Helen Thouless | Qualitative Research | Research Excellence Award

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Dr. Helen Thouless | Qualitative Research | Research Excellence Award

St MAry’s University Twickenham | United Kingdom

Dr. Helen Thouless is a Senior Lecturer in Primary Mathematics at St Mary’s University, Twickenham, with a PhD in Learning Sciences from the University of Washington (2014), where her dissertation examined whole-number place-value understanding in children with dyslexia. She also holds a Masters in Teaching (University of Washington, 2001) and a BA in Psychology (Reed College, 1995). With extensive experience in both US and UK schools, she has taught primary mathematics, special education, and early years settings, including international experience in Tanzania. Her research focuses on mathematics learning for children with learning difficulties, early-years patterning, and inclusive pedagogy, employing methodologies such as clinical interviews, observations, video analysis, and action research. She has authored books including The Power of Pattern: Patterning in the Early Years and co-edited Enabling Mathematics Learning of Struggling Students. Dr. Thouless has contributed to numerous peer-reviewed publications on early mathematics, pattern recognition, and special education, with an h-index of 1, 5 published documents, and 3 citations across key works. She supervises PhD and EdD students, contributes to teacher education programs, and holds leadership roles in educational organizations promoting mathematics inclusion. Her work bridges research and practice, aiming to make mathematics accessible, conceptually rich, and engaging for all learners.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Ockelford, A., McCarthy, S., Gifford, S., Thouless, H., Kirk, S., & Thorpe, M. (2025). “Towards a new taxonomy of pattern-making in the visuo-spatial domain in early childhood based on zygonic theory and the Sounds of Intent framework of musical development.” Music & Science.

Thouless, H., Xin, Y. P., & Tzur, R. (2022). Enabling mathematics learning of struggling students: International perspectives.

Thouless, H., Borthwick, A., & Gifford, S. (2021). The power of pattern: Patterning in the early years.

Thouless, H., Gifford, S., Moses, K., & James, R. (2020). “Reasoning about patterns.” Mathematics Teaching.

Thouless, H., & Gifford, S. (2019). “Dotty triangles.” For the Learning of Mathematics.

Skye Playsted | Educational Data Analysis | Best Researcher Award

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Ms. Skye Playsted | Educational Data Analysis | Best Researcher Award

The University of Queensland | Australia

Skye Playsted is an academic educator and researcher in TESOL and literacy education whose work integrates classroom experience, practitioner research, and reflective pedagogy. She holds qualifications including a PhD candidature, MEd, PGDipEd, BA, and Cert IV TAE, and has taught extensively across Australian universities such as the University of Queensland, University of New England, University of Wollongong, and the University of Southern Queensland. Her academic experience includes coordinating and teaching a wide range of undergraduate and postgraduate courses in English, TESOL, literacy, and curriculum studies, as well as contributing to preservice teacher development. As a research assistant, she has collaborated on projects examining education privatisation, co-teaching, and university student engagement. Her research focuses on pronunciation teaching, practitioner inquiry, LESLLA contexts, teacher professional learning, and translanguaging-informed pedagogies, with publications in leading journals and edited collections. She has served in numerous professional, volunteer, and peer-review roles and has delivered many national and international conference presentations. Recognised with multiple awards—including a Higher Education Academy Fellowship and several prestigious scholarships—she is committed to inclusive, evidence-based education. With 5 documents, 13 citations by 13 documents, and an h-index of 2, she continues to expand her scholarly contributions while supporting future educators.

Profiles : Scopus | Orcid

Featured Publications

Playsted, S., & Thomas, D. P. (2026). “Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia” in System.

Playsted, S., Fortier, V., & Beaulieu, S. (2025). “Classroom-based Research in LESLLA Contexts: Methodological Challenges and Affordances” in Proceedings of the 20th Anniversary LESLLA Symposium.

Playsted, S. (2025). “Planning with a model text to integrate speaking and listening into English language lessons” in English Australia Journal.

Playsted, S., Thomas, D. P., & Wilkinson, J. (2024). “Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education” in Language Teaching Research.

Playsted, S. (2024). “Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., & Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University.” in TESOL in Context.