Becky’s research interests include: the possibilities and challenges of impact research in Holocaust education; how teaching about the Holocaust is framed and approached in primary schools; and how psychology students relate their knowledge and understanding of social psychology to their knowledge and understanding of the Holocaust.
Becky is the Departmental Ethics Coordinator for the Department of Curriculum, Pedagogy and Assessment within the UCL Institute of Education. Becky is also a registered PRINCE2 practitioner.
Hale, R. (2018). Reflections on what year 7 students know and understand about the Holocaust: an argument for empirical research in English primary schools. In C.C.W. Szejnmann, P. Cowan and J. Griffiths (Eds) Holocaust Education in Primary Schools in the 21st Century. Current Practices, Potentials and Ways Forward. London: Palgrave Macmillan.
Chapman, A. and Hale, R. (2017). Understanding what young people know: methodological and theoretical challenges in researching young people’s knowledge and understanding of the Holocaust. Holocaust Studies, 23, 3, 289-313.
Hale, R., Fox, C.L., and Murray, M. (2017) “As a parent you become a tiger”: Parents talking about bullying at school. Journal of Child and Family Studies, 26, 7, 2000-2015.
Lamont, A., Murray, M., Hale, R., and Wright-Bevans, K. (2017). Singing in later life: the anatomy of a community choir. Psychology of Music, 1-16.
Foster, S., Pettigrew, A., Pearce, A., Hale, R., Burgess, A., Salmons, P., & Lenga. RA. (2016). What do students know and understand about the Holocaust? Evidence from English secondary schools. UCL: London.
Fox, C.L., Hale, R., & Gadd, D. (2013). Domestic abuse prevention education: listening to the views of young people. Sex Education, 14, 1, 28-41.
Gadd, D., Fox, C.L., & Hale, R. (2013). Preliminary steps towards a more preventative approach to eliminating violence against women in Europe. European Journal of Criminology, 11, 4, 464-480.