Staff profile

I am an Associate Professor in the School of Education at Durham University and Head of Researcher Development in the Durham Centre for Academic Development (DCAD).

My specialism is as a strategic leader in Evidence Invested Education, embedding best practice for purposeful design and evaluation into change initiatives in education. I am an expert in the evaluation of education and skills development programmes as well as designing and leading training programmes for staff and students in purposeful design and evaluation.

I have particular research interests in practical and transferrable skills development, including practical work in science. I have a passion for creating inclusive education environments where all learners, educators and researchers can thrive. 

I am Head of the Evaluation and Innovation in Science Education (EISE) national research group (https://eise.webspace.durham.ac.uk/) and Director of the national Research, Evaluation and Innovation in STEM Education (REISE) network.

Experience:

• 20 years experience leading and managing research and education development projects.
• 15 years experience leading education development and evaluation workshops.
• 15 years experience teaching in Higher Education and delivering CPD for professionals across the education sector.
• 15 years experience working with research funders and investors.
• 10 years experience working with staff to develop their education scholarship and research ideas.
• 10 years experience leading and managing high performing research groups and communities.

I supervise PhD and Masters students interested in conducting research in skills development and EDI in STEM education.

• Skills development in STEM education
• Evaluation of education programmes
• Impact of education environments on students and educators
• EDI in education

• 2019 - 2023: School Governor:
• 2019: Fellow: Durham Research Methods Centre (DRMC)
• 2016: Fellow: Higher Education Academy
• 2015: Fellow: Wolfson Research Insitute for Health and Wellbeing
• 2001: Member: Institute of Physics

Chapter in book

• Developing Augmented Reality (AR) Teaching Tools for Undergraduate Physics: The Virtual Optical Table
  
  Petts, P. L., Cramman, H., & Swift, G. P. (2025). Developing Augmented Reality (AR) Teaching Tools for Undergraduate Physics: The Virtual Optical Table. In Z. Ješková & J. Hanč (Eds.), Advancing Physics Education: Innovations from Early Learning to Higher Education (pp. 277-292). Springer Cham. https://doi.org/10.1007/978-3-031-94207-5_17
• Lessons learned from implementing blended and online undergraduate chemistry laboratory teaching during the Covid-19 pandemic
  
  Cramman, H., Connor, M. A., Hau, C., & Robson, J. (2021). Lessons learned from implementing blended and online undergraduate chemistry laboratory teaching during the Covid-19 pandemic. In E. Pearsall, K. Mock, M. Morgan, & B. A. Tucker (Eds.), Advances in Online Chemistry Education (pp. 177-193). American Chemical Society. https://doi.org/10.1021/bk-2021-1389.ch012

Journal Article

• Development of three Higher Education Professional Learning Networks in response to COVID-19: A case study
  
  Cramman, H., Burnham, J. A., Campbell, C. D., Francis, N. J., Smith, D. P., Spagnoli, D., Stewart, M. I., & Turner, I. J. (2025). Development of three Higher Education Professional Learning Networks in response to COVID-19: A case study. International Journal for Academic Development. Advance online publication. https://doi.org/10.1080/1360144X.2025.2580277
• Failure to Replicate Effects of Parent-Delivered Early Language Intervention: Evidence from a Randomized Controlled Trial with Implications for Universal Language Intervention
  
  Burgoyne, K., Boundy, L., Eerola, P., Zhang, Q., Einbeck, J., Cramman, H., & Menzies, V. (2025). Failure to Replicate Effects of Parent-Delivered Early Language Intervention: Evidence from a Randomized Controlled Trial with Implications for Universal Language Intervention. JCPP Advances. Advance online publication, Article e70064. https://doi.org/10.1002/jcv2.70064
• Development of multi-site teamworking skills in scientific interdisciplinary doctoral training: a case study
  
  Cramman, H., Eerola, P., Elliot, Z., Shields, L., Robson, J., & Whitton, N. (2025). Development of multi-site teamworking skills in scientific interdisciplinary doctoral training: a case study. Studies in Graduate and Postdoctoral Education. Advance online publication. https://doi.org/10.1108/SGPE-01-2025-0005
• Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work
  
  Cramman, H., Arenas, B., Awais, R., Balaban, C., Cropper, C., Dennis, F., Finch, K., Gray, H., Hall, A., Kitchen, G., Norman, K., O’Driscoll, L., Petts, P., Petri, S., Robson, J., Rosenburgh, A., Shields, L., Swift, G. P., & Vaughan, H. (2024). Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work. Enhancing Teaching and Learning in Higher Education, 2, 39-69. https://doi.org/10.62512/etlhe.14
• Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19
  
  Burgoyne, K., Hargreaves, S., Akhter, N., Cramman, H., Eerola, P., Einbeck, J., & Menzies, V. (2024). Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19. JCPP Advances. Advance online publication, Article e12279. https://doi.org/10.1002/jcv2.12279
• The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving
  
  Nita, L., Mazzoli Smith, L., Chancellor, N., & Cramman, H. (2023). The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving. Research in Science and Technological Education, 41(2), 564-580. https://doi.org/10.1080/02635143.2021.1920905
• Reading to learn? The co‐development of mathematics and reading during primary school
  
  Hübner, N., Merrell, C., Cramman, H., Little, J., Bolden, D., & Nagengast, B. (2022). Reading to learn? The co‐development of mathematics and reading during primary school. Child Development, 93(6), 1760-1776. https://doi.org/10.1111/cdev.13817
• Number Identification: A Unique Developmental Pathway in Mathematics?
  
  Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L. (2020). Number Identification: A Unique Developmental Pathway in Mathematics? Research Papers in Education, 35(2), 117-143. https://doi.org/10.1080/02671522.2018.1536890
• Primary School Entry Assessment in New Zealand
  
  Boereboom, J., & Cramman, H. (2018). Primary School Entry Assessment in New Zealand. New Zealand International Research in Early Childhood Education Journal, 21(1), 47-61.
• Name writing ability not length of name is predictive of future academic attainment
  
  Copping, L., Cramman, H., Gott, S., Gray, H., & Tymms, P. (2016). Name writing ability not length of name is predictive of future academic attainment. Educational Research, 58(3), 237-246. https://doi.org/10.1080/00131881.2016.1184948
• Controlling Anisotropy of NiFe Thin Films During Deposition for Device Applications
  
  Atkinson, D., Searle, S., Jefferies, M., Levy, J., & Cramman, H. (2013). Controlling Anisotropy of NiFe Thin Films During Deposition for Device Applications. Sensor Letters., 11(1), 13-20. https://doi.org/10.1166/sl.2013.2780
• Multilevel 3 Bit-per-cell Magnetic Random Access Memory Concepts and Their Associated Control Circuit Architectures
  
  Cramman, H., Eastwood, D., King, J., & Atkinson, D. (2012). Multilevel 3 Bit-per-cell Magnetic Random Access Memory Concepts and Their Associated Control Circuit Architectures. IEEE Transactions on Nanotechnology, 11(1), 63-70. https://doi.org/10.1109/tnano.2011.2149538
• Chirality-dependent domain wall pinning in a multinotched planar nanowire and chirality preservation using transverse magnetic fields
  
  Eastwood, D., King, J., Bogart, L., Cramman, H., & Atkinson, D. (2011). Chirality-dependent domain wall pinning in a multinotched planar nanowire and chirality preservation using transverse magnetic fields. Journal of Applied Physics, 109(1). https://doi.org/10.1063/1.3525733

Other (Digital/Visual Media)

• Monitoring practical science in schools and colleges, higher education data 2016-2018
  
  Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., Eerola, P., & Coe, R. (2019). Monitoring practical science in schools and colleges, higher education data 2016-2018 [Dataset]. https://doi.org/10.5255/ukda-sn-853459
• Monitoring practical science in schools and colleges, school data 2016-2017
  
  Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., Eerola, P., & Coe, R. (2019). Monitoring practical science in schools and colleges, school data 2016-2017 [Dataset]. https://doi.org/10.5255/ukda-sn-853446

Report

• Evaluation of the National Creativity Collaboratives Pilot Programme: Summary Report
  
  Cramman, H., James, S. J., Menzies, V., Newton, L., & Sayari, M. (in press). Evaluation of the National Creativity Collaboratives Pilot Programme: Summary Report. Durham University and Arts Council England.
• Evaluation of the National Creativity Collaboratives Pilot Programme: Full Research Report
  
  Cramman, H., James, S. J., Menzies, V., Newton, L., & Sayari, M. (in press). Evaluation of the National Creativity Collaboratives Pilot Programme: Full Research Report. Durham University and Arts Council England.
• Talk With Tales for Children (TWiTCH) programme : Pilot Evaluation Report
  
  Fitzfussell, N., Menzies, V., Eerola, P., Daniel, J., Burgoyne, K., Qi, X., & Cramman, H. (2025). Talk With Tales for Children (TWiTCH) programme : Pilot Evaluation Report. Education Endowment Foundation.
• Evaluating the impact of the Parents and Children Together (PACT) programme on the language skills of 3- to 4-year-old nursery children A two-armed randomised trial
  
  Menzies, V., Eerola, P., Zhang, Q., Cramman, H., & Einbeck, J. (2024). Evaluating the impact of the Parents and Children Together (PACT) programme on the language skills of 3- to 4-year-old nursery children A two-armed randomised trial. Educational Endowment Foundation.
• Parents and Children Together (PACT) Evaluation Report
  
  Menzies, V., Cramman, H., Eerola, P., Hugill-Jones, J., Akhter, N., & Einbeck, J. (2022). Parents and Children Together (PACT) Evaluation Report.
• Evaluation of the National Levelling Up Widening Participation Pilot Programme
  
  Cramman, H., Gray, H., & Chavana, M. A. (2022). Evaluation of the National Levelling Up Widening Participation Pilot Programme. Durham University. https://doi.org/10.15128/r18910jt623
• The impact of Covid-19 on the English education teaching and learning environment and how this relates to sustaining and developing creativity, creative thinking and teaching for creativity - A literature review
  
  Cramman, H., Moger, P., & Menzies, V. (2021). The impact of Covid-19 on the English education teaching and learning environment and how this relates to sustaining and developing creativity, creative thinking and teaching for creativity - A literature review.
• Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report
  
  Cramman, H., Gray, H., Siddiqui, N., & Tudor, J. (2021). Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report. https://doi.org/10.15128/r1j098zb14w
• Baseline Evaluation of the Durham Commission on Creativity and Education Report
  
  Cramman, H., Menzies, V., Gray, H., Mee, D., & Eerola, P. (2020). Baseline Evaluation of the Durham Commission on Creativity and Education Report. https://doi.org/10.15128/r2gm80hv372
• EasyPeasy: Learning through play. Evaluation Report
  
  Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (Linda), Fairhurst, C., Hallett, S., Beckmann, N., Merrell, C., Torgerson, C., Stothard, S., & Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report.
• Monitoring practical science in schools and colleges
  
  Cramman, H., Kind, V., Lyth, A., Gray, H., Younger, K., Gemar, A., Eerola, P., Coe, R., & Kind, P. (2019). Monitoring practical science in schools and colleges.