There are many staff and postgraduate students who are actively researching into a wide range of projects, and our numbers are growing. We encourage and support new research through our expanding doctoral programmes, the Doctorate in Education (EdD) and our MPhil/PhD programmes.

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  • Promoting Inclusion and Diversity in Early Years Settings A Professional Guide to Ethnicity, Religion, Culture and Language

    Devarakonda, Chandrika; University of Chester
    his guide provides insights, case studies and resources to enable anyone working in early years settings to identify and understand the individual needs of children from diverse backgrounds and the steps that can be taken to support and extend their learning. Examining the impact of unconscious bias, blind spots and institutionalised discrimination that set some children at a disadvantage, this book raises awareness and provides strategies for professionals to proactively support those affected. It covers race and ethnicity, religion, culture, EAL and intersectionality and enables professionals to help children from diverse backgrounds to develop to the best of their potential
  • Trust, Efficacy and Ethicacy when testing prisoners for Covid19

    Lambert, Steve; Wilkinson, Dean J; University of Chester
    The outbreak of the SARS-CoV-2 virus and subsequent Covid-19 illness has had a major impact on all levels of society internationally. The extent of the impact of Covid-19 on prison staff and prisoners in England and Wales is unknown. Testing for Covid-19 both asymptomatic and symptomatic, as well as for antibodies, to date, has been minimal. The widespread testing of Covid-19 in prisons poses philosophical and ethical questions around trust, efficacy and ethicacy. This paper is both descriptive, providing an overview of the widespread testing of Covid-19 in prisoners in England and Wales, and conceptual in that it discusses and argues the issues associated with large-scale testing. This paper provides philosophical discussion, using comparative studies, of the issues associated with large-scale testing of prisoners across the prison estate in England and Wales (120 prisons). The issues identified in this paper are contextualised through the lens of Covid-19, but they are equally transferrable to epidemiological studies of any pandemic. Given the prevalence of Covid-19 globally and the lack of information about its spread in prisons, at the time of writing this paper, there is a programme of asymptomatic testing of prisoners. However, there remains a paucity of data on the spread of Covid-19 in prisons due to the progress with the ongoing testing programme. We argue that the widespread testing of prisoners requires careful consideration of the details regarding who is included in testing, how consent is gained and how tests are administered. This paper outlines and argues the importance of considering the complex nuance of power relationships within the prison system, between prisoner officers, medical staff and prisoners, and the detrimental consequences. The widespread testing of Covid-19 presents ethical and practical challenges. Careful planning is required when considering the ethics of who should be included in Covid-19 testing, how consent will be gained, who and how tests will be administered as well as very practical challenges around the recording and assigning of Covid-19 test kits inside the prison. The current system for the general population requires scanning of barcodes and registration using a mobile number, these facilities are not permitted inside a prison. This paper looks at the issues associated with mass testing of prisoners for Covid-19. There has not been any research that looks at the issues of testing either in the UK or internationally. The literature available details countries responses to the pandemic rather and scientific papers on the development of vaccines. Therefore, this paper is an original review of some of the practicalities that need to be addressed to ensure that testing can be as successful as possible.
  • Raising attainment of middle-lower attainment GCSE students

    Bamber, Sally; University of Chester
    Year 11 students throughout England are currently attending ‘'intervention’' classes designed to raise their mathematics attainment ahead of their GCSE examinations, using methods of instruction that seem to have proven unsuccessful the first time they were taught concepts, and then again, unsuccessfully, in subsequent lessons. This paper reports on a study of one class of lower to middle attaining Year 11 GCSE students who have been taught algebraic concepts using multiple representations and using teaching designed to allow them to reason from key known facts. Qualitative data from lesson observation, student and teacher interviews and students’ work is analysed to begin to construct a narrative interpretation of this small-scale classroom enquiry. This analysis demonstrates some promising outcomes in terms of pupils’ perceptions of learning mathematics and their use of iconic representations of concepts.
  • Guest editorial

    Lambert, Steve; University of Chester
    Welcome to the first issue of the Journal of Work Applied Management of 2021 and this special issue on “The nexus of work-applied skills and learning: comparative approaches across sectors”
  • Translating research into practice through collaborative planning: The case of the so called grid method

    Bamber, Sally; University of Chester
    Drawing on research that informs transformative teacher education, this paper will report on an ongoing study that develops mathematics teachers’ knowledge and practice collaboratively. This paper accounts the experiences of a group of Welsh secondary school educators participating in collaborative classroom enquiry designed to develop GCSE students’ understanding of linear and quadratic algebraic expressions. The paper identifies the potential to disturb and improve learning through the use of enactive and iconic representations of algebraic concepts, whilst identifying tensions that arise in the act of changing the context for learning in a secondary school classroom.
  • Conflict and trust during Covid-19

