Alice Reedy

Alice Reedy serves as a Senior Lecturer in the Department of Education within the School of Childhood and Social Care at the University of East London (UEL). As a core member of the Primary Initial Teacher Training team, she delivers curriculum for both the Primary BA with QTS and Primary PGCE programs, holding module leadership responsibilities for ED5073, ED4071, PR7001, PR7000, and PR6001. Her role focuses on preparing future educators for East London schools through evidence-based pedagogical training.

Her academic credentials include a BA in English Literature and Creative Writing, a Primary PGCE with SEND: Inclusion, and an MA in Education, all completed at UEL where she remains deeply connected as both alumna and faculty. This foundation informs her practical approach to teacher education.

Reedy specializes in Primary English pedagogy with particular emphasis on reading for pleasure and culturally representative literature. Her research examines children's intrinsic motivations for independent reading, barriers to engagement, and text selection factors to develop strategies that increase academic success through choice-driven literacy. Concurrently, she investigates higher education assessment methodologies, specifically rubric effectiveness and student feedback interpretation.

Her 2024 publications reveal dual research trajectories: one analyzing sociocultural influences on children's book choices through qualitative perspectives, the other dissecting assessment literacy in undergraduate contexts. Both strands demonstrate her commitment to evidence-based educational improvement across school and university settings.

Recognized as a Fellow of the Higher Education Academy (FHEA), she maintains active external engagement as an External Examiner at the University of Greenwich. Her professional affiliations include the United Kingdom Literacy Association, where she contributes to national literacy discourse.

Through module leadership and tutorial supervision, Reedy mentors trainee teachers in inclusive literacy practices while advancing research that bridges classroom realities with academic theory. Her work consistently targets practical applications that empower educators to foster lifelong reading habits and effective assessment cultures.