I am currently Associate Professor of Education at Middlesex University, where I am working with colleagues to build research capacity. I have worked in schools, charities and higher education for the past twenty years, starting as a teacher of history and sociology in London secondary schools. I then became Education Director at the Institute for Citizenship, and subsequently moved into the university sector where I have taught on a variety of undergraduate, post graduate and professional courses in traditional face to face classrooms and on-line environments.
I gained my PhD in Citizenship Education Policy in 2012 from the Institute of Education in London. I also have an MA in History of Colonial and Post-Colonial Societies, from Birkbeck College, a PGCE in Social Studies and a BSc in Politics and Sociology. I am a Senior Fellow of the Higher Education Academy.
I explore three main themes in my research and writing:
1. Citizenship education
I have published work on the development of citizenship education policy, the establishment of citizenship education as a new curriculum subject in England and I am co-editor of Teaching Citizenship, the journal of the Association for Citizenship Teaching. I am currently conducting research on children's conceptual development in citizenship education.
2. Children's rights
With colleagues at London Metropolitan University, UNICEF UK and Amnesty UK I helped to establish a Rights Respecting PGCE in which the principles of the UN Convention on the Rights of the Child were established as a foundation for the teacher education course. I continued to explore this theme in my work at the Centre for Children's Rights at Queen's University Belfast, and in 2014 I led an international research project to establish a baseline assessment of child rights education (CRE) across 26 countries. I am currently working on a book project exploring the implications of CRE for pedagogy.
3. Teacher education
I have developed professional development courses on assessment and planning and published occasional related pieces over a number of years and in 2015 Marcus Bhargava and I published a book on medium term planning. This resulted in the development of the 5A's model (articulation, alignment, activation, assessment and adjustment) as a framework for teacher education.
I'm interested in exploring these three themes through research, consultancy, professional collaborations and through postgraduate supervision, so if you have an idea, please get in touch.
I am currently teaching undergraduate research methods and supervising individual dissertations and doctoral theses. I also contribute to the doctoral training programme.
I am interested in supervising students working in the following areas and would welcome conversations with prospective doctoral students:
Publications (since 2010)
Jerome, L. (2017) 'What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland' Compare, http://dx.doi.org/10.1080/03057925.2017.1295808
Jerome, L. (2016) ‘Interpreting Children's Rights Education: Three Perspectives and Three Roles for Teachers’ Citizenship, Social and Economics Education, 15 (2): 143-156.
Jerome, L. and Bhargava, M. (2015) Medium-term planning: how teachers achieve everyday outstanding learning, London: Sage.
Jerome, L. (2015) 'England's Citizenship Education Experiment: Active Citizenship or Service?' In O. Delano-Oriaran, M. Parks & S. Fondrie (Eds) The SAGE Sourcebook of Service-Learning and Civic Engagement, Sage.
Starkey, H., Akar, B., Jerome, L. and Osler, A. (2014) Power, Pedagogy and Participation: ethics and pragmatics in research with young people, Research in Comparative and International Education, 9 (4), 426-440.
Jerome, L. (2012) England's Citizenship Education Experiment: state, school and student perspectives, London: Continuum.
Jerome, L. (2012) 'Children's Rights and Teachers' Responsibilities' in R. C. Mitchell & S. A. Moore (Eds) Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community, Rotterdam: Sense.
M.Callum, A. and Jerome, L. (2012) 'Promoting a rights-based perspective in initial teacher education' in M. Shuayb (Ed) Rethinking Education for Social Cohesion, London: Palgrave Macmillan.
Jerome, L. (2012) 'Service Learning and Active Citizenship Education in England' Education, Citizenship and Social Justice, 7 (1), 59-70.
Jerome, L. and Clemitshaw, G. (2012) 'Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism' The Curriculum Journal, 23 (1), 19-41.
Jerome, L. (2010) 'Assessment' in J. Arthur and I. Davies (Eds) The Routledge Education Studies Textbook, Abingdon: Routledge.
Jerome, L. and Clemitshaw, G. (2010) 'Research Update: Citizenship Education and Teaching About / For Britishness' Teaching Citizenship, Issue 26, 29-31.
Hayward, J. and Jerome, L. (2010) 'Staffing, Status and Subject Knowledge: What does the construction of citizenship as a new curriculum subject in England tell us about the nature of school subjects?' Journal of Education for Teaching, 36 (2), 211-25.
Young, Helen and Jerome, Lee (2020) Student voice in higher education: opening the loop. British Educational Research Journal , 46 (3). pp. 688-705. ISSN 0141-1926
Bhargava, Marcus and Jerome, Lee (2020) Training teachers for and through citizenship: learning from citizenship experiences. Societies , 10 (2). ISSN 2075-4698
Jerome, Lee and Kisby, Ben (2020) Lessons in character education: Incorporating neoliberal learning in classroom resources. Critical Studies in Education . ISSN 1750-8487 (Published online first)
Jerome, Lee and Brook, Victoria (2019) Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education . ISSN 2046-6854 (Published online first)
Jerome, Lee and Elwick, Alex (2019) Teaching about terrorism, extremism and radicalisation: some Implications for controversial issues pedagogy. Oxford Review of Education . ISSN 0305-4985 (Published online first)
2017-19 £50,000 Department for Education grant for the 'Deliberative Classroom' project (with ACT and ESU).
2016-17 £3,000 ACT 'Speak Truth to Power' Human Rights Project Evaluation.
2015-16 £3,000 ACT 'Building Resilience' Evaluation.
2014-15 £6,000 SCOTENS 'Citizenship Education Learning and Progression' Dublin / Belfast partnership.
2014-15 £3,000 Gordon Cook Foundation 'Citizenship Education Learning and Progression' Edinburgh / Belfast partnership.
2013-14 UNICEF (PFP) £24,000 research contact 'Children's Rights Education: Baseline Survey'.
I am a founder-member of the Association for Citizenship Teaching (ACT), the subject association for Citizenship, where I have served as a trustee, chair of council and council member. I am currently co-editor of ACT's journal 'Teaching Citizenship' which is the professional journal for Citizenship teachers in England. I am also a member of the DFE's Expert Group for Citizenship and have helped to develop guidance for teachers on planning, assessment and teaching in Citizenship.
I am a Senior Fellow at the Higher Education Academy and have also served on a variety of advisory groups for the Qualifications and Curriculum Authority. I have worked as a consultant for the BBC, the Swadhinata Trust, Bishopsgate Library, the English Speaking Union and the Jewish Museum.