    Lambert, Steve; University of Chester
    There is no doubt that the lives lost to Covid-19 are tragic. However, it has forced many institutions to re-evaluate quickly how their staff work. In higher education, senior leaders promptly cancelled face-to-face lectures and encouraged staff to transition to online teaching. However, this has caused an element of uncertainty in terms of how leaders within higher education manage their teams in the new virtual world. With individuals required to work from home, leaders need to be clear around expectations they place on staff in an education system that has had trust eroded already at a government level (Bormann & John, 2014). This raises the question: Has Covid-19 given rise to trust issues between leaders and their staff? In order to address this question, this paper explores a conceptual model of trust and uses it as a lens to examine the impact of working from home that has been forced upon us as a consequence of Covid-19.
  • Why do we need a new journal about writing for wellbeing?

    Poole, Simon E.; Bangerh, Kiz; Bertrand, Jennifer; Etherington, Kim; Lee, Deborah; Lengelle, Reinekke; Southwell, Deborah; Thompson, Kate; Williamson, Claire; Wafula, Esther; et al.
    A discussion among practitioners and researchers, forming an editorial article for the first issue of LIRIC
  • National arts and wellbeing policies and implications for wellbeing in organisational life

    Poole, Simon E.; Scott, C.; Storyhouse and University of Chester
    There is general agreement nowadays of the value of the arts to our health and wellbeing, for instance, personal experience of music to lift depression, words to express our lived emotions, the aesthetic quality of a work of visual art that can take us to deeper understanding. The arts include a “broad and diverse landscape of interrelated creative practices and professions, including performance arts (including music, dance, drama, and theatre), literary arts (including literature, story, and poetry), and the visual arts (including painting, design, film) (see UNESCO 2006)” (Wall T, 2019; p. 1). For many, their relevance to mental and physical health is a given, to sustain, to prevent deterioration, or to improve the healing process. An appreciation of their value to health and wellbeing is often due to specific personal experience. Indeed, as Victoria Hume, Director of Arts Council England’s Culture Health and Wellbeing Alliance stated in an interview, (July 2020), “People get it when they’ve done it”, observing that it is a “slow, iterative process of building champions” who are conveying the necessary messages that shift attitudes. The event of the pandemic and lockdown in 2020 has caused many to consider again their priorities and how they can better sustain their own situations, as Dr Clive Parkinson, international arts and health advocate, Director of Arts for Health at Manchester Metropolitan University UK, and Visiting Fellow at the University of New South Wales Australia, observed (July 2020) “The importance of culture and the arts in all their forms, to impact of health, wellbeing and social change, has never felt so relevant”.
  • How Music Accessibility can be used in Art Based Research experiences

    Solé, Lluis; Poole, Simon E.; Storyhouse and University of Chester
    Arts-based Research (ABR) ‘can be defined as the systematic use of the artistic process, the actual making of artistic expressions in all of the different forms of the arts, as a primary way of understanding and examining experience by both researchers and the people that they involve in their studies’ (Knowles & Cole, 2008, p. 29). However, music is an art form that in Western culture, the practice of which is usually restricted to a few individuals with specific skills. Commonly, musical activities are left out of ABR works because of the inherent difficulties of the musical process. In this article, we review and provide multiple ways of how, through accessibility processes, music can be made by a wide range of participants regardless of their musical knowledge. The argument is made that the ways of accessibility presented open up the possibilities of using a wide-ranging use of participatory musical activities in research inquiries, assessment and evaluation. This chapter thus focuses on the ways in which music making can be made accessible and so increase the possibilities of its use partially or entirely as a provocation for inquiry, in collecting and analysing data, as a means of dissemination in research, assessment and evaluation processes.
  • Integrating visual arts into post-diagnostic dementia support groups in Memory Services.

    Ponsillo, Nick; orcid: 0000-0003-1030-8028; Boot, Julia; Jones, Katy (2020-09-16)
  • Sustainable leadership and its implications for the further education sector,

    Lambert, Steve; University of Hull
    The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post-compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector’s responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post-compulsory sector.
  • Leading for the future

    Lambert, Steve; University of Chester
    Developing the next generation of leaders is critical to the success of further education colleges. However, this has to be more than talent development or succession planning if colleges are going to succeed in the highly complex and political environment in which they currently operate. This book looks at developing future leaders through a different lens. The book advocates for leadership development to be located within a sustainable leadership framework which encompasses a range of existing leadership theories. This enables leadership to be developed holistically from deep within an organisation and provides a framework for developing individuals who have the skills necessary to lead further education colleges.
  • Defining a tri-dimensional approach to the development of leaders of further education colleges.

