• Kindly Apparitions: Reflections upon Reflections

      Poole, Simon E.; University of Chester (Lapidus: The Writing for Wellbeing Organisation, 2016-10-01)
      Individuals Connecting to a Collective Spirit, illustrates individually focused writing practices to create new meanings, understandings, or relationships with something, including themselves.
    • Learning across boundaries: Developing trans-professional understanding through practitioner enquiry

      Hulme, Robert I.; Cracknell, David; University of Chester (Routledge, 2013-04-02)
      This book chapter examines the value of practitioner inquiry in the development of common language and shared understanding for a group of mid-career professionals from a variety of public service backgrounds brought together in order to formulate and disseminate responses to the Every Child Matters (2003) agenda for integrating services for children.
    • Learning and Development Schemas: On Repeat

      Atherton, Frances; University of Chester (Nursery World, 2014-01-27)
      Remarkable capabilities are divulged in the most conspicuous ways as children play. This can lead the devoted and discerning observer into a deeper understanding of the intricate nature of young children’s thinking. In what they do, the language they use and the things they make as they play, children acquaint us with important aspects of their learning and development. Through careful observation, underlying patterns in thinking can emerge as children work on their schemas. With this in mind, the imperative for adults working with young children to sustain and nurture these forms of thought becomes ever more apparent.
    • Learning ICT in the arts

      Hamill, Andrew; University of Chester (David Fulton, 2006-06-31)
      This books discusses how the integration of ICT and arts teaching can benefit children's learning at the foundation stage, and key stages 1 and 2. Activities and resources are suggested.
    • Learning ICT in the humanities

      Pickford, Anthony; University of Chester (David Fulton, 2006-06-30)
      This book focuses on using ICT in the context of geography, history, and religious education.
    • Learning ICT with English

      Bennett, Richard (David Fulton, 2006-06-30)
      This book discusses how the integration of information and communication technology (ICT) and teaching English can benefit children's learning in the foundation stage and in key stages 1 and 2. Activities and resources are suggested.
    • Learning ICT with science

      Hamill, Andrew (David Fulton, 2006-04-30)
      This books discusses how the integration of ICT and science teaching can benefit children's learning at the foundation stage, and key stages 1 and 2. Activities and resources are suggested.
    • Learning to teach mathematics: navigating the landscape of teacher education

      Bamber, Sally (University of Chester, 2015-07)
      Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.
    • Leverage Leadership: A new paradigm for further education

      Lambert, Steve; University of Chester (Further Education Trust for Leadership, 2019-07-19)
      he purpose of this article is to review existing models of leverage leadership which are currentlyapplicable to schools to establish whether they are appropriate for further education colleges. Due to the complexities of the environment in which further education colleges operate and the scale of the organisations involved, models of leverage leadership have not currently been applied to this sector. The paper proposes that a new model Distributed Leverage Leadership is more suitable to further education colleges. Unlike existing models which are predicated on the head of the organisation adopting the principles of leverage leadership, Distributed Leverage Leadership suggests a shared responsibility between senior and middle leaders. The model is predicated on a notion of forensic analysis of data, regular observations of learning, building a culture of high expectations and accountability.
    • Leverage Leadership: Lessons from further education

      Lambert, Steve; University of Chester (Further Education Trust for Leadership, 2019-07-17)
      The purpose of this article is to review the models of leverage 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. In addition the article explores how a further education institution has gone about implementing leverage leadership. The article does this through a series of semi-structured interviews with senior and middle leaders and teachers on the aspects that they have implemented. Due to the complexities of the environment in which further education colleges operate, models of leverage leadership have not yet been extensively applied to this sector. What was derived was the emphasis of leverage leadership has been placed on a shift in approach to seeking assurances around the quality of teaching, learning and assessment. Moreso, then the use of data, which the institution in this article recognises that they are still some way of achieving, within the spirit of the proposed model.
    • Living and learning through song.

