Summary


Position: Senior Lecturer in Psychology & Programme Director for the Foundation leading to BA/BSc in Social Sciences
School: Cardiff School of Health Sciences
E-mail: apdaly@cardiffmet.ac.uk
Telephone: +44(0)29 2041 7228
Room No: D2.06b

Teaching


Programme Director

• Foundation in Social Sciences (Level 3)

Module Leader

• ASF3009 Introducing the Social Sciences (Part 1: Psychology) within the Foundation in Social Sciences programme (Level 3)
• ASF3014 Introducing the Social Sciences (Part 2: Youth and Community Education) within the Foundation in Social Sciences programme (Level 3)
• PSY4004 Developmental Psychology 1 (Level 4) within the BSc Psychology programme
• PSY5003 Developmental Psychology 2 (Level 5) within the BSc Psychology programme

Teaching

• Responsible for teaching Speech and Language Therapy students as part of PSY4004 Developmental Psychology 1 during their first year of study.

Undergraduate Supervision

• Project supervisor of final year (Level 6) BSc Psychology students.

Research Degree Supervision - Current

• Dodge, Rachel The impact of a pastoral intervention programme on levels of wellbeing in Further Education students

Publications


Papers

• Sanders, L.D., Daly, A.P. & Regan, K. (2012, in preparation). Juggling uncertainty: foundation students’ expectations and experiences. Journal of Psychology Learning and Teaching.
  http://www.wwwords.co.uk/plat/
• Daly, A.P., Limbert, C. & Mercer, J. (2012, in preparation). Well-being for Welsh teenagers: definitions and influences. Adolescence.
• Sanders, L.D., & Daly, A.P. (2012, under review). What works? Building a successful foundation: The role of Foundation Year courses in preparing students for their degree. Widening Participation and Lifelong Learning, Volume 14/Special Issue: Discourses of Inclusion in Higher Education. http://www8.open.ac.uk/about/inclusion-and-curriculum/research/journal-widening-participation-and-lifelong-learning
• Dodge, R., Daly, A.P., Huyton, J. & Sanders, L.D. (2012). Defining well-being. International Journal of Well-Being. http://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/89
• Daly, A.P. & McGuinness, C. (2001). Reading habits: Can they be measured and why should we care? Proceedings of the British Psychological Society, 9(2), 175, ISSN 1350-472X [British Psychological Society Centenary Annual Conference, Glasgow (03/2001)].
• Daly, A.P. & McGuinness, C. (2000). Keen, and not-so-keen, readers: What do they say about reading? Proceedings of the British Psychological Society, 8(2), 14, ISSN 1350-472X [Scottish and Northern Irish Branches of the British Psychological Society Annual Conference, Ayr (09/1999)].
• Daly, A.P. & McGuinness, C. (1999). Reading print, writing prose: The impact of children's reading experience on their writing skills. Proceedings of the British Psychological Society, 7(2), 122, ISSN 1350-472X [British Psychological Society Annual Conference, Belfast (04/1999)].
• Daly, A.P. & McGuinness, C. (1998). A snapshot of what Northern Ireland children are reading. Proceedings of the British Psychological Society, 6(2), 105, ISSN 1350-472X [British Psychological Society Annual Conference, Brighton (03/1998)].
• Daly, A.P. & McGuinness, C (1997). What is a Recognition Checklist and how is it constructed? Proceedings of the British Psychological Society, 5(1), 9, ISSN 1350-472X [Northern Ireland British Psychological Society Annual Conference, Donegal (04/1996)].
• Daly, A.P. & McGuinness, C. (1996). Literacy and Cognitive Development: The Role of Recognition Checklist measures. Proceedings of the British Psychological Society, 4(2), 109, ISSN 1350-472X [British Psychological Society Annual Conference, Brighton (04/1996)].

