CV
Professional Summary
A doctoral student in Educational Studies at the University of Michigan focused on the intersection between teacher education and educational policy.
Over eight years experience teaching Chemistry and leading academic departments in progressive UK boarding schools. Designed and implemented novel teacher education program in response to the limitations of more traditional routes into teaching.
Author for a range of professional education publications evaluating educational research in the practice context.
Skills
Research Communication Policy Evaluation Teacher Education
Data Analysis Teaching Mentoring Academic Leadership
Work Experience
2020-
Graduate Student Research Assistant
University of Michigan
Details to follow...
2020-
Graduate Student Instructor
University of Michigan
EDUC 118 Introduction to Education: Schooling and the Multicultural Society (Grader)
2016-2019
Head of Sciences
Bedales School, UK
Co-ordinated a forward thinking, research-led sciences department of 14 teachers and 3 technicians. This included developing a teacher education program for and mentoring two Initial Teacher Trainees.
2011-2016
Head of Chemistry
St Catherine's School, UK
Teaching and leading an academically high achieving department, supporting students with university applications, and leading whole school initiatives.
Education
2020-
University of Michigan
PhD in Educational Studies
2017-2019
University of Oxford
MSc in Teacher Education
2015-2017
Open University
MA in Political Philosophy
2007-2011
University of Oxford
MChem in Chemistry
Professional Publications
Seeber, E. 2020. 'Examining the Evidence' in Education in Chemistry (22nd July)
Seeber, E. 2020. 'Visualising success' in Education in Chemistry (24th June)
Seeber, E. 2020. 'Working with standard form in Chemistry' in Education in Chemistry (25th February)
Seeber, E. 2019. 'How to teach pupils to choose the right graph' in Education in Chemistry (26th November)
Seeber, E. 2019. 'Science changes' in Education in Chemistry (29th October)
Seeber, E. 2019. 'School Debate: Setting' in The Week Independent Schools Guide (Autumn/Winter)
Seeber, E. 2019. 'Closing the word gap' in Education in Chemistry (24th May)
Seeber, E. 2019. 'Mastering Moles' in Education in Chemistry (9th April)
Seeber, E. 2019. 'Lesson planning : Three objectives? No, no, no' in TES (4th April)
Seeber, E. 2019. 'Closing the word gap: Activities for the classroom (Science)' OUP/Teachit
Seeber, E. 2019. 'How to take the teacher blame game out of lesson observations' in TES (18th March)
Seeber, E. 2019. 'Why practical work builds reasoning' in Education in Chemistry (6th March)
Seeber, E. and Bathurst, B. 2019. 'Research: right tune, wrong instrument' in TES (22nd February)
Seeber, E. 2019. 'Collaborative planning: 7 steps to doing it well' in TES (5th February)
Seeber, E. 2018. 'Quick wins to deepen students' grasp of practical procedures' in Education in Chemistry (17th October)
Seeber, E. 2018. 'Enabling students to learn from practical work' in Education in Chemistry (8th October)
Seeber, E. 2018. 'Turning research from theory into practice' in TES (3rd August) p. 43
Seeber, E. 2018. 'Safe in the knowledge?' in TES (8th June)
Seeber, E. 2018. 'Help students evaluate experiments' in Education in Chemistry (1st May)
Seeber, E. 2018. 'Why schools need to tackle the myths about the hymen' in TES (29th March)
Seeber, E. 2018. 'Four top tips for scaffolding chemistry concepts' in Education in Chemistry (13th March)
Seeber, E. 2018. 'Making practicals more meaningful' in Education in Chemistry (12th February)
Seeber, E. 2018. 'No sarcasm in class? Don't take the mick' in TES (19th January)
Seeber, E. 2018. 'Four reasons why it should be 'head of sciences' not head of science' in TES (9th January)
Seeber, E. 2017 'Ditching the sets: why we're teaching mixed ability lessons for science' in The Guardian Teacher Network (22nd November)