Moore, Darren - University of Exeter

个人简介

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

研究领域

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.

近期论文

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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. Abstract. Full text. 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. Article has an altmetric score of 3 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. Article has an altmetric score of 8 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. Article has an altmetric score of 14 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. Article has an altmetric score of 3 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. Article has an altmetric score of 5 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. Article has an altmetric score of 5 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. Article has an altmetric score of 1 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. Article has an altmetric score of 60 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. Article has an altmetric score of 3 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.