a photo of Singleton campus with the view of the Singleton park and sea

Dr Annamari Ylonen

Research Officer

Education and Childhood Studies

a.p.ylonen@swansea.ac.uk

Research Assistant /Tutor Room - 438
Fourth Floor
Keir Hardie Building
Singleton Campus

Available For Postgraduate Supervision

About

Dr Annamari Ylonen joined Swansea University, School of Education, as a Research Officer in ITE in April 2020. Annamari has extensive experience in research and evaluation in learning and teaching gained nationally and internationally working for a number of UK universities, including University of Exeter, University of Cambridge and University of East Anglia.

She has carried out research and evaluation in the areas of Widening Participation, Learning Gain in Higher Education, teacher professional development through Lesson Study, school improvement in Qatar, and inclusion and special educational needs. Annamari has gained experience in using methodologies such as Realist Evaluation, quasi-experimental research design, case study research and mixed methods approaches.

Her broad research interests include inter-disciplinary approaches to improve learning and teaching processes, development of holistic excellence models, teacher professional development, and social justice and inclusion as applied to educational policy and practice.

Areas Of Expertise

International Education
Lesson Study
Qualitative research and analysis

Publications

Research Highlights

Jack, K., Levett-Jones, T., Ion, R., Pich, J., Fulton, R., Ylonen, A., & Hamshire, C. (2020). ‘She would wash the patients as if she was scrubbing a dirty plate in the sink’: Exploring nursing students experiences of care delivery. Nurse Education Today, 90, 104444
https://doi.org/10.1016/j.nedt.2020.104444, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54634
Arico, F., Gillespie, H., Lancaster, S., Ward, N., & Ylonen, A. (2018). Lessons in learning gain: insights from a pilot project. Higher Education Pedagogies, 3(1), 249-265.
https://doi.org/10.1080/23752696.2018.1454845, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54617
Norwich, B. & Ylonen, A. (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes. British Educational Research Journal, 41(4), 629-649.
https://doi.org/10.1002/berj.3167, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54619
http://dx.doi.org/10.1002/berj.3167
Ylonen, A., Gillespie, H., & Green, A. (2018). Disciplinary differences and other variations in assessment cultures in higher education: exploring variability and inconsistencies in one university in England. Assessment & Evaluation in Higher Education, 43(6), 1009-1017.
https://doi.org/10.1080/02602938.2018.1425369, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54615
Norwich, B., Dudley, P., & Ylonen, A. (2014). Using lesson study to assess pupils’ learning difficulties. International Journal of Lesson and Learning Studies, 3(2)
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54627
Norwich, B., Ylonen, A., & Gwernan-Jones, R. (2014). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education, 29(1), 1-19.
https://doi.org/10.1080/02671522.2012.729153, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54620
http://dx.doi.org/10.1080/02671522.2012.729153
Norwich, B. & Ylonen, A. (2013). Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
https://doi.org/10.1016/j.tate.2013.04.012, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54621
http://dx.doi.org/10.1016/j.tate.2013.04.012
Ylonen, A. & Norwich, B. (2013). Professional learning of teachers through a lesson study process in England. International Journal for Lesson and Learning Studies, 2(2), 137-154.
https://doi.org/10.1108/20468251311323388, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54628
http://dx.doi.org/10.1108/20468251311323388
Ylonen, A. (2009). Specialisation within the Finnish comprehensive school system: reasons and outcomes for equity and equality of opportunity VDM Verlag Dr. Muller.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54641
Goodall, J., Lewis, H., Clegg, Z., Ramadan, I., Williams, M., Ylonen, A., Owen, S., Roberts, D., Hughes, C., Wolfe, C., & Wolfe, C. (2021). From relationships to partnerships
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59288
https://hwb.gov.wales/professional-development/the-national-strategy-for-educational-research-and-enquiry-nsere/research-studies-on-the-impact-of-the-covid-19-pandemic-on-the-welsh-education-system/research-study-5/

