• A wordbook of rare mithers: Swaddledidaff

      Poole, Simon E.; Storyhouse and University of Chester
      A quarterly column exploring Cheshire and its dialect
    • A wordbook of rare mithers: Anan-flaskered

      Poole, Simon E.; Storyhouse and University of Chester
      A quarterly column exploring Cheshire, its dialect and feelings that they both help us to understand that standard English cannot.
    • Creativity

      Poole, Simon E.; University of Chester
      An editorial for the Education journal Cornucopia on the theme of Creativity
    • Tradition

      Poole, Simon E.; University of Chester
      An editorial for the Education Journal Cornucopia on the theme of Tradition
    • Innovation

      Poole, Simon E.; University of Chester
      An editorial for the Education journal Cornucopia on the theme of Creativity
    • Associate Teachers’ Learning Networks: A Figurational Analysis of Initial Teacher Education

      Jones, Luke; Tones, Steven; Foulkes, Gethin; University of Chester (Emerald, 2020-04-24)
      Purpose of this paper: The aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme. Design/methodology/approach: A total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data. Findings: Mentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors’ role are contradictory and can unintentionally hinder the ATs’ teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs’ existing beliefs about the nature and practice of teaching PE. Research limitations/implications (optional): Practical implications (optional): These findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence. Social implications (optional): What is original/value of paper: Applying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs’ learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context.
    • Storyhouse Young Leaders: Evaluation Report

      Poole, Simon E.; Arya-Manesh, Emma; Owens, Allan; Adams, Jeff; University of Chester; Storyhouse; Oglesby Charitable Trust & Bank of America Merrill Lynch.
      An Evaluation Report of the Storyhouse Young Leaders Programme. Commissioned by Oglesby Charitable Trust & Bank of America Merrill Lynch written by RECAP.
    • Understandings of creative practice and pedagogy by teacher education communities in West Bank, Palestine, and North West England

      Adams, Jeff; orcid: 0000-0003-1635-9280; Al-Yamani, Hala; Arya-Manesh, Emma; Mizel, Omar; Owens, Allan; Qurie, Dua’a (Informa UK Limited, 2020-01-27)
    • Cognitive load theory and teacher expertise: Specific challenges for primary teachers

      Pope, Deborah; University of Chester
      The article deconstructs cognitive load theory and is associated knowledge demands of primary teachers. Knowledge structures of expert teachers are compared with those of novices. CLT is used as a lens through which to consider the demands of learning to teach in the primary phase. Recommendations are suggested for professional development activities that promote the building of schemata to promote a higher degree of automaticity around key pedagogical thinking and action.
    • Celia

      Poole, Simon E.; University of Chester
      A sestina poem - one of 6 - published in Life Lines
    • A review of: ‘Workers’ Tales: Socialist Fairy Tales, Fables, and Allegories from Great Britain.

      Poole, Simon E.; University of Chester
      A review of the book: Workers’ Tales: Socialist Fairy Tales, Fables, and Allegories from Great Britain
    • Opening Words

      Poole, Simon E.; University of Chester
      An edited collection of Short Stories for children, with an editorial.
    • Cultural Antecedents of Sustainability and Regional Economic Development - A Study of SME ‘Mittelstand’ Firms in Baden-Württemberg (Germany)

      Kraus, Patrick; Stokes, Peter; Cooper, Sir Cary; Liu, Yipeng; Moore, Neil; Britzelmaier, Bernd; Tarba, Shlomo (Informa UK Limited, 2020-01-20)
    • A reflexive arts investigation: An examination of the shifting gendered identities of mother and daughter through psychodynamic and feminist discourses.