    Lambert, Steve; University of Hull
    This article presents a review of current leadership practices of principals in further education colleges and suggests that principalship is more than a two-dimensional functional model comprising internal or externally focused activities. During the past 20 years further education leadership has become more demanding, with greater accountability imposed by a state-controlled system and, as Hargreaves and Fink (2005) suggest, this has impacted on the number of individuals entering senior leadership posts. In light of these changes it is appropriate to review the role of the principal and what is known about the way the role has changed. As a result of the way in which principalship has evolved, this article introduces a tri-dimensional model of principalship first by reflecting on leadership practices of college principals and identifying the key elements of their role, and second by suggesting that college principalship compasses three theoretical aspects: a public, an internal–public and an internal–private.
  • The implementation of sustainable leadership in general further education colleges

    Lambert, Steve; University of Bedfordshire
    Sustainable leadership as a concept is both in its infancy and also under researched, with much of the previous work in the area concentrating solely on the compulsory sector. Lambert (2011) argues that existing models are not entirely appropriate for further education due to the landscape in which colleges operate. This paper presents the findings of empirical work which sought the views of principals of general further education colleges (equivalent to United States Community Colleges) in the south east of England and London, UK, as to whether they are in agreement with the component aspects of the framework of sustainable leadership for further education colleges suggested by Lambert (2011).
  • A multi-dimensional approach to principalship

    Lambert, Steve; University of Bedfordshire
    In the last two decades, principalship within further education has moved from being the chief academic officer to one which has bought about the combination of the chief executive element with the academic role, imposing greater demands and levels of accountability on the postholder. In light of these changes, it is appropriate to ask what is known about the nature of the role and how individuals can be encouraged to aspire to principalship. This paper considers what principals themselves perceive the role to involve and looks at existing literature on the way in which the principalship can be categorised. Relatively little has been written on the role of principals within further education colleges, yet at a time when Frearson (2005), Hargreave and Fink (2006) and Davies and Davies (2011) are debating the 'timebomb' within educational leadership more needs to be understood about the nature of the role if individuals are to develop into the next generation of college leaders.
  • Developing the next generation of leaders

    Lambert, Steve; University of Chester
    This chapter discusses the importance of developing future leaders from deep within an organization. The collective benefit is that those seeking promotion into leadership roles will be better prepared for the challenges they face. For those recruiting into leadership vacancies, they potentially have a greater pool of talented individuals to select from, reducing the risk of simply appointing the best person on the day rather than the best person for the job. The chapter suggests that sustainable leadership as a conceptual framework might support organizations in developing leaders and why given the neoliberal policy context that western education systems operate within, this is becoming increasing important. While having a framework is important, there are practical steps that organizations can take which will support individuals. However, it is important to recognize that these activities, such as work-shadowing and mentoring cannot be done in a vacuum. Staff need time and space to be able to put into practice their new skills. In addition, they need to understand the theoretical elements that underpin their newly acquired skills if they are to be used effectively. The chapter draws together a number of issues associated with the current policy context for needing to develop future leaders alongside the aforementioned conceptual framework that might support leaders to realize the potential they have within their staff.
  • Presence that makes a difference: cultivating a transformative agency in education through research-based applied theatre and drama

