Degrees

• 1985 BSc (Hons) in Agricultural Science from Nottingham University (2:1)
• 1990 Advanced Diploma in Educational Management from the Open University
• 1992 MA in Educational Management from the Open University
• 2001 BSc (Hons) Psychology from the Open University (2:1)

Other qualifications

• 1987 PGCE (pass with distinction) from Nottingham University (biology main method supplemented with science method, Youth and Community Studies and Health Education)

Having gained my first degree from Nottingham University, I moved through the PGCE at the same university to my first teaching job as a secondary science teacher in Stafford. After four years there I moved in 1991 to Hainault Forest High School where I spent the next 11 years, eventually working as Head of Science.

Having completed a Masters degree I went on to teach on a number of courses at Masters level in Educational Management with the Open University.

In 2002 I began working at UEL.

The majority of my teaching time is taken up in the delivery of secondary initial teacher training (ITT) – both the Post Graduate Certificate in Education and the Graduate Teacher Programme.

Lecturing

I lecture on both the core professional studies and the science based parts of the programme.

As a large part of a student’s time is spent on placement, a key part of the work is supervision of students within schools. This involves observation and feedback and working closely with school based mentors.

• Educational Management
• Teacher Development
• Environmental education
• Olympic Education
• Place Based Learning
• Urban regeneration

• Secondary Initial Teacher Training

The main focus of my research at the moment is around the  legacies associated with megaevents such as the Olympics.  I am also working in the area of education for sustainable development

• Herrington, N. and Doyle, L. (1996) Curriculum Continuity between Primary and Secondary School. London, TTA.

• Herrington, N. (1997) Reflections on the Best Practice Research Scholarship, Robinson College Cambridge.

• Herrington, N. and Doyle, L. (1998) "Bridging the Gap: A Case Study of Curriculum Continuity at Key Stage 2/3 Transfer." Management in Education 12(6): 11-12.

• Herrington, N. and Doyle, L. (1998) "Learning Progression Across the Primary/Secondary Divide." All in Success: Centre for the Study of Comprehensive Schools 9(2): 10-12

• Herrington, N. (1994) Primary/Secondary Transition Poster. Towards the learning Institution: Achieving Real Improvement, UMIST Manchester.

• Herrington, N. (2001) SEO: Report on the Society for Education Officers’ Conference. Education Journal. 56: 17

• Herrington, N. (2003) "A Year into PGCE...Concerned but Fighting!" Science Teacher Education 35: 2

• Herrington, N. (2004) "Formula for Success: Conference Report." Science Teacher Education(40): 10-11

• Herrington, N. (2004) Perverted Science: The Role of Science in the Holocaust. Creativity Beyond Compliance, Bedford: DMU

• Herrington, N. (2004) Plenary Sessions in Science in Supporting ITT Providers: The Effective Use of Plenaries, Training and Development Agency for Schools

• Herrington, N. (2004) Reprisal from the Air, Cities of Science. 2004

• Herrington, N. (2004) "Talking to Heads of Year: Roles and Ambiguities." Management in Education 18(4)

• Herrington, N. (2004) The Use of the Holocaust Exhibition at the Imperial War Museum to Examine the Nature of Science, www.citized.info/pdf/newsletters/June_04_13.pdf

• Herrington, N. (2004) Workshop on Science in the Holocaust. Education Forum

• Herrington, N. and Salmons, P. (2004). Perverted Science: The Role of Science in the Holocaust. ASE National Conference, Reading University

• Herrington, N. (2005). "Talking to Heads of Year: Roles and Ambiguities."Management in Education18(4).

• Herrington, N. (2006). "BA Support for Trainee Teachers."Science Teacher Education(46): 6.

• Herrington, N. (2006). "Engagement, Ethics and Education."Science Teacher Education(46): 7.

• Herrington, N. (2006). " Globalisation's Impact on Teacher Education Programmes: The Role of Anxiety." Management in Education 20(2).

• Herrington, N. (2006). "Open Space Conferences: a new way of working."Management in Education20(5) 13-14.

• Herrington N (2006) Teachers and Research: Upstream Engagement Escalate Initial Teacher Training Conference Lancaster

• Herrington N (2006) “Using Educational Research Networks: their use in improving professional practice” Association of Tutors of Science Education Annual Conference University of Wales Newport

• Herrington, N. and Brennan, C (2006). “Professionals, Partnerships and Academia” UEL Learning and Teaching Conference

• Herrington N (2006) “Upstream Engagement: Interaction in Policy Development” BERA Annual Conference University of Warwick

• Herrington N and Mitchell H (2006) “The Impact of the Standards for QTS on the Perceptions of Professionalism Held by Mentors of Trainee Teachers Development” BERA Annual Conference University of Warwick

• Herrington N (2006) “Psychodynamics, Anxiety and the Development of Teacher Education Policy ” BERA Annual Conference University of Warwick

• Herrington N (2006) “Connecting Research and Practice: A scientific approach” Commonwealth Council for Educational Administration and Management Conference Nicosia Cyprus

• Herrington N, Brennan, C and Wright K (2006) “Quality and Diversity: a simple story of East End Folk” UCET Annual Conference Daventry.

• Herrington, N. (2007).Hitler’s Scientists. ASE National Conference, Birmingham University.

• Herrington, N (2007) “Engaging with Research: Towards Connected Communities”Education in Science225 8-9

• Herrington, N and S. Chapman (2008) “Recent Research: Out of School Science Education”Education in Science230 28-30

• Herrington, N (2009) An Olympic ITE Curriculum: how to become part of the legacy in Jackson A (2009)Innovations and Development in Initial Teacher Education: a selection of papers presented at the 4th  Escalate Initial Teacher Education Conference University of Cumbria 212-220

• Herrington N, Czerniawski G and Wright K (2009) Embedding Global Citizenship into Secondary Initial Teacher
• Training through the use of Virtual Schools: some lessons in theproceedings of the second UK Teacher Education Network for Education Sustainable Development/Global Citizenship
• Herrington, N Brennon, C and Wright K (2010) “Teacher Training in an Urban Setting: A Story from East London” in Ang L, Trushell J and Walker PLearning and Teaching in a MetropolisRedopi Amsterdam-New York
• Herrington, N (2011)  Perceptions of Legacy: educational stakeholders views on the likely impact of the London 2012 Olympics. Games and the City Conference University of Greenwich June 2011
• Herrington, N (2011) Using Q to Explore Perceptions of the Impact of London 2012 on Regeneration.  International Conference of the Society for the Scientific Study of Subjectivity University of Birmingham September 2011
• Herrington, N (2011)  Sports, Social Capital and Public Space in Savery, J and Gilbert K (eds)Sustainability and SportCommon Ground, Illinois
• Herrington, N. (2012) Perceptions of the likely impact of the London 2012 Olympics. Paper presented at the 5th International Sport Business Symposium

• Herrington, N. (2012) 'A ring around the park – developing a network of environmental and community groups around the Olympic Park', in Fadeeeva, Z., Payyappallimana, U., Petry, R. and Dirksen, A. (eds.) Innovation in Local and Global Learning Systems for Sustainability: Towards more sustainable consumption and production systems and sustainable livelihoods – learning contributions of the regional centres of expertise on education for sustainable development.Yokohama, Japan: UNU-IAS.

Member of the management board of EcoActive an environmental educational charity

 Member of the London Regional Centre for Expertise on Education for Sustainable Development

Chair UEL’s Volunteering Development Group

Former Convener of the Science Education Research Special Interest Group of BERA

Former Editor 'Management in Education'