      Poole, Simon E. (University of Chester, 2019-01)
      autoethnography is concerned with the tension between innovation and tradition in the craft of songwriting and the learning this allows for. It is formed by two parts; the following written thesis and a choral song entitled ‘The Walk to Kitty’s Stone’. The work draws upon my own experiences whilst writing this song and qualitative data obtained through recorded discussions with other songwriters, with whom I am part of a folk group called ‘the loose kites’. The thesis is structured and viewed through a folkloristic lens. Bausinger’s work and his concepts of the spatial, temporal and social horizons expanding provide this lens and offer a theoretical framework for folk culture in the digital world to be investigated. Two research methods of songwriting are used within this framework to consider the learning that occurs. The first method allows for an expression of a psychogeographical understanding using a machine called a ‘Perambulographer’ which enabled me to draw graphic scores for composition while walking. The second method was an exercise in ekphrastic lyric writing. Learning is considered in terms of informal education, and music pedagogy and as such builds upon Green’s research. The key interpretations from the research highlight notions of authenticity, respect, political awareness and democratic values as significant features of songwriting. This study does not offer any new pedagogy but instead highlights how songwriting as ‘craft-based practice as research’ might offer an opportunity for songwriters to appreciate the relationships and values that they embody in their practice, specifically with regards to their own identity, when teaching. The work proposes that a songwriter’s home and folk culture has a significant influence on their identity and how they write songs. The main advance in practice is the development of a theory of ‘be-longing’ underpinning the advocacy of a folkloristic disposition in the context of education.
    • Making and Relational Creativity: An exploration of relationships that arise through creative practices in informal making spaces

      Adams, Jeff; Bulkeley, Jane; Bennett, Lindsey, H (University of ChesterUniversity of Chester, 2019-09-27)
      This thesis investigates the connections between making and relational creativity, exploring relationships that arise through creative practices in informal making spaces. As the researcher, my background is that of both artist and educator, and I combine both roles to work alongside students within the space. The aims of the study are to explore the impact such spaces have on teachers professional relationships with students together with the impact on student relationships. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. The research is centred around the A/R/Tography Collective, a making space created to allow students the opportunity to meet and create after school outside of lesson time. The research builds on the democratic learning practices of Room 13 and Reggio Emilia models of learning. Using a qualitative approach within a narrative paradigm in the form of case study, I work alongside students within the field. By employing an immersive approach where field notes were written up retrospectively and reflected upon, I have been able to offer a holistic and balanced account of both my own and participant experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. My findings reveal that by deconstructing traditional pedagogical frameworks, the lived experiences of students are revealed through the process of making, providing a unique insight into their lives. The findings suggest that the current art and design curriculum in England is not meeting the needs of students, and recommends the value of making spaces that exist outside of the curriculum framework to enhance learner experience. The research recommends that by allowing students freedom of expression within curriculum time, relationships between students and teacher are developed and strengthened. This in turn positively impacts on student performance within curriculum time. The research recommends the need for educators to inhabit a more holistic role, to tailor their pedagogy to meet the individual, ever changing needs of students.
    • Making connections

      Pope, Deborah; University of Chester (Learning Matters, Sage, 2019-10-07)
      This final chapter of the book draws together the subject-specific chapters and considers the role of subject knowledge in cross-curricular approaches.
    • Mathematics and the global dimension

      Glover, Malcolm; University of Chester (Trenthan Books, 2008-09-01)
      This book chapter focuses on the practical application of methematics to issues relevant to the global dimension of teaching mathematics.
    • Mentoring Associate Teachers in Initial Teacher Education: The Value of Dialogic Feedback

      Jones, Luke; Tones, Steven; Foulkes, Gethin; University of Chester (Emerald, 2018-06-04)
      Purpose - The aim of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach – Semi-structured interviews, with nine PE mentors and eleven ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the twenty participants was analysed through constant comparison to categorise content and identify patterns of responses. Findings - Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs. Practical implications - These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs. Originality/value - These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.
    • Michael’s Story :Developing Understandings of Gypsy Traveller culture

      Owens, Allan; Pickford, Barbara; Pickford, Tony; University of Chester, University of Chester, University of Chester (Chester Academic Press., 2014-02-03)
      Practise based research in 8 schools over a three year period led to the creation of this CDROM and DVD Video. Process drama was used to develop knowledge and understanding of Gypsy Traveller Culture and Lifestyle.
    • Mormon-Evangelical dialogue - Setting the ground rules: A way forward