    Bragby, Kerstin (University of ChesterUniversity of Chester, 2019-08-14)
    Applied theatre and drama (ATD), defined as an ecology of practices in a variety of fields, is often attributed with the transformative outcomes integral to social change achieved through co-processual art. However, how the nature of transformative learning and change is activated in practice is hard to establish. In this thesis, activation centres on re-cultivation of the core of different professional roles, identities and learning cultures embedded in the disruptive crises and questions of our time. It involves; renewing professional motivation, skills and cocreative performativity in alignment with sustainable inclusion of competition, oppositions, conflicts and systemic demands from a changing world. The thesis explores how cultivated sensitivities, competences and sociality in ATD processes, originating in devised actor and ensemble training and progressive pedagogies, can activate transformative adult learning. Central concepts used are fictional frames in role-taking, improvisation and staging. These allow for self-mirroring one’s own socio-culturally individual and collective enactment as spect-actor; making explicit, the intra- inter- and transsubjective contextuality that otherwise would remain implicit. Transparency and negotiation allow for de- and re-construction, spontaneous re-combination, rehearsal and actualization of alternative realities. A triangulated- socio-cultural systemic and ATD theoretical framework is used to analyse how the generative socio-aesthetic practice of ATD can re-cultivate knowledge process’. This thesis takes the form of an action research project over an 8-year period, a multi-method study of four cases aspiring to socially innovate professional and educational process. The four cases focus in turn on; teachers, female entrepreneurs, adults with functional variations, my own educational and professional trajectory as theatre actress and university teacher. The primary research approach is practice-led research-based ATD informed by a spectrum of social science methods used to develop an interfacing pedagogical, co-learning, co-creative, and co-researching methodology. Inspired by Scharmers systemic view of an advanced tridirectional approach to social science this intertwines the constitution of knowledge, reality and self as a coherent framework. Phenomenologically this involves observing the firstperson’s individualized consciousness and the evolution of self when active in co-creative involvement; it is concerned with engaging collective dialogic conversing social fields in second-person social transformation. Action research connects third person science through embodying and representing the internalised actual enactment of institutional patterns and structures. The findings indicate that these expanded ATD-processes can establish collaborative trust and social explorative creativity through serious playfulness with personal and collective difficulties, excitements, and adversities. These are conceptualised as pedagogical entrances that allow for the cultivation of subtle and complex qualities of presence, meta-awareness and advanced co-inquiring observations. The individual and collective improvisational skills emerge as critical and creative social re-imaginings that can feed transformative learning; raising awareness and critical perspectives, shifting points and frames of references that help re-frame pre-assumptions, habitual blind spots and behaviours and negotiate new meaning and understanding. A core cultivated social capacity is identified, resembling theatre actor’s stage-self, transmittable to different professional regimes. It is defined as a transformative agency, experienced as an expanded centred sense of omni-presence, distributed self and identity. It allows a flexible, improvisational mind-full and socially reciprocal character to emerge.
  • An examination of the lived experience of students passing through the eleven-plus grammar school selection process: An interpretation through a Bourdieuian lens.

    Moran, Paul; Atherton, Frances; Sheldrake, John, L (University of ChesterUniversity of Chester, 2019-08)
    There are currently 153 grammar schools in England (Bolton, 2017). The option to attend a grammar school for secondary education is based on successfully passing the eleven-plus assessment. Government discourse when justifying the grammar school system has repeatedly highlighted the emancipatory nature of the selection process, citing increased opportunities for social mobility for those students from lower income households (Foster, Long, and Roberts 2016). Research has shown that there are potential dangers of high stakes testing on young people in terms of their mental health and wellbeing (Hutchins, 2015). Based on a review of the literature on selective education in England, there is a lack of research that focusses on the emotional impact of the eleven-plus on the young people who are in a selective system. This study aims to obtain accurate information about the very emotional personal experiences of children moving through the selection process for secondary school. The 'draw, write and tell' technique is used in order to gather the data. ‘Draw, write and tell’ involves the child drawing or constructing a piece of art using another medium such as clay and creating a piece of artwork which illustrates their thoughts or feelings about a particular research topic. The child is also encouraged to write words around the work and openly discuss their work with their peers which assists in the accurate interpretation of the work. The data obtained is from a sample of five students from a primary school based on the Wirral peninsula in the North West of England, this is a fully selective education authority. Using the tools of Pierre Bourdieu as a sociological lens through which to explore the selection process, the aim of this research is to highlight the significant socio-economic disparity between students who attend grammar schools and those who do not. Through the careful analysis of the children’s own narratives, many of Bourdieu’s key themes including habitus, capital, fields, doxa and symbolic violence are applied to the existence of the elevenplus and the reasons why students from deprived backgrounds are more likely to be unsuccessful in their endeavours to gain access to grammar schools. A clear emergent theme that comes from the analysis of the narratives within the context of the local data is that students who have access to capital in all its forms, are far more likely to pass the elevenplus. The study draws conclusions that support Bourdieu’s assertion that education serves to maintain the status quo in society and that despite the potential damaging effects of the selection process on the self-esteem of the students, individuals continue to behave as their habitus would predict and many strive to be a part of a field that they deem superior. On this basis it is recommended that if government want to address the issue of social mobility then the focus should be on promoting educational quality in all comprehensive schools in order to make them a more attractive destination. Efforts in improving outcomes from the comprehensive education system may reduce the desire for students to go through the selection process, which creates high levels of stress and anxiety for many, as well as public feelings of failure for the majority. The findings of the thesis suggest that whilst the selective education system does in fact largely maintain the status quo in society, the pressure experienced by students as they go through the selection process is largely dependent upon their socio-economic status and their familial habitus.

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