
Dr Joanna Horne
Staff Tutor And Senior Lecturer In Psychology
Biography
Professional biography
After graduating from the University of Hull with a degree in Psychology in 1994, I was employed by the Psychology Department’s Dyslexia Research Centre. Whilst working on a variety of dyslexia related projects at the centre and at Lucid Research Ltd, I studied for my PhD as a part-time student and completed this in 2002.
I was employed as a lecturer at the University of Hull from 1999 until 2017. The majority of my teaching was in research methods and statistics and final year options in educational psychology and educational testing, as well as project supervision within the areas of educational psychology, and sport and exercise psychology.
From 2017 until July 2020 I was self-employed, conducting a variety of research projects on a consultancy basis, primarily within education and test development, working with Government departments and test publishers.
I was an Associate Lecturer in FASS from 2008 until 2012, teaching on various psychology modules. I was then an AL in WELS from 2015 to 2023, teaching Sport and Exercise Psychology.
I became a Staff Tutor in Psychology and Counselling in July 2020.
Educational qualifications:
- 1994 Psychology BSc (Hons); University of Hull
- 2002 PhD; Department of Psychology, University of Hull: Development and evaluation of computer-based techniques for assessing children in educational settings
- 2002 Certificate of Competence in Occupational Testing (Level A); British Psychological Society
- 2003 Postgraduate Certificate in Higher Education Teaching; University of Hull.
Membership of professional bodies and roles:
- Chartered Psychologist
- Chartered Scientist
- Associate Fellow of the British Psychological Society
- General member of the BPS Division of Educational and Child Psychology
- Full member of the BPS Division of Academics, Researchers and Teachers in Psychology
- Senior Fellow of the Higher Education Academy
- Registrant of the BPS Register of Qualifications in Test Use
- Educational Editor of Assessment and Development Matters
- BPS Psychological Testing Centre Test Reviewer
- Analytical Associate – DfE Analytical Associate Pool
- Office for National Statistics Approved Researcher
Research interests
My research over the last 25+ years has predominantly focused on the development and evaluation of computerised educational assessments, which are widely used in schools, colleges and universities in the UK and internationally, and three were shortlisted for an international education award in 2020. I have published widely on this, and other topics, in peer-reviewed journals and presented research findings at national and international conferences.
I have also undertaken scholarship projects with Rhiannon Edwards looking at barriers and facilitators to success at postgraduate study for students with SpLDs, and understanding the requirements of students with dyspraxia.
In recent years, I have worked on a number of research projects related to unpaid carers, particularly relating to participation in and access to physical activity.
I am also part of a consortium researching inclusivity in martial arts and combat sports: Better Martial Arts (better-martial-arts.org).
Teaching interests
I am on the Module Team for DE300 (Investigating Psychology 3).
Projects
An evaluation of the impact of the work of The Froglife Trust on the lives of disadvantaged young people
The environmental sector is one of the lowest funded sector in the country, accounting for just 2.6% of the income of the non-profit sector (Clifford et al., 2013). This sector needs to expand the funding base by providing social funders with evidence that this work has a substantial impact on people’s lives and related outcomes. Increasingly, nature conservation funders are seeking evidence that the work benefits both nature and people, particularly people experiencing trauma. Both Social prescribing and green prescribing are hugely increasing (Howarth et al., 2020; Loftus, McCauley & McCarron, 2017; Pilkington, Loef & Polley, 2017). However, the nature conservation sector is missing from this agenda as they are currently not able to provide evidence of their social impact. This study, therefore, aims to evaluate the impact that The Froglife Trust has on disadvantaged young people. Participants will include young people aged 10-18 years, or 24 if they have a learning disability, who are considered vulnerable or disadvantaged in some capacity. Participants will be allocated to either the Intervention group or the control group, with the groups being balanced in terms of gender, age, geographical area, and type of disadvantage. The intervention group will participate in the Froglife Trust programme. The control group will not take part in the Froglife Trust programme for the duration of the study but will have access to it at the end of the study. Materials Participants in the intervention group will complete the following measures: • QoL / wellbeing measure? • The Froglife Trust questionnaire • The Froglife Trust quiz
Publications
Book
Book Chapter
Digital Artefact
SpLD: Perceived barriers and facilitators to success at postgraduate study (2021)
How can Adult Carers get the best support during Covid-19 pandemic and beyond? (2020)
Young carers,COVID-19 and physical activity (2020)
The effects of self-isolation and lack of physical activity on carers. (2020)
Journal Article
The Influence of Gender Dynamics on Women’s Experiences in Martial Arts: A Scoping Review (2023)
Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers (2017)
Factors affecting the speed of free writing (2013)
Computerised screening for dyslexia in adults (2009)
Gender differences in computerised and conventional educational tests (2007)
Computerised baseline assessment of literacy (2002)
Computer-based cognitive assessment and the development of reading (2002)
Other
Test review: SHL Verify Interactive G+ (UK English) (2024)
Test Review of Viewpoint Psychology Verbal Reasoning Test (2022)
Test review: Adaptive Intelligence Diagnosticum 3 (2020)
Test review: Emotional Capital Report (2020)
Test review: Myers-Briggs Type Indicator - Step 1 (MBTI Step 1) (2019)
Test review: Myers-Briggs Type Indicator - Step II (MBTI - Step II) (2019)
Test review:Wechsler Individual Achievement Test - Second UK Edition (WIAT-II UK) (2012)
Test review: Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK) (2012)
Test review: Wechsler Memory Scale - Fourth UK Edition (WMS-IV UK) (2012)
Test review: BarOn Emotional Quotient Inventory - Youth Version (2009)
Test review: Vienna Test System - Reaction Test (2007)
Test review: Vienna Test System - Cognitrone (2007)
Test review: Vienna Test System - Vigilance (2007)
Test review: Vienna Test System - Signal-detection (2007)
British Ability Scales Second Edition (BAS II) Early Years [Test Review Summary] (2004)