      Sampson-Chappell, Lynn (University of ChesterUniversity of Chester, 2019-02)
      This research is the culmination of nine years of collaborative and individual arts practice with my daughter, using a range of collaborative and individual art practices to document the stages of my daughter’s development and learning through play and experimentation with art materials. The thesis is a lived enquiry which gives my daughter authorship as co researcher, offering a unique insight into her understanding and learning through arts practice. The arts practice provides a voice to the child, which has been lost to the performativity metrics of the school institution. The research acknowledges the multiple identities of the researcher, mother, artist and educator. As an artist I live and embody the creative and critical inquiry, as the researcher I respond to the culture of the research community and as an educator / mother I respond to others involved in the artistic inquiry. The practice-based thesis consists of two interconnected elements: an exhibition of art practice created by me and my daughter working both symbiotically and independently accompanied by a written account of the process. The art work is a collection of early drawings and experimental mark-making, photographs, screen prints, casts and embossed papers which trace my daughter’s emotional development as she navigates her infancy, latency and emerging adolescence. At the same time the Exhibition documents the parallel processes in me as an artist/teacher and mother of my only child, through her infancy, childhood and adolescence. The practice-based thesis illustrates that healthy separation is a crucial feature of normal development, emerging identity and the journey from dependence, interdependence to independence. The shared and individual arts practice creates an external representation of what is usually an internal, invisible emotional struggle as mothers separate from their children and children strive for their right to become adults independent of their parents. This iii transitional movement is visible in the art practice. Psychodynamic ideas such as the mother as an object and a container are explored as boundaries are maintained by the mother despite being challenged by the daughter; at first these challenges are resisted and then, reluctantly relinquished by the mother. The mother’s own childhood is inevitably present in the art work and the analysis. This thesis adopts an autobiographical, ethnographic and reflexive approach, consequently the findings can only be subjective. It exposes a highly personal journey which is both painful and joyful. It offers insights into how an artist/teacher/mother can engage with a developing child through providing a containing relationship in which shared arts practice reveals and exposes in painstaking detail how separation is navigated as an ongoing, dynamic process. The art itself explores in very concrete ways how boundaries are sometimes held firmly and how they sometimes move, how emerging identity evolves, fades, changes and is finally brought into sharp relief. A parent who herself is not contained will find it difficult to contain her child through the ordinary turbulence of childhood.
    • Understanding subject knowledge for primary teaching

      Pope, Deborah; University of Chester (Learning Matters, Sage, 2019)
      How can trainee teachers begin their careers with a clear understanding of all the curriculum subjects? This book addresses the nature of subject knowledge in all foundation curriculum subjects. It deconstructs the elements of each subject through an exploration of the nature of the subject, a coverage of the 'skills' a study of this subject develops and through detailed analysis of case studies from practice. At a time when concerns about the lack of breadth in the primary curriculum are being voiced, this book supports busy trainee teachers to truly understand and be ready to teach all curriculum areas.
    • Tertiary Education

      Lambert, Steve; University of Chester (Springer, 2020-01-05)
      The phase of education proceeding compulsory education, including higher education. Typically there is no upper limit to the age at which an individual can participate in tertiary education. It is sometimes referred to as lifelong learning given the lack of upper age limit. Tertiary education often bridges the skills and knowledge gap between the general education that an individual receives at school and work.
    • Leaving everything behind: understanding the experiences of Palestinian academics and their families in the UK