Conference Presentations

• Daly, A.P., Sanders, L.D. & Regan, K. (2012). Entering the lower ground floor: Foundation students juggling uncertainty. [Foundation Year Network (FYN) Annual Conference, Keele University, 5-6 July 2012].
• Sanders, L.D., Daly, A.P. & Regan, K (2012). Beginning the journey: foundation students' expectations and engagement. [HEA Annual Conference, University of Manchester, 3-4 July 2012]
• Sanders, L.D., Daly, A.P. & Regan, K. (2012). Juggling uncertainty: foundation students' expectations and engagement. [EUROPLAT Annual Conference, Lithuania, 28-30 June 2012]
• Sanders, L.D., Daly, A.P. & Regan, K. (2012). Juggling uncertainty: foundation students' expectations and engagement. [Education, Learning Styles, Individual differences Network (ELSIN) Annual Conference, Cardiff, 26-28 June 2012]
• Sanders, L.D., Daly, A.P. & Regan, K. (2012). Building a foundation for engagement and success? The role of Foundation Year courses [What works? Student Retention and Success HEA Conference, University of York, 28-29 March 2012]
• Daly, A. P. (2011). The well being of Welsh teenagers: What is it and what influences it? [Annual Conference Welsh Branch of British Psychological Society, Glyndwr University, poster presentation, September 2011] http://abstracts.bps.org.uk/index.cfm?&ResultsType=Abstracts&ResultSet_ID=7439&FormDisplayMode=view&frmShowSelected=true&localAction=details
• Dodge, R., Sanders, L.D., Daly, A.P. & Huyton, J. (2011). Defining well-being. [Annual Conference Welsh Branch of British Psychological Society, Glyndwr University, poster presentation, September 2011]
• Daly, A. P. (2011). Student expectations and engagement: Understanding the experiences of foundation year students [Foundation Year Network Annual Conference, Sheffield University, July 2011]
• Daly, A. P. (2010). The well being of Welsh teenagers: What is it and what influences it? [Annual Conference of Children and Young People’s Research Network, Cardiff, poster presentation, November 2010]
• Daly, A. P. (2010). The personal tutor system in the Foundation in Social Sciences, UWIC [Foundation Year Network Annual Conference, Southampton, July 2010]
• Daly, A.P. & Sanders, L.D. (2010). Building Foundations: Perceptions of Foundation Year students – Pilot data from SEET project [Foundation Year Network Annual Conference, Southampton, July 2010]
• Daly, A.P. (2010). Homing in on teenagers: adolescent development and homelessness. [Invited by Llamau charity as part of staff development day to develop and present two hour long workshops to a total of 80 staff with a particular focus on teenagers and brain development. Barry, Cardiff, June 2010]
• Daly, A. P. (2010). Welsh teenagers talk: What is well-being and what influences it? [Invited by Social Research Association, Welsh Assembly Government to present on 21st April 2010 to audience comprising Welsh Assembly Government, Merthyr Local Government, Save the Children, Office for National Statistics, ARAD Consulting, Arts Council Wales, Local Health Board, Well-Being Wales Network, CADWYN Housing Association, Public Health Wales, Opinion Research and others]
• Daly, A. P. (2009). The Voice of Children Project: initial results. [UWIC, to international audience of Universal Education Foundation personnel, 17th July, 2009]
• Daly, A. P. & Limbert, C. (2009). The Voice of Children Project: Focus groups. [Welsh Higher Education, Brussels (WHEB). St David’s Day Conference on the Well-Being of Young People, Brussels, 27th February 2009] http://www.wheb.ac.uk/en/news.php
• Daly, A. P. (2002). Keen and not-so-keen readers: Do reading habits affect writing skills? [International Reading Association, 19th World Congress on Reading, Edinburgh, 29th July – 1st August 2002]
• Daly, A.P. & McGuinness, C. (1998). Recognition Checklists: Reliable and useful measures of reading experience? [Paper presented at the British Educational Research Association Annual Conference, Belfast (08/1998)].

Funding

• Student Expectations and EngagemenT (SEET) Project in collaboration with Lalage Sanders.
  Funding details: £9,767 from New Ideas Social Research Fund, Welsh Assembly Government (October 2010) & £2,368 from Higher Education Academy (January 2011)

Profile

Dr Annette Daly is a Chartered Psychologist and a Senior Lecturer in Psychology at Cardiff Metropolitan University. As part of the British Psychological Society Accredited BSc in Psychology, she is responsible for the teaching of Developmental Psychology at Levels 1 and 2. She is also Programme Director of the Foundation in Social Sciences course which began in 2008 and has established itself successfully as a widening access route to HE for those who would not otherwise have this opportunity. She is a Fellow of the Higher Education Academy which supports and recognises teaching in Higher Education.

Research interests include student engagement, well-being and children’s reading habits.

Annette collaborates with Lalage Sanders on the Student Expectations and EngagemenT (SEET) study [funded by NISRF (WAG)] investigating issues to do with the transition of students into HE and factors which impact on their retention and success. She is an active member of the Foundation Year Network which supports academic staff who run Foundation Year programmes and facilitates collaboration and support across institutions.

In addition, Annette has been the principal researcher for the first phase of a project in collaboration with the Universal Education Foundation investigating the well-being of teenagers (aged 14-15): Voice of Children Project (See link to final report under 2010, second bullet point on http://www.uef-learningforwellbeing.org/index.php/projects/the-voice-of-children-survey/). In April 2010, she was invited by the Social Research Association (WAG) to present some of the initial findings (See p.5 http://www.the-sra.org.uk/documents/pdfs/sra_newsletter/sra_may_2010.pdf). Currently, Annette is developing a proposed model for the components of well-being in this age group and is co-supervising postgraduate research in this area which is investigating the definition of wellbeing, application of this for students in Further Education and the design/delivery of an intervention programme to enhance wellbeing in this student group.

Annette’s PhD (2000, Queen’s University, Belfast) focused on the area of children’s reading habits and is entitled “Print exposure in 8- to 11-year-old children: Measurement and prediction.” This involved work across 17 schools and with over 1500 children. She has presented widely in this area at various conferences including the International Reading Association, British Educational Research Association and the British Psychological Society as well as running courses for parents and teachers in this area.