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Dr Darren Moore

Dr Darren Moore

Lecturer

 7405

 +44 (0) 1392 727405

 North Cloisters NC 135

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Darren Moore is a lecturer working in the Graduate School of Education. He previously worked as a Research Fellow on an NIHR HTA funded systematic review of mental health interventions for children and young people with long term conditions.

He has conducted systematic reviews on ADHD interventions in school settings, mindfulness based interventions for school teachers, daily report cards for children with ADHD and community pharmacist home visits. Recent qualitative research has explored the experiences of educators working with children with ADHD and the experience of graduate teaching assistants.

Darren's ESRC funded PhD investigated the experiences and decisions of hard to reach learners across the post-16 transition. Using Grounded Theory methodology he captured the attitudes, experiences and decisions of young people identified by their schools as hard to reach learners while in Year 10 and Year 11.

Darren has taught on a range of undergraduate and postgraduate programmes since 2008, currently he is the course lead for the Secondary PGCE in Secondary Science and teaches on the MA Education SEN pathway.

Broad research specialisms

  • School Mental Health
  • Systematic Reviews
  • Educational transitions
  • Special Educational Needs
  • Qualitative Research

Qualifications

  • PhD Education, University of Exeter, 2011
  • MSc Educational Research, University of Exeter, 2007
  • BSc (Hons) Psychology, University of Surrey, 2005

Research

Research interests

Darren's research interests focus on school mental health. Previous projects have focused on ADHD in school settings and interventions to improve teacher's mental health.

Research projects

  • HTA - 14/157/06: Improving the mental health of children and young people with long term conditions: Linked evidence syntheses.

Grants/Funding

  • CETL Teaching Fellowship (September 2010, HELP CETL � university of Plymouth)
  • LSIS Community Scorecard (September 2010, Learning and Skills Improvement Service)
  • ESRC PhD Studentship (October 2007, ESRC)

Research grants

  • 0 National Institute for Health Research HTA Programme
    HTA - 14/157/06: Improving the mental health of children and young people with long term conditions: Linked evidence syntheses

Key publications



Nunns M, Mayhew D, Ford T, Rogers M, Curle C, Logan S, Moore D (2018). Effectiveness of nonpharmacological interventions to reduce procedural anxiety in children and adolescents undergoing treatment for cancer: a systematic review and meta-analysis. Psychooncology Abstract.  Author URL.  Full text. DOI.
Moore DA, Russell AE, Arnell S, Ford TJ (2017). Educators' experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. Abstract.  Full text. DOI.
Finning K, Harvey K, Moore D, Ford T, Davis B, Waite P (2017). Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study. Emotional and Behavioural Difficulties, 23(2), 213-225. Full text. DOI.
Finning K, Moore D, Ukoumunne OC, Danielsson-Waters E, Ford T (2017). The association between child and adolescent emotional disorder and poor attendance at school: a systematic review protocol. Systematic Reviews, 6(1). Full text. DOI.
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. DOI.
Russell AE, Moore DA, Ford T (2016). Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: a qualitative study. Emotional and Behavioural Difficulties, 1-18. Abstract.  Full text. DOI.

