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Staff profile

Overview

Kulwinder Maude

Assistant Professor

Affiliations
AffiliationTelephone
Assistant Professor in the School of Education+44 (0) 191 33 48423
Fellow of the Wolfson Research Institute for Health and Wellbeing

Biography

Kulwinder Maude is an Assistant Professor in the School of Education at Durham University. Her teaching, scholarship and educational leadership focus on Initial Teacher Education, Primary English, inclusive literacy, teacher wellbeing and professional development. She introduced the LADDER coaching framework into UK teacher education and is developing its use through cross-institutional and international collaborations focused on teacher wellbeing, professional agency and retention. Her pedagogical work also includes the Durham Black History Trail, through which she develops place-based and inclusive approaches to teacher education. Kulwinder works across BA and PGCE provision and has particular interests in curriculum development, assessment, reading and literacy, EAL, inclusive practice and supporting trainee teachers’ professional learning. She is also Co-Chair of Durham University’s BAME Staff Network and contributes to initiatives promoting inclusion, representation and professional development.

Funded Educational ProjectsLADDER/GLOBELADDER: Kulwinder has secured funding to develop and evaluate LADDER in teacher education, including a £3,434 Durham Global Engagement Grant (2023) supporting international GLOBELADDER development and a £2,000 Royal Society of Chemistry Inclusion and Diversity Fund award (2026) supporting implementation and evaluation with the University of East London.

Research interests

  • My research interests centre on teacher education, teacher wellbeing and retention, professional identity and the development of teachers and teacher educators. My doctoral research examines the LADDER coaching framework as an approach to strengthening professional dispositions, agency, wellbeing and sustainable professional practice.
  • I also research inclusive education and Primary English, particularly reading and literacy, English as an Additional Language (EAL), adaptive teaching and support for multilingual learners. A further strand of my work explores place-based and inclusive teacher education, including the use of local Black histories, artefacts and critical source analysis to support curriculum development and reflective practice.
  • My wider interests include Initial Teacher Education curriculum and assessment, professional learning, mentoring and coaching, pedagogical innovation, and the transition and professional identity of beginning teacher educators. I am particularly interested in how research-informed teacher education can connect university learning with classroom practice and support more inclusive and sustainable professional development.

Esteem Indicators

  • 2026: Evidence Centre for Evaluation :
  • 2023 - 2026: Book Review Editor, Educational Research and Evaluation:
  • 2023 - 2025: External Examiner, University of Gloucestershire:
  • 2023 - 2025: External Examiner, University of Brighton:
  • 2022: Senior Fellow of the Higher Education Academy (SFHEA):
  • 2022: Fellow, Wolfson Research Institute for Health and Wellbeing:
  • 2022: Durham Evidence Centre for Evaluation :
  • 2021: NALDIC Special Interest Group Co-Convenor:
  • 2020: Chevening Scholarships Academic Assessor:
  • 2020 - 2020: Educational Consultant, Ladybird Books / Penguin Random House:
  • 2018 - 2022: External Examiner, Billericay Educational Consortium:

Publications

Chapter in book

  • Globalisation and Environmental Deprivation
    Maude, K., Legender, R., & Davies, L. (2025). Globalisation and Environmental Deprivation. In Diversity, Equity, Inclusion and Teaching (pp. 119-139). Sage.
  • Assessing the Impact of the LADDER Approach to Teacher Wellbeing and Teacher Retention
    Maude, K., & See, B. H. (2024). Assessing the Impact of the LADDER Approach to Teacher Wellbeing and Teacher Retention. In S. Gorard & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Routledge. https://doi.org/10.4324/9781003455066-18
  • Teaching and Learning Phonics for Pupils with Individual Needs
    Maude, K., & Stephenson, M. (2022). Teaching and Learning Phonics for Pupils with Individual Needs. In W. Joliffe, D. Waugh, & A. Gill (Eds.), Teaching Systematic Synthetic Phonics in Primary Schools (pp. 341-355). SAGE Publications.
  • Deeper Reading for EAL pupils
    Maude, K. (2021). Deeper Reading for EAL pupils. In A. Gill, M. Stephenson, & D. Waugh (Eds.), Developing a Love of Reading and Books (pp. 118-131). Learning Matters / Sage.
  • Inclusion in English: Challenges and Barriers
    Maude, K. (2020). Inclusion in English: Challenges and Barriers. In D. Waugh, W. Joliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (pp. 299-318). Learning Matters / Sage.
  • Deeper Writing for EAL pupils
    Maude, K. (2020). Deeper Writing for EAL pupils. In A. Bushnell, A. Gill, D. Waugh, & R. Smith (Eds.), Mastering Writing at Greater Depth: A guide for primary teaching (pp. 141-157). Corwin / Sage.

Edited book

  • Diversity, Equity, Inclusion and Teaching
    Maude, K., & Davies, L. (Eds.). (2025). Diversity, Equity, Inclusion and Teaching. SAGE / Learning Matters.

Journal Article

Other (Print)

Report