Dr Helen Benstead is Associate Professor of Inclusive Education and Academic Director of the Graduate School at the University of Sunderland, where she manages the strategy for post-graduate research degrees across the university.She began her career with a BA (QTS) in Primary Education, before completing an MPhil at Cambridge and a PhD at York. Helen has held senior policy roles in central and local government, working as a Youth Policy Advisor at the Cabinet Office and for the Mayor of London on his Education and Youth strategy. Helen also founded Inclusive Classrooms, a social enterprise supporting Teaching Assistants across the UK.Helen has authored a range of professional development materials, published widely on inclusive education and participatory research methodologies, and continues to research socially inclusive practices in the field of education.

• PART 1: Developing critical thinking skillsChapter 1: What is criticality?Chapter 2: The foundations of critical thinking in educationPART 2: Developing critical reading and writing skillsChapter 3: The principles of critical reading in educationChapter 4: The principles of critical writing in educationChapter 5: Critiquing different types of published work in educationPART 3: Developing criticality in educational researchChapter 6: Critiquing different aspects of educational researchChapter 7: The principles of planning and writing up critical educational researchChapter 8: Criticality for professional life: applying education for transformationPART 4: Criticality across other types of assessment in educationChapter 9: Criticality on ‘non-traditional’ assessment methodsChapter 10: A critical approach to AI in educationChapter 11: Conclusion

Dr Helen Benstead is Associate Professor of Inclusive Education and Academic Director of the Graduate School at the University of Sunderland, where she manages the strategy for post-graduate research degrees across the university.She began her career with a BA (QTS) in Primary Education, before completing an MPhil at Cambridge and a PhD at York. Helen has held senior policy roles in central and local government, working as a Youth Policy Advisor at the Cabinet Office and for the Mayor of London on his Education and Youth strategy. Helen also founded Inclusive Classrooms, a social enterprise supporting Teaching Assistants across the UK.Helen has authored a range of professional development materials, published widely on inclusive education and participatory research methodologies, and continues to research socially inclusive practices in the field of education.

• PART 1: Developing critical thinking skillsChapter 1: What is criticality?Chapter 2: The foundations of critical thinking in educationPART 2: Developing critical reading and writing skillsChapter 3: The principles of critical reading in educationChapter 4: The principles of critical writing in educationChapter 5: Critiquing different types of published work in educationPART 3: Developing criticality in educational researchChapter 6: Critiquing different aspects of educational researchChapter 7: The principles of planning and writing up critical educational researchChapter 8: Criticality for professional life: applying education for transformationPART 4: Criticality across other types of assessment in educationChapter 9: Criticality on ‘non-traditional’ assessment methodsChapter 10: A critical approach to AI in educationChapter 11: Conclusion

Dr Helen Benstead is Associate Professor of Inclusive Education and Academic Director of the Graduate School at the University of Sunderland, where she manages the strategy for post-graduate research degrees across the university.She began her career with a BA (QTS) in Primary Education, before completing an MPhil at Cambridge and a PhD at York. Helen has held senior policy roles in central and local government, working as a Youth Policy Advisor at the Cabinet Office and for the Mayor of London on his Education and Youth strategy. Helen also founded Inclusive Classrooms, a social enterprise supporting Teaching Assistants across the UK.Helen has authored a range of professional development materials, published widely on inclusive education and participatory research methodologies, and continues to research socially inclusive practices in the field of education.

• PART 1: Developing critical thinking skillsChapter 1: What is criticality?Chapter 2: The foundations of critical thinking in educationPART 2: Developing critical reading and writing skillsChapter 3: The principles of critical reading in educationChapter 4: The principles of critical writing in educationChapter 5: Critiquing different types of published work in educationPART 3: Developing criticality in educational researchChapter 6: Critiquing different aspects of educational researchChapter 7: The principles of planning and writing up critical educational researchChapter 8: Criticality for professional life: applying education for transformationPART 4: Criticality across other types of assessment in educationChapter 9: Criticality on ‘non-traditional’ assessment methodsChapter 10: A critical approach to AI in educationChapter 11: Conclusion