• An assessment of the impact of the annual codes of the Education department on the development of a rural school

      Skinner, Katherine (University of Liverpool (Chester College of Higher Education)Chester College of Higher Education, 1994-10)
      This masters dissertation discusses the impact that Codes of the minutes of the Education department (contained in the Annual Report of the Committee of the Council on Education) had upon Thornton-le-Moors Elementary School, 1875-1902. The curriculum, managers, attendence, punishment, and gender studies are discussed.
    • A case study to critically explore one tutor's use of questions to promote interactive teaching on a PGCE programme

      Rush, Linda; Roberts, Joy (University of ChesterUniversity of Chester, 2005-12)
      Interactive teaching involves an increased interchange between teachers, students and the lecture content. The use of interactive teaching can promote active learning, heighten motivation, give feedback to teachers and students and increase satisfaction for both. Questioning is probably one of the most frequently used interactive teaching techniques used by teachers. The aim of this "small scale" research is to explore my use of questions as a means to develop a more interactive style of teaching on a one year programme of study. The Professional Development Education (PDE) course on the Post Graduate Certificate of Education (PGCE) Programme in the School of Education at the University of Chester has a prescribed curriculum content which has to be taught and assessed within this one year time frame. This case study is an attempt to explore the reasons for asking questions, to analyse the different types of questions asked and evaluate the ways of asking questions that promote active and reflective learning. It took the form of a questionnaire, a transcript of one hour's teaching on the PDE course and semi structured interviews with a group of the students. There are fifteen students on the PGCE programme and fourteen out of the fifteen students agreed to participate in the study. Fourteen questionnaires were completed and returned. The questions that were asked in an hour's teaching were taped and transcribed. On the same day that the teaching session was recorded I conducted seven individual semi-structured interviews with students. Relevant literature was reviewed focusing on the central theme of questioning. Research dating from the early twentieth century reveals that there are many ways to ask a question and some ways are more effective than others. Thinking about the types and levels of questions that can be asked or even preparing specific questions prior to a teaching session often leads to more effective classroom discussions. Although many studies have failed to find any relationship between the "level" of question and student achievement, many others have shown that students learn more in classrooms where teachers use a mix of analytical and evaluative questions than in those classrooms where teachers ask students mainly to recognise or recall facts. This case study focused on the following key questions: • Why ask questions? • What type of questions are most commonly asked? • How are questions asked? • What are the effects of a questioning approach to teaching on students' attitudes? The major findings to emerge from the case study were: • Students believed that a questioning approach to teaching encouraged interaction in the classroom • Findings from the questionnaire, the transcript and the semi-structured interviews showed that questions were a way of checking students' understanding and knowledge as well as sharing experiences. • Students believed that questions were used to extend their knowledge despite this not correlating with the transcript of the teaching session • Questions which were part of a sequence of four or more questions centred on a similar topic • Positive relationships between students and students and teacher were important factors when using a questioning approach to teaching. • That there is scope for further research on how students' answers are responded to by each other and the teacher. Recommendations based on the results of the research were made. Firstly, that there is a need to prepare fewer and better questions. These questions need to include those which require students to be more analytical and evaluative and which encourage students to question each others' answers as well as questioning the teacher. Secondly, how questions are distributed to the group and individuals needs to be considered more carefully by the teacher. Thirdly, more time for students to respond to questions before rephrasing the question or answering the question oneself needs to be given. Lastly that this research be seen as a starting point for future research by individuals and colleagues in the School of Education on how to improve questioning to develop a more interactive approach to teaching. The major conclusion from this case study is that I must be more aware of the reasons for asking the questions and the type of questions I am asking and develop my use of the effective questioning practices discussed.
    • Facilitating change in the occupational and personal self-perceptions of workers in the community: A co-operative inquiry

      Knight, Madeline A. (University of Liverpool (Chester College of Higher Education), 1996-05)
      This study presents an exploration and evaluation of the impacy of a ten session counselling skills course on workers within the community, using new paradigm experiential research as described by John Heron (1994a). The ten participants who completed the course were employees of two registered charitable organisations: three from The Chester, Cheshire and Clywd Blinf Welfare Society and seven from Crossroads Care Attendant Schemes. Results were obtained by means of self-report, group presentations, appraisal forms, facilitator observation and the Rosenberg Self Esteem Scale. The combined results suggest that the course enhanced job-satisfaction, self-esteem and well-being for the particioants; while also promoting their learning of counselling skills by experiential means.
    • International marketing of UK education - A study on students' perception

