About Dr Lin Armstrong
I have worked as a middle manager in Social Care and education and a quality performance manager in Coventry Children and family’s teams working for over 30 years in nurseries and social services centres. Most of my work is with students who have very little English language and or specific educational needs such as dyslexia, Autism , OCD and anxiety on the Health and social care courses and youth and early years courses at university level.
I contributed high quality teaching to the HE programmes at Coventry University, Nottingham Trent University, Worcester University and previously at Warwick University.
At the moment I am co-ordinating and delivering training to refugee women in the charity Carriers of Hope in Coventry as well as giving consultancy to private nurseries and training foster carers for Leicester council.
By proactively perusing my own education and experienceI ensure that I continually develop my skills in teaching, counselling coaching and mentoring. I am keen to research write and reflect upon critical issues in teaching and learning as a way of debating and analysing practice against the needs of students and keep a blog. I have academic ownership for modules, and where required, act as the leader of an element of study (I have a very wide range of modules experience in social care, youth work and child studies that include psychology and sociology).
My thesis for my PhD examines teaching technology and innovations and my MA was in Innovation and Management of Education. This led to my third book just published that is called “Blogging !” This strong drive towards creating innovative and enjoyable online and blended learning keeps me motivated and seeking new challenges and serves my students really well.
Supervision Experience
I supervise postgraduate student dissertation projects ensuring timely finishes for all of the students using different forms of feedback. This opportunity helps to keep me up to date with current research. I have supervised a number of international students in the following thesis areas:
- Engagement and retention of students in education.
- Financial arrangements in trans -national marriages.
- Refugee families and UK Governmental responses.
- Food and sociology
- Children as carers
- Muslims and Bollywood
- Community groups –breast feeding results.
- Gender issues in prostitution
- The veil and hijab meanings for women.
- Blogging in Higher Education
- Psychological aftercare for women who miscarry
I also have supervised all sorts of child psychology degree dissertations. Specific Educational Needs, Outdoor play and identity, Reading and the child, theory of mind, self–esteem and friendship groups. The construction of male at nursery level, psychosocial development, cognitive development, the construction of identity, learning, perception attention and memory.
Books
In Their Own Words: Research on Refugee Women’s Experiences (2023)
Research and academic activities can frustrate students, and this book sets out ways to complete research with people. So, the book is for evidence-led practice for early years workers and others interested in research. The lack of materials and studies concerning minority groups, refugees and asylum seekers has led to the main objectives of this book which are:
- To uncover the private lives and educational barriers of women and children, refugees and asylum seekers.
- The hope is that others will research and add their voice to challenge the inequalities and improve educational outcomes for refugees and asylum seekers.
- To present theories and models, concepts and paradigms that educators consider or need to learn about when evaluating their teaching practice with marginalised groups, especially refugees and asylum seekers.
- To present different strategies and methods for real-life research with people.
This book is available to purchase from Amazon.
Dyslexia Awareness in a College of Further Education in 2005 (Third Edition 2022)
The main research questions addressed in this book are:
- Do the systems for referrals/monitoring and support for students with dyslexia work?
- Are timelines effective and do those who self-refer achieve service in time for it to be of help to them?
- Are certain staff more aware and active about dyslexic learners?
- What factors trigger dyslexia referrals?
- Does awareness of adult dyslexic learners’ needs encompass the whole pattern of learner difficulties, including emotional issues, not just reading and writing issues?
- Is there a need to change the way staff work to ensure inclusion?
This book is available on Amazon.
Blogging: How and Why Students Blog (2014)
This thesis has analysed the use of blogging within a classroom based ‘2+2’ Early Childhood Studies course. The research involved ‘non-traditional’ learners, mainly women returning to education, initially based in a further education (FE) context. This was an intervention aimed at providing practical support for learners and an opportunity to explore the value of networking through blog production.
Dyslexia Awareness in a College of Further Education (2011)
This paper considers a case study on the awareness of dyslexia in a further education college in 2005. It used data collection methods such as questionnaires, interviews and documental analysis. The study found the level of awareness of adult dyslexia to be less effective than Government initiatives suggest. Although support systems are prioritized in policy, many staff had not been trained to deliver effective support. 65% of sampled staff would benefit from enhanced knowledge, though cultural shifts are needed to motivate participation. Not all college staff perceive supporting dyslexic students as part of their role.
Children and ICT
This book explores the use of ICT in Early Years teaching. It was developed as an experiment to improve academic writing among degree-level students on the BA (Hons) Childhood and Society course. The students’ dissertations were collected and published, and the book continues to be used on foundation degrees due to the effectiveness of the coaching provided for academic writing.