: Member of the DfE Associate Pool: Accepted as having expertise in the following areas:
  • quantitative research and secondary analysis
  • qualitative research
  • evaluation
  • literature reviews/rapid evidence reviews
  • dissemination

Chapter in book

• Ehren, M., Jones, K., & Perryman, J. (2016). Side Effects of School Inspection; Motivations and Contexts for Strategic Responses. In M. Ehren (Ed.), Methods and modalities of effective school inspections (87-109). Springer Verlag. https://doi.org/10.1007/978-3-319-31003-9_5

Conference Paper

• Jones, K., Tymms, P., Kemethofer, D., O’Hara, J., Skedsmo, G., Myrberg, E., & Huber, S. (2014, October). The Unintended Effects of School Inspection. Paper presented at EES, Dublin, Ireland
• Tymms, P., & Jones, K. (2014, December). The unintended effects of school inspection: evidence from an EU comparative study. Presented at ISI-TL Symposium: The changing face of school inspections; theories and practices, Gothenburg, Sweden, 3-4 June 2014

Journal Article

• Jones, K., & Hamer, J. (2022). Examining the relationship between parent/carer's attitudes, beliefs and their child's future participation in physics. International Journal of Science Education, 44(2), 201-222. https://doi.org/10.1080/09500693.2021.2021457
• Jones, K. L., Tymms, P., Kemethofer, D., O’Hara, J., McNamara, G., Huber, S., Myrberg, E., Skedsmo, G., & Greger, D. (2017). The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden, and Switzerland. Oxford Review of Education, 43(6), 805-822. https://doi.org/10.1080/03054985.2017.1352499
• Jones, K., & Tymms, P. (2014). Ofsted's role in promoting school improvement: The mechanisms of the school inspection system in England. Oxford Review of Education, 40(3), 315-330. https://doi.org/10.1080/03054985.2014.911726
• Barmby, P., Kind, P., & Jones, K. (2008). Examining Changing Attitudes in Secondary School Science. International Journal of Science Education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966
• Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871-893. https://doi.org/10.1080/09500690600909091

Report

• Jones, K. (online). Alternative models to the recommended models from Office for Students to investigate the Impact of Durham Grant Scheme. [No known commissioning body]
• Jones, K., & Tymms, P. (online). EU Inspection study project report: Year 1 Survey Data Analysis: England. [No known commissioning body]
• Jones, K. (online). Parents and Carers Project: Survey report. [No known commissioning body]
• Jones, K. (2019). A-level achievement as a predictor of degree achievement (2012-2018). [No known commissioning body]
• Jones, K. (2019). Using binary logistic regression to investigate the impact of the Durham Grant Scheme. [No known commissioning body]
• Anane, E., Jones, K., & Tymms, P. (2014). Evidence from a school inspection study: Survey data from England. [No known commissioning body]
• Jones, K., & Tymms, P. (2012). EU Inspection study project report: Year 1 Survey Data Analysis: England. [No known commissioning body]
• Torgerson, C., Wiggins, A., Torgerson, D., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M., Coe, R., Higgins, S., Hodgen, J., Hulme, C., & Tymms, P. (2011). Every Child Counts: The Independent evaluation Executive Summary. Department for Education (DfE)
• Merrell, C., Jones, P., Bolden, D., Jones, K., Defty, N., & Ndaji, F. (2010). For helping young children: A review of pupils' attitudes to Science and Mathematics. Royal Society
• Merrell, C., Jones, P., Bolden, D., Jones, K., Defty, N., & Ndaji, F. (2010). Evaluation of procedures for calculating National Ratings: A report for the Scottish Qualifications Authority. Scottish Qualifications Authority
• Wiggins, A., Coe, R., Jones, K., & Kan, M.-Y. (2009). Evidence of educational support outside of school. Sutton Trust
• Coe, R., Jones, K., Searle, J., Kokotsaki, C., Mohd Kosnin, A., & Skinner, P. (2008). Evidence on the effects of selective educational systems. Sutton Trust
• Coe, R., Searle, J., Barmby, P., Jones, K., & Higgins, S. (2008). Relative difficulty of examinations in different subjects. SCORE
• Jones, K., & Coe, R. (2006). Evaluation of Increased Flexibility Programme, Cohort 3. [No known commissioning body]