Dr Julie Smith
Deputy Head of Institute for Education, Community & Society (IECS) / Lecturer Developmental Psychology

- Moray House School of Education and Sport, IECS
- University of Edinburgh (Holyrood Campus)
Contact details
- Tel: +44 (0)131 651 6356
- Email: julie.smith@ed.ac.uk
Address
- Street
-
Moray House School of Education and Sport, SJ
- City
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
Background
My undergraduate degree in Psychology was completed at Edinburgh Napier University and was as a result of a career change. My PhD, completed at the University of Glasgow, focussed on children’s verbal interactions during collaborative problem solving in mathematics. In particular metacognitive talk. Having held a number of teaching posts at different universities, I completed an MSc in Applied Psychology (CYP) at the University of Edinburgh, qualifying as a Clinical Associate in Applied Psychology. I have worked in the area of mental health with children and young people as well as with university students, and I currently hold an honorary contract with NHS Lothian. I am a Chartered Psychologist with the British Psychological Society and a Fellow of the Higher Education Academy.
Qualifications
BA (Hons) Psychology
MSc Applied Psychology for Children & Young People
PhD Psychology of Learning
PG Cert TLHE
Undergraduate teaching
Educational Studies 2a
Cognitive and Social Child Development in Education
Postgraduate teaching
Psychology of Learning and Teaching (Course Organiser)
Child and Adolescent Development
Child and Adolescent Mental Health and Wellbeing
Dissertation Supervision (MSc Education)
Open to PhD supervision enquiries?
Yes
Areas of interest for supervision
I am keen to supervise students with an interest in the following areas:
Psychology of Mathematics Education
Metacognition & Learning
Pedagogical approaches to promote wellbeing in education
Current PhD students supervised
Stephen Sowa (Co-supervised with Professor Andrew Manches)
Yi Wang (Co-supervised with Dr Nikki Moran)
Research summary
- Metacognition and Mathematics Learning
- Pedagogical approaches to support learning in STEM subjects
- The relationship between pedagogical approaches and mental health and wellbeing (particularly in Higher Education)
- Mental health intervention evaluation in child and adolescent mental health services
Current project grants
Evaluation of pedagogical approach to support scientific reasoning skills for STEM students. Edinburgh Napier University consultancy project (£5000 with Professor Gale MacLeod).
Past project grants
Critical Thinking Retreat: Using situated simulations to develop researcher positioning in master’s students, Principal's Teaching Award (£8822)
Dissertation Buddies: Development, implementation and evaluation of a peer support programme for PGT students during the dissertation phase, Student Experience Grant (£2245)
Problem Solving Partnerships in Mathematics Education. Enhancing Professional Learning in STEM, 2019-2020 Education Scotland (£15748)
-
Supporting children’s career aspirations under changing career conditions: A systematic review of intervention approaches
(21 pages)
In:
International Journal for Educational and Vocational Guidance
DOI: https://doi.org/10.1007/s10775-023-09596-w
Research output: Contribution to Journal › Review article (E-pub ahead of print) -
Supporting metacognitive talk during collaborative problem solving: A case study in Scottish primary school mathematics
In:
Education 3-13: International Journal of Primary, Elementary and Early Years Education
DOI: https://doi.org/10.1080/03004279.2023.2187670
Research output: Contribution to Journal › Article (E-pub ahead of print) -
Primary and secondary school students’ career aspirations and job automation-related risks
In:
International Journal for Educational and Vocational Guidance
DOI: https://doi.org/10.1007/s10775-022-09573-9
Research output: Contribution to Journal › Article (E-pub ahead of print) -
Correction to: Efficacy of Mentalization-based group therapy for adolescents: the results of a pilot randomised controlled trial (BMC Psychiatry, (2019), 19, 1, (167), 10.1186/s12888-019-2158-8)
In:
BMC Psychiatry, vol. 21
DOI: https://doi.org/10.1186/s12888-021-03102-8
Research output: Contribution to Journal › Comment/debate (Published) -
Efficacy of Mentalization-based group therapy for adolescents: The results of a pilot randomised controlled trial
(13 pages)
In:
BMC Psychiatry, vol. 19
DOI: https://doi.org/10.1186/s12888-019-2158-8
Research output: Contribution to Journal › Article (Published) -
Improving mathematical learning in Scotland’s Curriculum for Excellence through problem posing: An integrative review
(38 pages)
In:
The Curriculum Journal
DOI: https://doi.org/10.1002/curj.15
Research output: Contribution to Journal › Article (Published) -
Exploring the relationship between metacognitive and collaborative talk during group mathematical problem solving - what do we mean by collaborative metacognition?
(13 pages)
In:
Research in Mathematics Education, vol. 20, pp. 14-36
DOI: https://doi.org/10.1080/14794802.2017.1410215
Research output: Contribution to Journal › Article (Published)