Publications by category


Journal articles

Nunns M, Mayhew D, Ford T, Rogers M, Curle C, Logan S, Moore D (2018). Effectiveness of nonpharmacological interventions to reduce procedural anxiety in children and adolescents undergoing treatment for cancer: a systematic review and meta-analysis. Psychooncology Abstract.  Author URL.  Full text. DOI.
Watkins R, Goodwin VA, Abbott RA, Backhouse A, Moore D, Tarrant M (2017). Attitudes, perceptions and experiences of mealtimes among residents and staff in care homes for older adults: a systematic review of the qualitative literature. Geriatr Nurs, 38(4), 325-333. Abstract.  Author URL. DOI.
Moore DA, Russell AE, Arnell S, Ford TJ (2017). Educators' experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. Abstract.  Full text. DOI.
Finning K, Harvey K, Moore D, Ford T, Davis B, Waite P (2017). Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study. Emotional and Behavioural Difficulties, 23(2), 213-225. Full text. DOI.
Finning K, Moore D, Ukoumunne OC, Danielsson-Waters E, Ford T (2017). The association between child and adolescent emotional disorder and poor attendance at school: a systematic review protocol. Systematic Reviews, 6(1). Full text. DOI.
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. DOI.
Moore DA, Whittaker S, Ford TJ (2016). Daily report cards as a school-based intervention for children with attention-deficit/hyperactivity disorder. Support for Learning, 31(1), 71-83. Abstract.  Full text. DOI.
Russell AE, Moore DA, Ford T (2016). Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: a qualitative study. Emotional and Behavioural Difficulties, 1-18. Abstract.  Full text. DOI.
Winstone N, Moore D (2016). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International Abstract.  Full text. DOI.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties, 21(1), 61-82. Full text. DOI.
Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279-300. Full text. DOI.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2015). End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges. Health Expectations, 19(5), 1084-1097. Full text. DOI.
Newlove-Delgado T, Moore D, Ukoumunne OC, Stein K, Ford T (2015). Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004. Journal of Mental Health Training, Education and Practice, 10(3), 159-169. Abstract.  Full text. DOI.
Richardson M, Moore D, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado T, Logan S, Morris C, et al (2015). Non pharmacological interventions for Attention Deficit Hyperactivity Disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45) Full text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.
Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews. ADHD in Practice, 6(4), 4-7. Full text.

Publications by year



2018

Nunns M, Mayhew D, Ford T, Rogers M, Curle C, Logan S, Moore D (2018). Effectiveness of nonpharmacological interventions to reduce procedural anxiety in children and adolescents undergoing treatment for cancer: a systematic review and meta-analysis. Psychooncology Abstract.  Author URL.  Full text. DOI.

2017

Watkins R, Goodwin VA, Abbott RA, Backhouse A, Moore D, Tarrant M (2017). Attitudes, perceptions and experiences of mealtimes among residents and staff in care homes for older adults: a systematic review of the qualitative literature. Geriatr Nurs, 38(4), 325-333. Abstract.  Author URL. DOI.
Moore DA, Russell AE, Arnell S, Ford TJ (2017). Educators' experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. Abstract.  Full text. DOI.
Finning K, Harvey K, Moore D, Ford T, Davis B, Waite P (2017). Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study. Emotional and Behavioural Difficulties, 23(2), 213-225. Full text. DOI.
Finning K, Moore D, Ukoumunne OC, Danielsson-Waters E, Ford T (2017). The association between child and adolescent emotional disorder and poor attendance at school: a systematic review protocol. Systematic Reviews, 6(1). Full text. DOI.

2016

Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. DOI.
Moore DA, Whittaker S, Ford TJ (2016). Daily report cards as a school-based intervention for children with attention-deficit/hyperactivity disorder. Support for Learning, 31(1), 71-83. Abstract.  Full text. DOI.
Russell AE, Moore DA, Ford T (2016). Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: a qualitative study. Emotional and Behavioural Difficulties, 1-18. Abstract.  Full text. DOI.
Winstone N, Moore D (2016). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International Abstract.  Full text. DOI.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties, 21(1), 61-82. Full text. DOI.

2015

Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279-300. Full text. DOI.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2015). End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges. Health Expectations, 19(5), 1084-1097. Full text. DOI.
Newlove-Delgado T, Moore D, Ukoumunne OC, Stein K, Ford T (2015). Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004. Journal of Mental Health Training, Education and Practice, 10(3), 159-169. Abstract.  Full text. DOI.
Richardson M, Moore D, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado T, Logan S, Morris C, et al (2015). Non pharmacological interventions for Attention Deficit Hyperactivity Disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45) Full text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.

2014

Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews. ADHD in Practice, 6(4), 4-7. Full text.

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PGCE Secondary Science

MA Education

MSC Applied Health Services Research

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