A view of Singleton Campus including Singleton Park and the beach, with the sea stretching into the horizon

Professor Andrew James Davies

Professor in Education

Education and Childhood Studies

andrew.j.davies@swansea.ac.uk

Fluent Welsh Speaker

Office - 436
Fourth Floor
Keir Hardie Building
Singleton Campus

Available For Postgraduate Supervision

Research Links

https://orcid.org/0009-0008-1324-3913

About

Andrew is Professor of Education at the Department of Education and Childhood Studies, and Director of the Centre for Research into Practice. His research interests are in the fields of educational leadership, headteacher recruitment and retention, the impact of educational policy on teachers’ professionality and practice, and post-compulsory bilingual education.

Andrew began his academic career at Cardiff University School of Social Sciences. And, prior to talking up his post at Swansea, he was Reader in Education at Aberystwyth University School of Education, where he undertook a range of leadership roles including Head of School and Institute Director of Research, overseeing research activity across six academic departments.

He has worked in the field of Masters-level professional learning for teachers for over a decade. Since 2018, he has been a core member of the team that has developed and delivered the Welsh Government’s flagship national MA Education (Wales).

Areas Of Expertise

Educational Policy in Wales
Educational Leadership
Headteacher Recruitment and Retention
Teachers’ Professional Learning and Practice
Welsh-medium and Bilingual Post-compulsory Education

Career Highlights

Teaching Interests

Andrew’s teaching is principally in the field of Educational Leadership, and Master’s dissertation supervision.

Award Highlights

Publications

Research Highlights

Davies, A. (n.d.) From Cynefin to Cymru and beyond – debating the Curriculum for Wales and locating nation.. Wales Journal of Education
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66897
Morgan, A., Davies, A., & Milton, E. (2024). Using discourse analysis to inform content analysis: a pragmatic, mixed-methods approach to exploring how the headteacher role is articulated in job descriptions. The Handbook of Creative Data Analysis (pp. 50-64). Policy Press
https://doi.org/10.51952/9781447369592.ch004, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66740
Milton, E., Morgan, A., Davies, A., Connolly, M., Donnelly, D., & Ellis, I. (2023). Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education, 26(2), 339-358.
https://doi.org/10.1080/13603124.2020.1811898, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66093
Milton, E., Daly, C., Langdon, F., Palmer, M., Jones, K., & Davies, A. (2022). Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional Development in Education, 48(5), 878-891.
https://doi.org/10.1080/19415257.2020.1767177, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66326
Titley, E., Davies, A., & Atherton, S. (2020). ‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales. The Curriculum Journal, 31(2), 303-316.
https://doi.org/10.1002/curj.36, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66328

All Research

Journal Articles

Milton, E., Morgan, A., Davies, A., Connolly, M., Donnelly, D., & Ellis, I. (2023). Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education, 26(2), 339-358.
https://doi.org/10.1080/13603124.2020.1811898, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66093
Milton, E., Daly, C., Langdon, F., Palmer, M., Jones, K., & Davies, A. (2022). Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional Development in Education, 48(5), 878-891.
https://doi.org/10.1080/19415257.2020.1767177, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66326
Titley, E., Davies, A., & Atherton, S. (2020). ‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales. The Curriculum Journal, 31(2), 303-316.
https://doi.org/10.1002/curj.36, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66328
Titley, E., Davies, A., & Atherton, S. (2020). ‘Nid yw wedi’i fwriadu i gael ei asesu yn y ffordd rydyn ni’n asesu’: Ailfeddwl am asesu ar gyfer cymhwyster yng nghyddestun gweithredu’r Cwricwlwm i Gymru. The Curriculum Journal, 31(2)
https://doi.org/10.1002/curj.53, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66327
Thomas, M., Rees, B., Evans, G., Thomas, N., Williams, C., Lewis, B., Phillips, D., Hand, A., Bowen, S., Davies, A., Davies, P., Chapman, S., Reed, M., & Lewis, M. (2020). Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales. Cylchgrawn Addysg Cymru / Wales Journal of Education, 22(1), 114-140.
https://doi.org/10.16922/wje.22.1.6-en, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66337
https://journal.uwp.co.uk/wje/article/id/423/
Thomas, M., Rees, B., Evans, G., Thomas, N., Williams, C., Lewis, B., Phillips, D., Hand, A., Davies, A., Davies, P., Chapman, S., Reed, M., Lewis, M., & Bowen, S. (2020). Addysgu y Tu Hwnt i'r Ffiniau: Fframwaith Cysyniadol ac Athroniaeth Ddysgu'r Rhaglen Addysg Gychwynnol i Athrawon Arloesol yng Nghymru. Cylchgrawn Addysg Cymru / Wales Journal of Education, 22(1)
https://doi.org/10.16922/wje.22.1.6, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66329
https://journal.uwp.co.uk/wje/article/id/436/
Davies, A., Milton, E., Connolly, M., & Barrance, R. (2018). Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities. Cylchgrawn Addysg Cymru / Wales Journal of Education, 20(2), 204-224.
https://doi.org/10.16922/wje.20.2.11, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66330
Connolly, M., Milton, E., Davies, A., & Barrance, R. (2018). Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales. British Educational Research Journal, 44(4), 608-625.
https://doi.org/10.1002/berj.3450, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66331
Davies, A., Trystan, D., & Davies, A. (2012). ‘Build it and they shall come?’ An evaluation of qualitative evidence relating to student choice and Welsh-medium higher education. International Journal of Bilingual Education and Bilingualism, 15(2), 147-164.
https://doi.org/10.1080/13670050.2011.607230, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66332
http://dx.doi.org/10.1080/13670050.2011.607230
Drakeford, M., Scourfield, J., Holland, S., Davies, A., & Davies, A. (2009). Welsh Children's Views On Government and Participation. Childhood, 16(2), 247-264.
https://doi.org/10.1177/0907568209104404, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66333
http://dx.doi.org/10.1177/0907568209104404
Scourfield, J., Dicks, B., Holland, S., Drakeford, M., Davies, A., & Davies, A. (2006). The significance of place in middle childhood: qualitative research from Wales. The British Journal of Sociology, 57(4), 577-595.
https://doi.org/10.1111/j.1468-4446.2006.00126.x, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66334
http://dx.doi.org/10.1111/j.1468-4446.2006.00126.x
Scourfield, J., Davies, A., & Davies, A. (2005). Children’s accounts of Wales as racialized and inclusive. Ethnicities, 5(1), 83-107.
https://doi.org/10.1177/1468796805049927, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66335
http://dx.doi.org/10.1177/1468796805049927
Davies, A., Scourfield, J., & Holland, S. (2003). Wales and Welshness in Middle Childhood. Contemporary Wales
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66342
Davies, A. (n.d.) From Cynefin to Cymru and beyond – debating the Curriculum for Wales and locating nation.. Wales Journal of Education
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66897

