These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.
Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.
Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.
The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).
This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Bronfenbrenner, U. (2005). The bioecological theory of human development. In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 3 – 15). Thousand Oaks, CA: Sage. (Original work published in 2001)
Cahoon, A., Gilmore, C., & Simms, V. (2021). Developmental pathways of early numerical skills during the preschool to school transition. Learning and Instruction, 75, 101484.
Cárdenas, K., Moreno-Núñez, A., & Miranda-Zapata, E. (2020). Shared book-reading in early childhood education: Teachers’ mediation in children’s communicative development. Frontiers in Psychology, 11, 2030.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332.
Davis‐Kean, P. E., Domina, T., Kuhfeld, M., Ellis, A., & Gershoff, E. T. (2021). It matters how you start: Early numeracy mastery predicts high school math course‐taking and college attendance. Infant and Child Development, e2281.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
Eng, C. M., Godwin, K. E., & Fisher, A. V. (2020). Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers. NPJ science of learning, 5(1), 1-10.
Hendrix, N. M., Hojnoski, R. L., & Missall, K. N. (2019). Shared book reading to promote math talk in parent–child dyads in low-income families. Topics in Early Childhood Special Education, 39(1), 45-55.
Purpura, D. J., & Logan, J. A. (2015). The nonlinear relations of the approximate number system and mathematical language to early mathematics development. Developmental Psychology, 51(12), 1717.
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116-137.
Purpura, D. J., Schmitt, S. A., Napoli, A. R., Dobbs-Oates, J., King, Y. A., Hornburg, C. B., ... & Rolan, E. (2021). Engaging caregivers and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology.
Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2020). Early cognitive precursors of children's mathematics learning disability and persistent low achievement: A 5-year longitudinal study. Child development, 91(1), 7-27
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