Sara Hennessy Explained
Sara Hennessy is a British scholar. As of 2022, she is a professor of Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge.[1] Hennessy has worked in the field of EdTech for over three decades, focusing particularly on professional development, teacher inquiry, and interactive pedagogy, including in sub-Saharan Africa.[2] She is a Research Director of EdTech Hub, a multi-million-pound 8-year program funded by the UK's Foreign, Commonwealth and Development Office.
Biography
Hennessy graduated with a Bachelor of Science in Social Psychology from the London School of Economics and Political Science in 1981 and a Masters of Arts from the University of Cambridge. She also holds a PhD in Psychology from the University College London.
Hennessy was a Research Fellow at the Institute of Educational Technology, Open University from 1986 to 1999 before becoming a lecturer in Teacher Development and Pedagogical Innovation at the University of Cambridge in 2008 until 2011.[3] She was a Senior Lecturer at the university from 2011 until 2015 and a Reader from 2015 until 2021 when she became a professor.[4]
Hennessy is a member of the Faculty's STeM Academic group and a Fellow of Hughes Hall college. She also serves as a founding member and co-leader of the Cambridge Educational Dialogue Research (CEDiR) Group[5] Professor Sara co-directs the EdTech Hub where she functions as a Research Director, overseeing the ‘Teachers’ theme and convening the Hub's Advisory Pool.[6]
Selected publications
- Hennessy S, Ruthven K, SUE Brindley.(2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of curriculum studies 37 (2), 155-192N1155 [7]
- Osborne J, Hennessy S. Futurelab 480 (2003). Literature review in science education and the role of ICT: Promise, problems and future directions.[8]
- Hennessy S. Studies in Science Education (1993). 22 (1), 1-41. 452. Situated cognition and cognitive apprenticeship: Implications for classroom learning.[9]
- Haßler B, Major L. Hennessy S. Journal of Computer Assisted Learning Tablet use in schools: A critical review of the evidence for learning outcomes. 32 (2), 139–156. 391 2016 [10]
- Hennessy S, Harrison D, Wamakote L.Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale online journal of African studies 2 (1), 39–54. 386 2010 [11]
- British Journal of Educational Technology- published by Wiley on behalf of the British Educational Research Association
Notes and References
- Web site: Sara Hennessy : Faculty of Education. Educ.cam.ac.uk. 5 February 2022.
- Web site: Sara Hennessy Research Director. Edttechhub.org. 5 February 2022.
- Web site: Guest lecture with Sara Hennessy - Det utdanningsvitenskapelige fakultet. Uv.uio.no. 5 February 2022.
- Web site: Sara Hennessy. Events.development.asia. 5 February 2022.
- Web site: Sara Hennessy: Bloomsbury Publishing (US). Bloomsbury.com. 5 February 2022.
- Web site: EdTech Hub : Faculty of Education. Educ.cam.ac.uk. 5 February 2022.
- Teacher perspectives on integrating ICT into subject teaching:
- Web site: Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions . January 2003 . Osborne . Jonathon . Hennessy . Sara . ResearchGate.
- Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning . ResearchGate. 10.1080/03057269308560019 . 1993 . Hennessy . Sara . Studies in Science Education . 22 . 1–41 .
- Tablet use in schools: A critical review of the evidence for learning outcomes . 10.1111/jcal.12123 . 2016 . Haßler . B. . Major . L. . Hennessy . S. . Journal of Computer Assisted Learning . 32 . 2 . 139–156 . 38681656 .
- Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies. 2010. 2. 39–54. Hennessy. Sara.