• Alma and Abinadi: The Worth of Souls

      Holt, James D.; University of Chester (Greg Kofford, 2016-08-02)
      Our scripture study and reading often assume that the prophetic figures within the texts are in complete agreement with each other. Because of this we can fail to recognize that those authors and personalities frequently have different-and sometimes competing-views on some of the most important doctrines of the Gospel, including the nature of God, the roles of scripture and prophecy, and the Atonement. In this unique volume, fictionalized dialogues between the various voices of scripture illustrate how these differences and disagreements are not flaws of the texts but are rather essential features of the canon. These creative dialogues include Abraham and Job debating the utility of suffering and our submission to God, Alma and Abinidi disagreeing on the place of justice in the Atonement, and the authors Mark and Luke discussing the role of women in Jesus's ministry. It is by examining and embracing the different perspectives within the canon that readers are able to discover just how rich and invigorating the scriptures can be. The dialogues within this volume show how just as "iron sharpeneth iron," so can we sharpen our own thoughts and beliefs as we engage not just the various voices in the scriptures but also the various voices within our community (Proverbs 27:17).
    • Anatomy of a lesson ... building learning power with a focus on improving athletic performance

      Tones, Steven; Jones, Luke; University of Chester (Association for Physical Education, 2011)
      This article discusses a project between the University of Chester and one of its partnership schools, based on the belief that when like minded individuals come together they create new partnerships and energise learning.
    • Appleby and its fair: A contrasting locality pack for key stage 2

      Pickford, Barbara; Pickford, Anthony; Cheshire, Halton & Warrington Traveller Education Service ; University of Chester (Cheshire County Council, 2006)
      This pack (of booklet, photographs, and CD) gives information on the town of Appleby and its connection with gypsies and travellers.
    • Are current accountability frameworks appropriate for degree apprenticeships?

      Lambert, Steve; University of Chester (Emerald, 2016-11)
      Purpose In 2015 the Conservative-led government announced their plan to increase the number of people participating in apprenticeship to 3 million by 2020. As part of this plan there is to be an expansion of the number of degree level apprenticeships, with the government suggesting that these should be seen as a real alternative to university. Despite the government’s propaganda of an alternative to university, higher education institutions (HEI) have a pivotal role to play in both the development and delivery of degree level apprenticeships. However, the accountability for the success of degree level apprenticeships remains unclear. The purpose of this paper is, therefore, to consider whether existing outcome-based notions of accountability are appropriate, given the tri-partite relationship involved in apprenticeship delivery. Design/methodology/approach The paper provides an analysis of current notions of outcome-based accountability contextualised through the degree apprenticeship programme. Findings The paper illustrates that outcome-based accountability frameworks do little to support the delivery of degree level apprenticeships suggesting that there needs to be a shift to a holistic approach where student success forms just one element of an accountability framework. A conclusion is subsequently made that current accountability frameworks may end in an unnecessary confusion regarding the roles and responsibilities of individual contributors associated with degree apprenticeships, resulting in a missed opportunity to maximise on the value arising from the tri-partite delivery relationship. Originality/value This paper provides an original perspective involving accountability associated with degree apprenticeship programmes in the UK.
    • Art practice as education research

      Adams, Jeff; University of Chester (Wiley-Blackwell, 2012)
      This book chapter explores the theoretical and practical dilemmas that postgraduate students face when carrying out research projects through their art practice within the field of education. The chapter goes on to address the application of theory to research, the relevance and effectiveness of using theory.
    • Art, music and the global dimension

      McDougall, Ian; Duffty, Sian; Diocese of Chester ; University of Chester (Trenthan Books, 2009)
      This book chapter discusses activities which introduce children to products and creative processes drawn from diverse cultures at foundation stage, key stage 1, and key stage 2.
    • Artist teachers and democratic pedagogy