Authored Books

Scourfield, J., Dicks, B., Drakeford, M., & Davies, A. (2006). Children, Place and Identity (1st ed.). Routledge.
https://doi.org/10.4324/9780203696835, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66336

Book Chapters

Morgan, A., Davies, A., & Milton, E. (2024). Using discourse analysis to inform content analysis: a pragmatic, mixed-methods approach to exploring how the headteacher role is articulated in job descriptions. The Handbook of Creative Data Analysis (pp. 50-64). Policy Press
https://doi.org/10.51952/9781447369592.ch004, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66740
Davies, A. & Davies, P. (2015). Asset, affiliation, anxiety?. In Mari C. Jones (Ed.), Policy and Planning for Endangered Languages (pp. 67-79). Cambridge University Press
https://doi.org/10.1017/cbo9781316162880.006, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66338

Other Research Outputs

Davies, A., Chapman, S., Davies, P., Cann, R., Jeffery, J., & Lewis, M. (2018). The Impact of Academic Accreditation and Recognition on Teachers' Engagement with Professional Learning: A Literature Review
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66339
https://pure.aber.ac.uk/ws/portalfiles/portal/28533394/Recognition_and_Accreditation_in_Professional_Learning_A_Literature_Review_October_2018.pdf
Davies, A., Hutchinson, J., Moore, N., Thomas, M., & Marriot, J. (2013). Gendered Horizons: Boys’ and girls’ perceptions of job and career choices
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa66340

Taught Modules

ED-M11 Leading and Managing Education Professionals

This module focuses on the models, approaches and practices required to effectively lead and manage education professionals. It explores the practices associated with leading and managing education professionals, in different education settings, by drawing explicitly upon the international evidence bases concerning system leadership, middle leadership, curriculum leadership, teacher leadership and leading professional learning. The module will consider theories of collaborative and distributed leadership in relation to leading and managing other professionals. It will also consider the relationship between local and national policy imperatives and the practice of leading and managing education professionals, particularly in relation to the realisation of system leadership in different countries and contexts. This module will explore key debates around educational leadership. It will combine theories of leadership with research on effective leadership practices. Its target audience will be education professionals in various settings who wish to consider leadership on both a practical and theoretical level.
EDN304 Leading and Managing in Education

This module will introduce students to the factors in the nature of the individual and system that are related to their capacity to lead and manage in educational organisations. The historical trajectory of research and practice knowledge in the field will be outlined, including the move from advocacy of distributed leadership to institutional leadership. An examination will also be made of contemporary issues such as leadership for inclusivity / diversity and leadership for social justice, together with global perspectives on leadership.
EDPM10 Curriculum, Pedagogy and Assessment: Exploring Effective Teaching and Learning

This module explores learning and teaching in educational contexts. The module is designed to help students extend and deepen their knowledge of theory and research relating to the curriculum, pedagogy and assessment. Students will explore and analyse national and international curricula, and consider how curriculum reform is being accomplished in different contexts. Students will critically evaluate theories of learning, and critically examine what forms of pedagogy and assessment are needed to achieve a broad range of learner outcomes.

Affiliated Positions

Honorary Lecturer, Cardiff University School of Social Sciences

2012 - 2016

Other Roles

National Professional Qualification for Headship Workshop Group, Welsh Government

2023 - 2024
Member of Editorial Board of the Wales Journal of Education, University of Wales Press

2019 - Present
Member of ‘Qualified for the Future’ Academic Advisory Group, Qualifications Wales

2021 - 2022
External Examiner, BA (Hons) Applied Education Studies, Open University / Nottingham College

2023 - 2026
External Examiner, MA Education: Critical Enquiry, University of the Highlands and Islands

2016 - 2020
External Examiner, MA Education Studies, Bangor University

2015 - 2019

Professor Andrew James Davies

Email address

Welsh language proficiency

Twitter Account

Research Links

About

Areas Of Expertise

Career Highlights

Research Highlights

All Research

ED-M11 Leading and Managing Education Professionals

EDN304 Leading and Managing in Education

EDPM10 Curriculum, Pedagogy and Assessment: Exploring Effective Teaching and Learning

Honorary Lecturer, Cardiff University School of Social Sciences

National Professional Qualification for Headship Workshop Group, Welsh Government

Member of Editorial Board of the Wales Journal of Education, University of Wales Press

Member of ‘Qualified for the Future’ Academic Advisory Group, Qualifications Wales

External Examiner, BA (Hons) Applied Education Studies, Open University / Nottingham College

External Examiner, MA Education: Critical Enquiry, University of the Highlands and Islands

External Examiner, MA Education Studies, Bangor University