SimonWalker

LEAD RESEARCHERS:

DR SIMON WALKER

DProf, MTh, MA Oxon, MBPsS

PRIMARY QUANTITATIVE RESEARCH STUDY PAPERS

THINKING, STRAIGHT OR TRUE?, Walker Simon P., 2015 

A detailed publication of empirical methods and findings from a wide 15 year research programme describing our central claims: the cognitive, social and mental health implications of the self-regulation of Steering Cognition

The Motorway Model: Teaching pupils to drive their minds fast but not teaching them to steer

Publication of our 2015 study involving nearly 4,000 pupils across 20 UK secondary schools which answered the question: Model. Do pupils at schools which show Motorway Model characteristics exhibit narrower cognitive abilities than pupils at schools which show less of those Motorway characteristics? If so, what might the consequences be for employability beyond school?

Mental health risks of the Motorway Model of education

Publication of our 2015 study involving more than 6,000 pupils across 16 UK secondary schools which answered the question: Is there a link between schools exhibiting the characteristics of the Motorway Model of education and increased pupil mental health risks?

The Tribe Effect- Measuring the non-cognitive impacts of state day, independent day and boarding education

Publication of our 2015 study involving nearly 4,000 pupils across 20 UK secondary schools which answered the question: Do pupils from private schools develop social, emotional or cognitive skills not currently measured by academic assessments which contribute to them securing more elite roles in industry and society?

Engaging students in optimising their metacognition, Walker Simon P., 2015 

Working paper reporting findings from a 6 month study seeking to improve academic outcomes amongst first year UK undergraduates by improving the self-regulation of their Steering Cognition

Navigating the world by heuristic bias, Walker Simon P., 2014 

Early studies evidencing that the self-regulation of Steering Cognition was distinct from IQ-like algorithmic cognition and contributed to academic outcomes at secondary school.

Educating the self-regulation of bias, Walker Simon P., 2014 

Early studies evidencing that the self-regulation of Steering Cognition is ecologically influenced by secondary school environment and is teachable.

Resistant to change: The stability of CAS state, Walker Simon P., 2003 

Evidence from a 12 month study of the crew of a yacht in the 2002 Global Clipper Race that patterns of Steering Cognition, as measured by the CAS state model, are resistant to change and may form part of an individual’s defensive strategies of self-representation within a social group

LEAD RESEARCHERS:

DR JO WALKER

DProf, BA, QTS, Prof Dip

THEORETICAL PAPERS AND LITERATURE REVIEWS UNDERPINNING THE DEVELOPMENT AND USE OF AS TRACKING, A STEERING COGNITION MEASUREMENT AND IMPROVEMENT TOOL FOR SCHOOLS

AS Tracking: A psychological and developmental understanding of self-regulation, Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and theories of self-regulation

AS Tracking: A psychological and developmental understanding of trust of self,  Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and developmental theories of self

AS Tracking: A  psychological and developmental understanding of seeking change, Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and developmental theories of risk-taking and self-expansion

AS Tracking: A psychological and developmental understanding of self-disclosure,  Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and developmental theories of self-presentation and disclosure

AS Tracking: A psychological and developmental understanding of trust of others, Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and developmental theories of self-other individuation

AS Tracking: A psychological and developmental understanding of over self-regulation, Walker J., 2015

Theoretical paper describing the relationship between Walker and Walker’s model of Steering Cognition and theories of over self-regulation

How the AS Tracking assessment measures steering cognition, Walker J., Walker S., 2015

Paper describing the theoretical, empirical and statistical evidence for AS Tracking as a measure of pupil Steering Cognition. Describes studies evidencing the validity, reliability and norms of AS Tracking as an instrument.

DOCTORAL PAPERS

Becoming Undefended: Freeing leaders from fear, Walker Simon P., 2014

Professional doctoral context statement evaluating a 10 year programme of coaching and training courses between 2000 and 2010, designed to reduce defended behaviours amongst commercial, educational and third sector leaders by increasing their self-awareness and responsibility for personal  Steering Cognition biases.    

NOTE ON DOCTORAL PAPER: The term Steering Cognition was coined in 2015 and, whilst measured and improved by similar cognitive technologies, is here referred to by the name of its specific data model, Human Ecology Theory.

Equipping pupils to steer the road of adolescence, Walker J., TO BE PUBLISHED 2016 

Professional doctoral context statement evaluating a 12 year journey between 2003 and 2015 to develop, implement and train schools to use AS Tracking, a pioneering pupil welfare and pastoral care tool which assesses, tracks and improves pupil self-regulation of Steering Cognition.