Sandy graduated from Bedford University in 1993 with a B.Ed (Hons) in Primary Education, specialising in English Language and Literature. She went on to teach in varied school settings with pupils from Year 2 to Year 8. During this time, she held various posts including English Subject Coordinator and Senior Teacher as part of the school Senior Management Team. Sandy went on to qualify as a First Steps Tutor, completing the training ‘Making the links Assessment, Planning and Teaching Reading, Writing and Spelling’. As her interest in teaching English increased Sandy then became a Primary Literacy Consultant, working for two Local Authorities, supporting teachers in delivering quality teaching. During this time she completed a Graduate Certificate in Educational Leadership, Development and Consultancy with the UCL Institute of Education, worked as an Associate Lecturer for the Open University and as a freelance writer/editor for the PFP Primary Literacy Coordinators’ file.
Sandy joined the University of Winchester in 2007 as a Senior Lecturer within the Primary Education English team. Whilst working, she studied for her MA.Ed, graduating in 2014. Her dissertation explored how children make meaning through the creation of moving image. Sandy is the English Subject Leader. She designs, teaches and evaluates a variety of undergraduate and postgraduate English modules and supervises Masters dissertation students.
Sandy’s research interests include both English teaching and assessment in HE. She has received Learning and Teaching grants to explore the use of audio feedback, contributing to a FASTECH/JISC project and has presented at the University of Cumbria’s Assessment in Higher Education conference. Sandy is a member of the Technology Enhanced Learning Advisory Group. She is also a Values Champion, actively supporting and promoting the University’s values. She particularly supports the value of ‘Individuals matter’ and is a member of the Staff Wellbeing Advisory Group.
Areas of expertise
Sandy’s main areas of expertise include primary English and the use of digital technologies to support both literacy learning and assessment. Sandy has experience in teaching, consultancy and training within the primary years and has worked with students at undergraduate and professional development level.
- Tzibazi, V., Jenkins, M., Morley, E., Phethean, K., & Stockwell, S. (2011) Becoming a teacher in Primary Education: teacher identity and professionalism, in Capture, Vol. 3, University of Winchester
- Mynard, S. & Stockwell, S. (2001) Writing Frames Made Easy London: pfp
- Stockwell, S (2001) ‘Will do better what actually helps?’ The Literacy Coordinator’s File 4 (10) pp45-48
- Stockwell, S (2001) ‘The National Literacy Strategy: the second year’ The Literacy Coordinator’s File 3 (9) pp141-144
- Stockwell, S (2001) ‘Making assessment manageable’ The Literacy Coordinator’s File 3(9) pp111-114
- Stockwell, S. & Turner, N (2001) ‘Poets and poetry in Key Stages 1 and 2’ The Literacy Coordinator’s File 3 (7) pp67-72