      Adams, Jeff; Atherton, Frances; Hoekstra, Marike (University of Chester, 2018-09-28)
      Combining artistic practice with teaching is not unusual for teachers in the visual arts. A dual professional practice, which can be found throughout the field of art education with art teachers in all levels of education, requires a negotiation of roles and positions on a personal level and has impact on pedagogy. However, the binary opposition of artist versus teacher fails to comprise the diversity of practices where art making and teaching are combined. Not only does identification with artist or teacher vary, so does the extent to which the two disciplines are fused, to the point where it can be called a hybrid practice when the distinction between art and teaching is no longer relevant. The democratic nature of contemporary visual art making further problematises a singular model of artist teacher practice. In order to do justice to the personal strategies artist teachers employ in balancing their dual professional roles, this thesis proposes a multifaceted concept of artist teacher practice. In this thesis, the notion of hybridity and diversity in artist teacher practice and the implications for democratic models of teaching and learning is subject to both theoretical, empirical, and artistic inquiry. The employment of different lenses enables a multi-layered approach to a complex practice. By focusing on the knowledge incorporated in the practice of two Dutch artist teachers this thesis informs how artist teacher practice relates to models of democratic teaching and learning. The miniature dioramas visually explore my own perception of democratic learning spaces and add an extra auto-ethnographic layer of understanding to artist teacher pedagogy. Central in this thesis is the notion of a pedagogical thirdspace. A spatial representation of social realities helps to create a critical understanding of human life. A thirdspace is a place in the margins between reality and ideals (Soja, 1999). When binary models of understanding are exchanged for real-life knowledge of the pedagogical practice of artist teachers an ambiguous open space emerges, where there is room for experiential learning, uncertainty, risk-taking, care, equality, inclusion, tacit experience, sensitivity, play, flexibility, and conflict. The engaged pedagogy (hooks, 1994) of artist teachers emancipates learners because of the fact that the duality of the artist teacher invites learners to join in a democratic, living model of artistic practice.
    • An autoethnographic exploration of creative self-efficacy (CSE)

      Adams, Jeff; Bristow, Maxine; Smith, Helen (University of Chester, 2018-09-28)
      This autoethnographic study investigates my self-perception of my artistic abilities which I posit as my Creative Self Efficacy (CSE). This is a part-practice thesis which uses arts-based research methods to investigate shifting self-perceptions and understandings of creativity and how these may have influenced my visual arts practice. CSE can be defined as one’s view of and belief in one’s creative abilities. Many scholars have written about the power of self-efficacy to condition behavioural choices, motivations and persistence. This research provides an autoethnographic enquiry into how these self-beliefs can shape, limit or enhance the possibilities for creative practice. The primary aim is to better understand the relationship between my own CSE and the influence of these on my creative practice. Arts-based methods enabled me to explore this territory, allowing a self-awareness to be developed through responding to the self-judgements and doubts experienced during the creative process. Reflexive resonances between these experiences of self-efficacy and pedagogical implications were made and framed through the lenses of theories such as habitus and my different roles of artist, teacher and researcher. Main findings include the influences of social comparisons, parental socialisation, and approaches and attitudes to art-making to my CSE, culminating in an experimental shift in practice which embraces a process approach. These findings suggest implications for pedagogical practices and approaches to art-making which demonstrate awareness of self-evaluative judgements and embrace uncertainty, ambiguity and not knowing.
    • Beyond Text: The co-creation of dramatised character and iStory

      Passila. A.; Owens, Allan; Kuusipalo-Maatta, P.; Oikarinen, T.; Benmergui, R.; University of Lapeenranta, University of Lapeenranta, University of Lapeenranta, University of Tampere (Emerald, 2017)
      In exploring the impact of reflective and work applied approaches we are curious how vivid new insights and collective ‘Eureka’ momentums occur. These momentums can be forces for work communities to gain competitive advantages. However, we know little of how learning is actively involved in the processing of creating new insights and how such a turning to learning –mode (Pässilä and Owens, 2016) can be facilitated. In the light of cultural studies and art education, we explore how the method of dramatising characters in a specific innovation culture can be facilitated. In this viewpoint we are suggesting one approach for this type of turning to learning which we call Beyond Text, outlining its theoretical underpinnings, its co-creative development & its application In this Beyond Text context we are introducing the method of dramatising characters (DC) and the method of iStory both of which are our own design based on the theory of the four existing categories of research-based theatre (RBT). The findings of this viewpoint article are that both iStory as well as DC methods are useful and practical learning facilitation processes and platforms that can be adopted for use in organizations for promoting reflexivity. Especially they can act as a bridge between various forms of knowing and consummate the other knowledge types (experiential, practical and propositional) in a way that advances practice-based innovation. The originality and value of iStory and DC is that they can be utilized as dialogical evaluation methods when traditional evaluation strategies and pre-determined indicators are unusable.
    • Book Review: 'Art Disobedience and Ethics: The Adventure of Pedagogy'

      Adams, Jeff; University of Chester (National Society for Education in Art and Design, 2018-09-01)
      Book review of Dennis Atkinson's 'Art, disobedience and ethics: The adventure of pedagogy',
    • Bringing languages to life: a longitudinal study of the development of creative practice in student teachers of modern languages

      Hulse, Bethan; University of Chester (SAGE, 2017-12-29)
      This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of ‘performative’ requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx’s theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning.
    • The challenges of developing future leaders of Community Colleges and beyond

      Lambert, Steve; University of Chester (University of New Brunswick, 2015)
      Ensuring there are sufficiently skilled and experienced individuals to become leaders within various departments of community colleges (and beyond) is vital in order to secure the future of education in these institutions.
    • Challenging Convention(s): Methodological Explorations in Contemporary Qualitative Inquiry

