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Dr Darren Moore

Dr Darren Moore

Research Fellow (UEMS); Lecturer (GSE)

7405

South Cloisters 3.09

Darren Moore is a research fellow working within the Evidence Synthesis Team (EST) which is part of the ESMI research group. He is currently working 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. As part of the work of the EST, Darren has supported PenCLAHRC's prioritisation process.

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 also works as a Lecturer Graduate School of Education where he has taught on a range of undergraduate and postgraduate programmes since 2008, currently he is the subject specialist for the department’s Secondary PGCE in Biology with Psychology.

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

Links

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

Links


Key publications | Publications by category | Publications by year

Key publications


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. Full text.
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.
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.
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, 1-22. Abstract.  Full text.
Gwernan-Jones RC, Moore D, 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 Abstract.  Full text.
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.

Publications by category


Journal articles

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. Full text.
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.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2016). 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 Expect, 19(5), 1084-1097. Abstract.  Author URL.  Full text.
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.
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, 1-22. Abstract.  Full text.
Gwernan-Jones RC, Moore D, 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 Abstract.  Full text.
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. Full text.
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.
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.
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.

Publications by year


2016

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. Full text.
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.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2016). 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 Expect, 19(5), 1084-1097. Abstract.  Author URL.  Full text.
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.
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, 1-22. Abstract.  Full text.

2015

Gwernan-Jones RC, Moore D, 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 Abstract.  Full text.
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. Full text.
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.
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.

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.

PGCE Secondary Science: Biology with Psychology pathway

MSC Applied Health Services Research

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