Dr Liz Zsargo

Journal article

Wood AB, Price J, Salter E, Woodhouse F, Zsargo L. 2021. Implementing reading interventions to support disadvantaged children in England: insights from a process evaluation Educational Review, 74 :1082-1100 DOI Publisher Url

Zsargo E, Palmer J. 2019. Common understanding or ‘hodgepodge’? The consistency and accuracy of school-based mentors’ assessment of trainee primary teachers in England Teacher Education Advancement Network, 11 :72-81 Publisher Url Public Url

Report

Price J, Salter E, Woodhouse F, Zsargo E. Strategic School Improvement Fund (SSIF): Narrowing the gap in reading attainment for disadvantaged pupils Publisher Url

Chapters

Zsargo E, Palmer J, Bailey W, Dixon E, Iredale A, Blamires C, Karolia M, Schoch J, Robinson D. Mentoring and coaching in lifelong learning Avis J, Fisher R, Thompson R. Teaching in Lifelong Learning: A Guide to Theory and Practice

Other invited event:

Should Phonics be 'the only game in town'?, BERA Special Interest Group Online Seminar, Recently Phonics has been accepted as the prime approach for the teaching and learning of reading and as a key way to measure success in reading pedagogy. This webinar aims to problematise that view by presenting a variety of perspectives on the efficacy, political and economic implications of using Phonics. Zsargo’s research in primary schools explores children’s views on Phonics and finds they sometimes struggle to see Phonics and reading as related. Woore et al’s research in post-primary French classrooms finds that an integrated approach to French reading instruction, using reading strategies and Phonics, is likely to be more beneficial than any approach used in isolation. Woods and Baroutsis’ present an analysis of comments from the media to challenge a recent move in Australia to introduce a Phonics check for all six-year olds whilst Soler examines the commodification of Phonics within early literacy education and how marketisation has impacted on the conceptions of learners and the professional role and status of teachers working in this area.. 2020

Conference presentation:

Mentor Assessment Identity: reliability and consistency in the assessment of trainee teachers, UCET Annual Conference, Oral presentation. 2018

Consistency in assessment judgments of initial teacher trainees, BERA Annual Conference, Oral presentation. 2017

Membership of professional bodies:

Member, British Educational Research Association.

Member, Chartered College of Teaching.

Member, United Kingdom Literacy Association.