      Atherton, Frances; Moran, Paul; Owens, Allan; Elwaheidi, Muayyad T. (University of ChesterUniversity of Chester, 2018-09)
      This thesis presents a critical study of the experience of Palestinian academics living and studying abroad. Two key, interrelated research questions guide the study. First, how does a Palestinian academic living and studying abroad experience displacement from origin? And second, how can these experiences be written about and communicated? The thesis constructs an experimental proposition by refusing to make distinctions between data, epistemological content and myself as the researcher. Situated at a juncture between theory and story, I draw from my own direct experience of dislocation and displacement, using a narrative mode of storytelling as a mode of inquiry which is then intersected by critical readings of supporting theory. The discourse which emerges is a heterodox mixture of narrative and theory which challenges the conventional separation between researcher, data and epistemological content. This experience is mainly engaged with the theory of the State of Exception by Giorgio Agamben. The study tries to question to what extent Agamben regarding the State of Exception can be applied to the situation in Gaza Strip and the lives of those academics and their families. It deals with this by analysing the day-to-day experiences of Palestinian people, especially Palestinian academics and their families and in this study a Palestinian educator. The work of Giorgio Agamben, Gilles Deleuze and others emerges within this study as a recurrent conversation on the subjects of the State of Exception, bare life, symbolic violence, nomadism, and the rhizome. Just as the narrative voice of the thesis “reterritorializes” the space of academic discourse, so the text shifts between thick descriptions of the spatial conditions of Palestine as experienced by myself and other Palestinian academics and educators and broader critical reflections on the nature of space and subjectivity. Additionally, this textual discourse is joined by a curatorial discourse which frames the events discussed with visual images and objects, the material and visual signs and traces which refract the experience of Palestinian academics living and studying abroad. Questioning conventional limits, the overall contribution of this thesis is to push and experiment with new methodologies of arts-based research which will enable my own subjectivity to present in the data in order for my experiences to be documented.
    • Scouse Pop TV Series 1 and 2 Bay TV

      Skillen, Paul (Bay TV, 2016-01-01)
      A series of TV interviews and live performances regarding creativity and difference in the music from Liverpool in the 1980s and 1990s.
    • Discourses of incapacity and emancipation: an autoethnographic study of CPD courses delivered by Western educators in an Ugandan context

      Owens, Allan; Devarakonda, Chandrika; Smith, Sharon (University of ChesterUniversity of Chester, 2019-05-01)
      This thesis examines the complex nature of teacher-led professional development delivered by Western teachers in a Non-Western context. I use an autoethnographic approach and employ a range of reflective and reflexive methods, such as visual images, journals, interviews and sketches to expose and explore the tensions experienced when engaging with CPD in a culture vastly different to my own and within a post-colonial context. This thesis employs theories from Homi Bhabha to explore the key concepts of postcolonialism and decolonisation, Zygmunt Bauman to examine the concepts of community and identity, and Jacques Rancière and Etienne Wenger to explore theories of education and learning such as stultification and emancipation and communities of practice, all of which are pivotal in understanding the complexities and tensions of experience throughout this research. I scrutinise moments of dis-ease, a term borrowed from Sweetman (2003, p.528), whereby the programme appears rooted in a form of neo-colonialism fuelled by globalised models of education that reinforces little more than a discourse of incapacity and a reiteration of a single story of African Otherness. Conversely, I also observe moments where there emerges a community of practice that offers an emancipatory model of education and offers participants the opportunity to reinscribe their identities as part of a global community. I conclude that programmes such as this have the potential to be both positive and negative and that, unlike examples of voluntourism in which the participants serve to create and perpetuate deficit-models of colonialist thinking, there is a need to accept that participants engaging in professional discourse have the capacity to review and decide whether the positive impacts are valid and valued enough to make their pursuit worthwhile. It is critical to resist the urge to make a sweeping generalisation about CPD programmes in vastly different cultural contexts because too many variables exist to make such a broad stroke accurate, but there must be an onus on all involved to evaluate the ramifications of participation and to continue or desist in these programmes as is appropriate.
    • Inspection and External Audit Mechanisms

      Lambert, Steve; University of Chester (Springer, 2019-11-16)
      Inspection and audit can broadly be defined as the external scrutiny by interested parties. This could be from government or public organizations such as funding agencies which are seeking assurances that public money is being used appropriately and services provided are to the requisite standard. Public services have always been the subject of external scrutiny and education is no exception from this. As traditional deliverers of services, local authority areas (equivalent to districts) gradually became commissioners of services due to continued pressure on public finances. Subsequently, inspection and audit have played a more central theme in ensuring organizations are fulfilling their responsibilities. This entry considers the need for inspection and audit in the delivery of education. In doing so the entry will first explore the development of the policy landscape that has resulted in a culture of inspection and audit, before considering the accountability frameworks which go with it.