Research at Leeds Beckett
Dr Steven Burton
About Dr Steven Burton
Dr Steve Burton is the Strategic Lead for Innovation in the Carnegie School of Education. He lectures in the areas of Early Years, Education, and Childhood Studies, and specialises in safeguarding, online safeguarding, leadership and management, and professionalism in education.
He has co-edited and contributed to two editions of the safeguarding text book, ‘Safeguarding and Protecting Children in the Early Years,’ a popular text for students on safeguarding. He has additionally co-authored chapters in three editions of ‘Teaching in Lifelong Learning,’ a current teacher training text for the lifelong learning sector.
Steve has worked in a managerial position for West Yorkshire Police in their Force Intelligence unit, and maintains the interest in criminology that he developed there through his teaching and writing on safeguarding children.
Steve’s doctorate used phenomenography to examine the influence that initial training has on the professional practice of in-service teachers in the lifelong learning sector, in order to develop a middle-range theory on teacher development.
Steve is a Microsoft Innovative Educator Expert for 2017/18 academic year.
Current Teaching• Guest lecturer on Safeguarding across all ITE programmes;
• Critical Issues in the Early Years - L7 - Masters in Childhood
• Independent Studies lead (L7)
• MRes Professional Practice supervisor
• MA Dissertation supervisor
• BA Dissertation supervisor
Steve is currently researching around online safeguarding for children. This includes work with cyber security companies on developing resources for children, and undertaking research with education professionals on their development in relation to online safeguarding.
In-Service Initial Teacher Training in Post-Compulsory Education: A phenomenographical investigation into the influence of initial training on professional practice (doctoral research). This research has developed a middle range theory (Merton, 1949) on the influence of initial teacher training on professional practice. This model can be used for a variety of ends, from making recommendations about course content or curriculum developments improvements in teacher training, to use in the marketing of such programmes.