      Rajkhowa, Gautam; Shah, Poojah (University of Chester, 2009-11)
      The central purpose of this study is to determine the international marketing strategies of education that attract and help international students to make their decision to study in the UK. The study majorly focuses on the research on international students’ perspectives. It looks at various researches done by other authors and researchers in this sector. This research also recommends the strategy model to be used by the institutions for promoting the education worldwide. According to the study, UK education is expanding at an explosive rate all over the world. International students get attracted towards the various marketing strategies followed by the UK universities through various government bodies and also through a number of educational agents in the home country. Literature Review gives a background study to this research. It gives information about the previous study that had been done on marketing education internationally. This chapter highlights various disciplines like marketing, international marketing, decision-making process of international students etc. It also explains the models used in marketing mix, product level model. The conceptual model is generated and worked upon throughout this study. In Research Methodology, researcher has cited all the methods and techniques used for this study. Researcher has also given her choice of research method and its justification. The information on data collection methods and analysis is also provided in methodology. In the next chapter findings and analysis are provided by using appropriate research method. Analysis is done using questionnaire and a telephonic interview. In the conclusion part, researcher has concluded her findings from the research and the responses received. The researcher has also given appropriate recommendations based on the research done. Limitations and challenges faced by the researcher are also cited at the end.
    • Management development: A case study of Liverpool City Council

      Khan, Hussein (University of ChesterLiverpool City Council, 2007-05)
      Following a change in political and organisational leadership in 1999 Liverpool City Council has undergone a myriad of changes in order to improve service delivery and whilst reducing costs and bureaucracy. A key factor to achieving these aims was the recognition that for many years there had been a lack of investment in management development within the council and that service improvements were dependant on the skills and knowledge of managers at all levels and staff throughout the organisation. As part of a strategy known as the Liverpool Way the council aimed to achieve its 'Vision and Values' objectives by radically changing the culture and the behaviours of its employees through education, and to create a learning environment through which service improvements would continue to grow. Key to this strategy has been the development of front line managers through the Leadership Academy, middle managers through the Diploma in Management Studies (DMS) and senior managers through the Masters in Business Management (MBA) programme. This study determines through a mixed phenomenological/positivist approach, uses epistemology, qualitative and quantitative research to identify whether the development programmes are having a greater effect than other contributing factors on influencing managers performance and attitudes whilst testing the data against established theory. The study illustrates the investigation and analysis of the data, discusses the findings and uses the results as a basis to identify possible recommendations for the future.
    • Nutrition knowledge of professional football players aged 16-18 years old

      Fallows, Stephen; Evans, Lauren (University of Chester, 2009)
      Nutrition knowledge in general has an important role in determining an individual’s health and fitness. Sports nutrition is an essential part of an athlete’s program as without the right nutrition, fitness and performance may be hindered. There is a shortage of studies on nutritional knowledge on football players and no studies were found with participants under 18 years old. The importance of nutrition and hydration in young football players cannot be stressed enough. Despite these facts, it is not evident that any particular nutrition education provisions are currently in place to target this vulnerable group. For this reason, it was hypothesised that nutrition knowledge amongst this group would be poor. The study aimed to assess the nutrition knowledge and attitudes of professional football players aged 16-18 years old and to identify any areas of weakness. A nutrition knowledge questionnaire was administered to 48 professional male football players aged 16-18 years old. Three professional clubs participated in the study. 19 players from a Premier League club, 15 from a League Two club and 14 from a League One club. The mean overall nutrition knowledge score for the football players was 63%. There was no significant difference in nutrition knowledge found between clubs. No significant difference in mean scores for subsections of the questionnaire; general nutrition, sports nutrition, supplements and hydration were found. Nutrition attitudes of the players were positive overall, with 100% of players aware of the importance of nutrition for performance. 94% of players believed they would benefit from more nutritional advice. Nutrition scores reflect a good overall knowledge of nutrition for football however, players still believe that they would benefit from more nutritional information emphasising the need for nutrition education in team sports.