Caroline Elbra-Ramsay

Photo of Deputy Head of School for Education, Caroline Elbra Ramsey

As Deputy of the School of Education, I have a particular focus on Initial Teacher Education. I work alongside Subject Directors, Course Leads, lecturers and school partners to ensure our student teachers are professional , reflective practitioners who are 'classroom ready.' I enjoy teaching both undergraduate and postgraduate students as part of the English and professional subject teams and work on a range of modules including Philosophy for Children. I have completed a Postgraduate Certificate in Academic Practice and am a Senior Fellow of the Higher Education Academy. My research interests include assessment and feedback; I am currently mid way through my PhD which is focused on student teacher conceptions of feedback as both learner and teacher.

Before joining York St John University I was Deputy Headteacher at a local primary school. My teaching experience included Foundation Stage, Key Stage 1 and Key Stage and I had additional responsibilities for assessment and English as well as mentoring student teachers and Newly Qualified Teachers. I successfully completed my Masters during this time (focusing on different approaches to the teaching of English) and achieved NPQH (National Professional Qualification in Headship).

Further Information


I teach on both the undergraduate and postgraduate ITE and Education Studies programmes largely within Professional Studies, English and Philosophy for Children. I am module director for the UG Y3 Professional Studies module ‘The Emerging Professional.’ I am also a Link Tutor and an Academic Tutor.


My curriculum interests have fed into my research work; recent projects have included the therapeutic benefits of interviews, developing formative feedback practice, using a partnership model for the development of subject knowledge and extending student teachers’ understanding of children’s literature.

My PhD is focused on student teacher conceptions of feedback (as both learner and teacher.)


Backhouse, A and Elbra-Ramsay, C ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning’ Journal of Pedagogic Development (2015)

Backhouse, A and Elbra-Ramsay, C  ‘Using a visualiser to support peer assessment and feedback in academic writing’ British Educational Research Association (BERA) University of Sussex, Brighton (2013)

Elbra-Ramsay, C Can "Quality Marking" be used to provide effective feedback within Higher Education? Journal of Pedagogic Development Volume 1, Issue 2 , 2011 p.16-30 (2011)

‘Developing Boys' Literacy at Key Stage One’ English 4-11 (2000)

‘Designing and Producing Non-Fiction Big Books for Key Stage One’ English 4-11 (1999)


Conference / Other Presentations

Finding time to talk: the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students (TEAN 2018)

Moving beyond the ‘Initial’ in Initial Teacher Education: The role of ITE in supporting and developing new teachers (TEAN 2018) Joint presentation with Louise Whitfield 

Flexing verbal formative feedback to achieve different outcomes: lessons from school (York St John Teaching and Learning Conference 2018) Joint presentation with Katy Bloom

Student teachers’ conceptions of feedback TEAN (2016)

One Size Fits All? Applying a Partnership Model to Different Areas of Subject Knowledge UKLA (2016)

Using twitter to develop understanding of children's literature YSJ Higher York E Learning Conference (2014)

Using social media to enhance understanding of children's literature UKLA – Sussex (2014)

Using a visualiser to support peer assessment and feedback in academic writing BERA (2013)

Professional Activity

Fellowship of the Higher Education Academy

National Association for the Teaching of English

Senior Fellow of the Higher Education Academy

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