Dr Mirain Rhys

• PSY6118 Professional Practice
• SSF3014 Reflective Practice in the Workplace

• PSY4013 Social and Developmental Psychology
• PSY4011 Contemporary and Historical issues in Psychology

• PSY5015 Professional Development in Psychology

• PSY6121 Applied Psychology of Education

• SSF3020 Foundation in Social Sciences Extended Essay
• PSY5015 Professional Development in Psychology
• PSY6115 Undergraduate Research Project
• PSY6118 Professional Practice

• Derith Rhisiart – Motivational interviewing and minority languages (funded by Coleg Cymraeg Cenedlaethol)
• Gwion Williams – Welsh medium further education and choice (funded by Coleg Cymraeg Cenedlaethol)

• Foundation in Social Sciences
• Level 4,5,6

• Year tutor, Level 4
• Placement Coordinator
• Employability Lead
• Welsh Medium Provision Development Lead

• BBC Directory of Expertise
• Coleg Cymraeg Cenedlaethol, Cardiff Metropolitan University Branch
• Early Years Education Special Interest Group (School of Education, Cardiff Metropolitan University)
• Fellow of the Higher Education Academy
• Speech, Hearing and Communication Research Group, Cardiff School of Sport and Health Sciences
• Wales Institute of Social and Economic Research, Methods and Data (WISERD) Language, Culture & Identity Research Group

• Shortlisted for a Student Led Teaching Fellowship (2016)

• Rhys, M. & Smith, K. (in press). “Everything we do revolves around the exam”: What are secondary school students’ perceptions and experiences of learning Welsh as second language in Wales? Welsh Journal of Education.
• Matthew Johnson, Emily Danvers, Tamsin Hinton-Smith, Kate Atkinson, Gareth Bowden, John Foster, Kristina Garner, Paul Garrud, Sarah Greaves, Patricia Harris, Momna Hejmadi, David Hill, Gwen Hughes, Louise Jackson, Angela O’Sullivan, Séamus ÓTuama, Pilar Perez Brown, Pete Philipson, Simon Ravenscroft, Mirain Rhys, Tom Ritchie, Jon Talbot, David Walker, Jon Watson, Myfanwy Williams & Sharon Williams (2019) HIGHER EDUCATION OUTREACH: EXAMINING KEY CHALLENGES FOR ACADEMICS, British Journal of Educational Studies, 67:4, 469-491, DOI: 10.1080/00071005.2019.1572101
• Power, S., Rhys, M., Taylor, C. & Waldron, S. (2018). Context and Implications Document for: How child-centred education favours some learners more than others. Review of Education. https://onlinelibrary.wiley.com/doi/full/10.1002/rev3.3143
• Power, S., Rhys, M., Taylor, C. & Waldron, S. (2018). How child-centred education favours some learners more than others. Review of Education. https://onlinelibrary.wiley.com/doi/full/10.1002/rev3.3137
• Rhys, M. (2018). Y Gymraeg yn y Cyfnod Sylfaen (Welsh in the Foundation Phase). Gwerddon, 26, 39-68. http://www.gwerddon.cymru/cy/rhifynnau/rhifyn26/erthygl2/
• Taylor, C., Rhys, M., & Waldron, S. (2016). Implementing curriculum reform in Wales: the case of the Foundation Phase. Oxford Review of Education.
• Rhys, M. & Thomas, E. (2013) Bilingual Welsh–English children's acquisition of vocabulary and reading: implications for bilingual education. International Journal of Bilingual Education and Bilingualism. DOI:10.1080/13670050.2012.706248.

• Young, N., Thomas, E., Rhys, M., & Kennedy, I. (2017). The linguistic, cognitive and emotional consequences of minority language bilingualism. In Lauchlan, F., & Parafita-Couto, M. C. (Eds.), Bilingualism and Minority Languages in Europe: Current trends and developments. Newcastle upon Tyne: Cambridge Scholars Publishing.