All Research

Journal Articles

Goodall, J., Lewis, H., Clegg, Z., Ylonen, A., Wolfe, C., Owen, S., Hughes, C., Williams, M., Roberts, D., & Ramadan, I. (2022). Defining Parental Engagement in ITE: from relationships to partnerships. Cylchgrawn Addysg Cymru / Wales Journal of Education, 24(2)
https://doi.org/10.16922/wje.24.2.2, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60801
Jack, K., Levett-Jones, T., Ion, R., Pich, J., Fulton, R., Ylonen, A., & Hamshire, C. (2020). ‘She would wash the patients as if she was scrubbing a dirty plate in the sink’: Exploring nursing students experiences of care delivery. Nurse Education Today, 90, 104444
https://doi.org/10.1016/j.nedt.2020.104444, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54634
Ylonen, A., Gillespie, H., & Green, A. (2018). Disciplinary differences and other variations in assessment cultures in higher education: exploring variability and inconsistencies in one university in England. Assessment & Evaluation in Higher Education, 43(6), 1009-1017.
https://doi.org/10.1080/02602938.2018.1425369, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54615
Arico, F., Gillespie, H., Lancaster, S., Ward, N., & Ylonen, A. (2018). Lessons in learning gain: insights from a pilot project. Higher Education Pedagogies, 3(1), 249-265.
https://doi.org/10.1080/23752696.2018.1454845, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54617
Norwich, B. & Ylonen, A. (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes. British Educational Research Journal, 41(4), 629-649.
https://doi.org/10.1002/berj.3167, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54619
http://dx.doi.org/10.1002/berj.3167
Norwich, B., Dudley, P., & Ylonen, A. (2014). Using lesson study to assess pupils’ learning difficulties. International Journal of Lesson and Learning Studies, 3(2)
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54627
Norwich, B., Ylonen, A., & Gwernan-Jones, R. (2014). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education, 29(1), 1-19.
https://doi.org/10.1080/02671522.2012.729153, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54620
http://dx.doi.org/10.1080/02671522.2012.729153
Norwich, B. & Ylonen, A. (2013). Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
https://doi.org/10.1016/j.tate.2013.04.012, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54621
http://dx.doi.org/10.1016/j.tate.2013.04.012
Ylonen, A. & Norwich, B. (2013). Professional learning of teachers through a lesson study process in England. International Journal for Lesson and Learning Studies, 2(2), 137-154.
https://doi.org/10.1108/20468251311323388, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54628
http://dx.doi.org/10.1108/20468251311323388

Authored Books

Ylonen, A. (2009). Specialisation within the Finnish comprehensive school system: reasons and outcomes for equity and equality of opportunity VDM Verlag Dr. Muller.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54641

Other Research Outputs

Goodall, J., Lewis, H., Clegg, Z., Ramadan, I., Williams, M., Ylonen, A., Owen, S., Roberts, D., Hughes, C., Wolfe, C., & Wolfe, C. (2021). From relationships to partnerships
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59288
https://hwb.gov.wales/professional-development/the-national-strategy-for-educational-research-and-enquiry-nsere/research-studies-on-the-impact-of-the-covid-19-pandemic-on-the-welsh-education-system/research-study-5/

Taught Modules

DEC201 Research methods in Education and Early Childhood Studies

This module will develop students¿ understanding of the purpose and nature of research in education and early childhood settings. Students will be introduced to a variety of research approaches and methods of data generation, including qualitative and quantitative methods and action research. The module will discuss the importance of research informed practice and support students to become familiar with critiquing current research and academic literature and policy in their chosen area of education or childhood. Important issues around ethical consent for engaging in research in educational or early childhood settings will be explored. The structure of the module will include guest lectures by academics who have conducted research in the area of childhood and education studies, in order to provide a thorough insight into various research methods by well-experienced and current researchers. Each lecture will discuss the fit-for-purpose choosing of a specific method for answering specific research questions and will offer a grounding for the start of the dissertation or research project beginning in the subsequent semester.
EDN105 Critical Perspectives in Global Education

The module will introduce students to the policies, contexts, practices and methods of educational systems locally, nationally and internationally. It will develop understanding of the international context of education at the beginning, will then look at education as practiced in different countries, and then draw conclusions about approaches that may be applicable outside those countries that are utilizing them. Students will be encouraged to reflect on their educational experiences whilst looking at the various educational systems / processes, and to assess the extent to which policies from outside the UK could be appropriate either locally and nationally.
EDN111 Education Research Skills in Action

This module will provide students with the knowledge and skills that are needed to progress at higher education level within the discipline of education. It will also introduce students to key theoretical perspectives used in educational research. Students will learn how to search for academic literature and become effective critical readers of academic and non-academic texts. They will learn how to write in an appropriate academic style, including how to structure essays and make arguments through their writing and undertake academic referencing. This module will also provide students with a foundational understanding and knowledge of key approaches and perspectives to educational research, which they will develop throughout their degree.
EDQ100 Study Group: Education (Year 1)

2 hour weekly Study Group for Education students (Year 1)
EDQ200 Study Group: Education (Year 2)

2 hour weekly Study Group for Education students (Year 2)

Career History

Research Associate, Manchester Metropolitan University

2019 - 2020
Senior Research Associate/Associate Tutor, University of East Anglia

2016 - 2018
Lead Evaluation Officer, London Borough of Camden, Children Schools and Families

2014 - 2015
Research Associate, University of Cambridge, Faculty of Education

2013 - 2015
Research Fellow, University of Exeter, Graduate School of Education

2010 - 2013
Research Fellow, University of Greenwich

2009 - 2010

Dr Annamari Ylonen

Email address

About

Areas Of Expertise

Publications

Research Highlights

All Research

Journal Articles

Authored Books

Other Research Outputs

Taught Modules

DEC201 Research methods in Education and Early Childhood Studies

EDN105 Critical Perspectives in Global Education

EDN111 Education Research Skills in Action

EDQ100 Study Group: Education (Year 1)

EDQ200 Study Group: Education (Year 2)

Career History

Research Associate, Manchester Metropolitan University

Senior Research Associate/Associate Tutor, University of East Anglia

Lead Evaluation Officer, London Borough of Camden, Children Schools and Families

Research Associate, University of Cambridge, Faculty of Education

Research Fellow, University of Exeter, Graduate School of Education

Research Fellow, University of Greenwich