      Garratt, Dean; University of Chester (SAGE, 2015-03)
      Based on a recent inaugural lecture, this article presents a critical appreciation and analysis of the application of different research methodologies to selected social and educational research contexts. The analysis is set against the backdrop of an ontological question concerning the possibility of truth. Specifically, it seeks to explore the untenability of any notion of absolute truth in contemporary qualitative inquiry, and examine the corollary implications for determining the nature, role and status of research. It is argued that the ability to challenge convention offers both the possibility and productive capacity to unsettle dominant research methodologies, while also critiquing normative social and professional research practices. Utilising three contrasting methodological frameworks: Gadamerian hermeneutics; Foucauldian theory; and Lacanian psychoanalytic theory; the narrative follows a journey of personal development and shows how seemingly different and diverse theoretical perspectives can reveal critical new insights on contemporary social research issues and practices, cultures and communities.
    • Challenging the rules of engagement: Co-creation of knowledge in the public art museum

      Adams, Jeff; Riding, Deborah (University of Chester, 2017-07)
      This research examined perceptions of knowledge about art in the gallery and explored the potential of co-creation as a possible model with which to genuinely learn with our audience. Data for the study was generated at a gallery I have been based at throughout the period of undertaking the research. Participants were recruited from this gallery from groups implicated in knowledge co-creation: educators, curators, gallery assistants and audience members. Participants took part in a group workshop at the gallery facilitated by an artist educator, designed to provide opportunities to develop new knowledge together. Following the workshop, participants were interviewed and their experiences analysed. Other data generated through the workshop, as well as analysis of organisational documentation, and reflection on my own practice as a gallery educator, have been drawn together through a bricolage approach. Through analysis of data, I have constructed a situated taxonomy of knowledge types in the gallery and a conceptual model of co-creation. Key paradigms of knowledge have been identified, and the issues associated with the authoritative nature of institutional knowledge presented as a significant barrier to co-creation. Findings indicate that a fundamental shift in the epistemological stance of the gallery is required. A new not-knowing paradigm has been constructed to accommodate models of co-creation shown to be successful in generating a collaborative learning experience, which I have termed ‘learning-with’.The material being presented for examination is my own work and has not been submitted for an award of this or another HEI except in minor particulars which are explicitly noted in the body of the thesis. Where research pertaining to the thesis was undertaken collaboratively, the nature and extent of my individual contribution has been made explicit.
    • Child abuse, child protection, and defensive ‘touch’ in PE teaching and sports coaching

      Piper, Heather; Garratt, Dean; Taylor, Bill; Manchester Metropolitan University ; University of Chester ; Manchester Metropolitan University (Taylor & Francis, 2013)
      This article discusses recently completed research on ‘no touch’ sports coaching, by placing it in a broader social context which problematises the way child abuse and child protection (or safeguarding) are conceived and discussed in terms of policy and practice. It also provides a brief indicative summary of the research findings and offers a discussion of moral panic, risk society and worst case thinking, before drawing on Foucault's work on governmentality to offer an explanation of how the current situation arose.
    • Children and technology

      Blythe, Katrina; Bennett, Richard; Hamill, Andrew (Nash Pollock Publishing, 1996)
      This book offers suggestions and examples on how teachers can use technology for teaching at key stages 1 and 2.
    • Children's history of Chester

      Pickford, Anthony; University of Chester (Hometown World, 2010)
      This book investiages the people and events that have defined Chester.
    • The Church of Jesus Christ of Latter-day Saints

      Holt, James D.; University of Chester (Mohr Siebeck, 2016-11-01)
      An introduction to The Church of Jesus Christ of Latter-day Saints and their place in Religious Education
    • Citizenship education and philosophical enquiry: Putting thinking back into practice

      Garratt, Dean; Piper, Heather; University of Chester ; Manchester Metropolitian University (SAGE, 2012-03)
      This article proposes a purposeful re-introduction of philosophical enquiry to the process and pedagogy of citizenship education.
    • Collaboration in Arts Education

      Adams, Jeff; University of Chester (Wiley, 2015-10-27)
      The merits of collaborative learning through the arts are immediately obvious: many of the arts physically lend themselves to shared contributions and joint productions –theatre, dance, murals, singing, textiles, graphics, design and printing, to name only the first to spring to mind. Underpinning each of these are social and communal learning: how to be together, and share in an enterprise. This is turn feeds into the idea of a democratic society where the learner is not only acquiring knowledge and skills, but also an understanding of what it is to be a citizen; it is hard to overestimate how important being well socialised at an early age is to the coherence of a functioning civic society. Given the seemingly obvious advantages of such an education, and the equitable society that it is designed to support, it is troubling that collaborative education, and with it arts education, is increasingly neglected in favour of individual and competitive learning.