• Rhys, M. (2021). Late immersion and intensive language provision: quick scoping review. Cardiff: Welsh Government. (ISBN 978-1-80195-373-3). Available at https://gov.wales/sites/default/files/statistics-and-research/2021-06/late-immersion-and-intensive-language-provision-a-quick-scoping-review.pdf
• Egan, D., Beauchamp, G., Rhys, M., & Williams, A. (2019). Research into the deployment of primary school support staff in Wales. Cardiff: Welsh Government. (Digital ISBN 978-1-83876-682-5). Available at https://gov.wales/sites/default/files/statistics-and-research/2019-07/research-into-the-deployment-of-primary-school-support-staff_0.pdf
• Taylor, C., Maynard, T., Davies, R., Waldron, S., Rhys, M., Power, S., Moore, L., Blackaby, D., & Plewis, I. (2016). Evaluating the Foundation Phase: Technical Report. Cardiff: Welsh Government. (ISBN 978-1-4734-6765-1).
• Taylor, C., Rhys., M., Waldron, S., Davies, R., Power, S., Maynard, T., Moore, L., Blackaby, D., & Plewis, I. (2015). Evaluating the Foundation Phase: Final Report. Cardiff: Welsh Government. (ISBN: 978-1-4734-3605-3).
• Taylor, C., Davies, R., Rhys, M., Waldron, S., & Blackaby, D. (2015). Evaluating the Foundation Phase: The Outcomes of Foundation Phase Pupils up to 2011/12 (Report 2). Cardiff: Welsh Government. (ISBN: 978-1-4734-2831-7).
• Taylor, C., Maynard, T., Davies, R., Waldron, S., Rhys, M., Power, S., Moore, L., Blackaby, D., & Plewis, I. (2014). Evaluating the Foundation Phase: Update and Technical Report 2012/13. Cardiff: Welsh Government. (ISBN: 978-1-4734-1000-8).
• Davies, R., Taylor, C., Maynard, T., Rhys, M., Waldron, S., & Blackaby. (2013). Evaluating the Foundation Phase: The Outcomes of Foundation Phase Pupils (Report 1). Cardiff: Welsh Government. (ISBN 978-0-7504-8525-8).
• Maynard, T., Taylor, C., Waldron, S., Rhys, M., Smith, R., Power, S., & Clement, J. (2012). Evaluating the Foundation Phase: Policy Logic Model and Programme Theory. Cardiff: Welsh Government (ISBN 978-0-7504-8080-2).
• Taylor, C., Maynard, T., Davies, R., Waldron, S., Rhys, M., Power, S., Moore, L., Blackaby., & Plewis, I., (2013). Evaluating the Foundation Phase: Annual Report 2011/12. Cardiff: Welsh Government. (ISBN: 978-0-7504-8283-7).
• Taylor, C., Rhys, M., & Waldron, S. (2013). The Best Start in Life: what do we know about the impact of early interventions on children's life chances? Evidence Symposium Briefing Paper. Cardiff: Wales Institute of Social & Economic Research, Data & Methods (WISERD), Cardiff University (ESRC reference: ES/J020648/1).

• Rhys, M. (2013). Bilingual children's linguistic and cognitive skills in a minority language context. Bangor: Bangor University.

• Rhys, M. (2014, November 5). The trouble with bilingual education: The ever increasing gap between research, policy and practice. Click on Wales (Institute of Welsh Affairs news analysis magazine) http://www.clickonwales.org/2014/11/the-trouble-with-bilingual-education-the-ever-increasing-gap-between-research-policy-and-practice/

• 2021: £1000, ‘Network for Professional Learning in Health and Well-being' funded by the Learned Society of Wales (Principal Investigator, in collaboration with Gemma Mitchell, Dr Joann Warner, Dr Amy Hulson-Jones, Dr Jemma Hawkins and Dr Iva Gray).
• 2021: £1500, ‘HABLO befriending project’ internal innovation funding, Cardiff Metropolitan University (with Dr Aimee Prior and Ruth Walters)

• 2019: £3000, ‘Review and enhance Module Evaluation and student feedback processes’ within the Cardiff School of Sport and Health Sciences funded by the Quality Enhancement Directorate, Cardiff Metropolitan University (with Dr Sarah Taylor and Dr Debbie Clayton)
• 2018: £51,600, 'Research Into the Deployment of Classroom Based Support Staff in Primary Schools in Wales' funded by the Welsh Government (with Professor D. Egan, Professor G. Beauchamp & Ms A. Williams).
• 2017-2018 £5000, 'Feasibility Study: Welsh medium provision development in the School of Health Sciences at Cardiff Metropolitan University'. Funded by the Coleg Cymraeg Cenedlaethol (Principal Investigator).
• 2016-2017 Scoping Evaluation of Immersion within the Foundation Phase in Wales. Funded by Welsh Government (with Dr Kathryn Jones, Iaith & research team).
• 2013- 2016 £119,000, 'Evaluation of the Foundation Phase Flexibility Pilots', funded by the Welsh Government (with Professor C. Taylor and Dr S. Waldron).

Dr Mirain Rhys is a senior lecturer at the School of Psychology. She joined the department in 2016 after working in research for a number of years. Her expertise span the fields of Education and Bilingualism. Her current research interests lie in the development/ transition of the Welsh language within education, the community and the home and how this compares with other international examples of minority language populations. Mirain has recently returned from a 12 month secondment with the Knowledge and Analytical Services team at Welsh Government as a Senior Research Officer working on Welsh language research.

Previous to joining Cardiff Metropolitan University, Mirain held a Research Associate position at the Welsh Institute for Social and Economic Research, Methods and Data (WISERD) and played a leading role in a variety of independent evaluations of Welsh Government early years education policies:

WISERD Education:
http://www.wiserd.ac.uk/wiserd-education/en/

3 Year Foundation Phase Evaluation:
http://wiserd.ac.uk/research/education/current-projects/evaluating-foundation-phase/

Evaluation of the Foundation Phase Flexibility Pilots:
http://wiserd.ac.uk/research/education/current-projects/evaluation-foundation-phase-flexibility-pilots/

Evaluation of the Pupil Deprivation Grant:
http://www.wiserd.ac.uk/research/education/current-projects/evaluation-pupil-deprivation-grant/

Mirain completed a PhD with supervision from Professor Enlli Thomas, looking at the impact of bilingual education on children's cognitive and linguistic skills and parental attitudes towards bilingualism in 2013. This followed on from the completion of a Psychology degree (BSc) in 2009, both at Bangor University. Mirain is a fellow of the Higher Education Academy.

Mirain welcomes collaborations on projects related to bilingualism, bilingual education, the Welsh language, early years education, higher education, minority languages, wellbeing within education and child development.