معرفی
Sarah Reaney-Wood is a Research Fellow at Sheffield Hallam University's College of Social Sciences and Arts, working within CDARE for over one year. She conducts diverse evaluation projects in mathematics education, anti-HBT bullying, and outdoor education while teaching Research and Development in Educational Contexts modules.
Her educational qualifications include a BSc (Hons) and MSc.
Her research centers on psychological outcomes in educational interventions, non-core subjects' role in inclusion and well-being, and data visualization through infographics. Key interests span psychometrics, psychological well-being, animal welfare, arts-based social inclusion, environmental education, and mental health in learning environments. She investigates how educational programs impact student inclusion and emotional health through rigorous methodological approaches.
Recent publications demonstrate expertise in educational evaluation methodologies, particularly randomized controlled trials and feasibility studies for government initiatives. Her work addresses adventure learning outcomes, family hub implementations, and teacher training effectiveness, revealing consistent focus on student well-being and program scalability across diverse educational contexts.
No scientific awards are documented, though her research is commissioned by major bodies including the Department for Education and Education Endowment Foundation.
She actively contributes to grant-funded projects such as the Family Hubs Innovation Fund evaluation and Adventure Learning trials, managing complex research initiatives while mentoring through university teaching responsibilities. Her work bridges academic research and practical educational policy implementation.
Operating within CDARE's interdisciplinary framework, she collaborates with governmental agencies and educational organizations on projects examining anti-bullying strategies, outdoor learning benefits, and mathematics education pathways. Her team-based approach integrates psychometric analysis with qualitative well-being assessments across multiple evaluation contexts.
