About

Megan is an experienced leader, teacher trainer and teacher. She holds two MA degrees (both Distinction) from the Institute of Education, University of London and Phd, Psychology from University of Sussex.

She has worked widely across the education sector, in the UK and internationally. Over her career she has been a teacher, a teacher trainer, taught on ITE, PGCE and MA programmes, been a head teacher, a senior leader in multi-academy trusts, worked at the Education Endowment Foundation and more…

Megan has specialisms in developing literacy, primary and early years education practice including Special Educational Needs, the translation of research into practice and school improvement. She works extensively on school improvement, the development of research and practice and supporting teachers and schools to access high quality professional learning.

Megan works in a number of different roles:

• Independent consultant for schools, multi-academy trusts, CPD providers, Local Authorities and more!
• Early Years and Primary specialist for Harrow International Schools Ltd
• Columnist for the Times Educational Supplement
• Research Assistant

Megan is often found, working in collaboration with schools, academics and policy makers, reading research and doing everything she can to ensure all children learn to read and write.

sELECTED PUBLICATIONS

Book Chapters

Dixon, M, (2020), Developing Literacy in the Primary School, in The Early Career Framework Handbook, SAGE and Chartered College of Teacher, 1^st and 2^nd Edition

Dixon M., Brookes, J. and Siddle, J. (2020), Hearts and Minds. The Research Schools Network: from evidence to engagement, in Gorard, S. (2020) Getting Evidence into Education: Evaluating the Roots to Policy and Practice. London: Routledge

Journals

Dixon, M (2023) Walking a mile in each other’s shoes – bridging the practice-to-research gap: A response to Dr McGeown, Psychology of Education Review 47(1): 28-34

Associate Editor, Journal of Research in Reading Special Edition, April 2022

Bowyer-Crane, C., Bonetti, S., Davies, C., Dixon, M., Dysart, E., Newton, R., Tracey, L. and Wadsworth, V. (2020) Research Briefing- Early Years Settings and the COVID-19 Pandemic. Available at https://www.niesr.ac.uk

Dixon, M, (2020) What might a self-extending school system with research evidence at its heart look like? 35-37, Czerniawski, G. (2020) BERA Bites, Issue 5, Research used or produced in school: which informs practitioners most? Available at https://www.bera.ac.uk/publication/bera-bites-issue-5-research-used-or-produced-in-schools-which-informs-practitioners-most

Dann, R., Czerniawski, G., Dixon, M. and Hanley, C. (2018) Teacher-as-researcher: Shaping the curriculum for pupil learning. Impact, 3, 70-74