      Holt, James D.; University of Chester (Sacred Tribes Press, 2012)
      This journal article discusses the various polemic and polite exchanges between Evagelicals and Latter-day Saints.It suggests that these exchanges are asking the wrong questions and beginning from an incorrect basis in relation to inter-faith relationships.
    • Notes towards a Nietzschean pedagogy of the city

      Moran, Paul; University of Chester (Sage, 2016-07)
      Philosophical assumptions about identity, being and belonging have, as is well know, historically been bound together; their classical nexus being Plato’s Socrates, who because of this figures as the first philosopher of the city. Especially during moments of crisis, the impulse, both philosophically and politically, even today, is to make abject those who appear not to conform to the appropriate ideal identity of what ought to be. In the first part of our paper we consider the philosophical logic of this pedagogy of the city and its cultural context and implications; and in the second part, we demonstrate this pedagogy of the city as a practice, using ethnographic data derived from a study of a homeless couple and their struggle to become a family amidst the homeless community within which they live.
    • Olympic dreams and social realities: A Foucauldian analysis of legacy and mass participation

      Piper, Heather; Garratt, Dean; Manchester Metropolitian University ; University of Chester (Sociological Research Online, 2013-05-31)
      This articles discusses the London 2012 legacy claim relating to increased activity levels and sports participation. A range of factors which appear to militate against its achievement are discussed. Drawing on data from a recent ESRC-funded research project, the authors demonstrate how this has resulted in a culture of fear and corrosive mistrust, which can only reduce grassroots willingness to take up sports, and the effectiveness and commitment of the coaches required to support it.
    • On the margins: the last place to rebel? Understanding young people’s resistance to social conformity

      Atherton, Frances; McKay, Jane; University of Chester (The Polity Press and the Univeristy of Bristol, 2017-06-28)
      Young people have for decades been the subject of repeated ‘moral panics’ (Cohen, 2002) in western society. From the troubles of the ‘teenager’ in the early post-war period; the mods and rockers of the sixties; the anarchic punk sub-culture of the seventies through to the most recent manifestation of moral panic – the NEET (not in employment, education or training), there is an apparent tension in the simultaneous empowerment and subjugation of young people that manifests through discourses of children’s rights, voice and participation, alongside competing discourses of failure, risk and problematisation. The media portrayal that fuels the moral panic of unruly and out-of-control young people presents an idea that these young people are both frightening to ordinary members of society, and each other (The Independent, 2009), and has extended to the “disruptive use of public space” by young people (Robinson, 2009, p510). In a society framed by risk and austerity-driven reduced life chances for many, anti-social behaviour and disengaged, marginalised youth is fast becoming the norm. In contrast, recent policy trajectories have foregrounded the rights of young people in all areas of policy (McKay, 2014), promoting a more hopeful view of young people as active citizens, participating in civil society, their rights supported through Article 12 of the UN Charter for the Rights of the Child [UNCRC] (UNESCO 1989). Each of these viewpoints has its own literature, its own discourse. Each considers the lives of young people as largely homogenous; seen through whatever policy lens is selected for any given social crisis. By contrast, this chapter considers the way that young people themselves understand and view their position in relation to their social environment, and offers an illustration of the complex and often unintended ways that young people are marginalised in everyday life. Marginalisation is therefore considered, not as an end-product of social dysfunction, rather it emerges as a process by which the young people themselves may negotiate their position in different social situations in order to effect autonomy and self-determination, even within the smallest and most mundane activities. Drawing on the psychological theory of Erikson (1972), we consider what Erikson refers to as the “leeway of mastery in a set of developments or circumstances” which suggested “free movement within prescribed limits” (p.691). A literal translation being space of, or space for, play; what the rules of the game allow. The concept of social play is an important feature of Erikson’s work and relates to the fifth stage of psycho-social development; adolescence. The importance of play in the early years is a well-rehearsed discussion; however, the concept of play in the transition stage from childhood to adulthood, adolescence, provokes a re-consideration of the ways that young people explore and learn about themselves and their world. We consider freedom and autonomy for the young person to follow their own particular motivations, yet within ‘prescribed limits’. The chapter explores how space is negotiated and at particular points of intersection, potential conflict is tempered to maintain the freedom which boundary spaces may offer. It considers the important role of resistance at places of intersection, where the desire to define a new liberty, a free space (Robinson, 2010) is bargained, for as she suggests, “leisure practices can…. Involve opposition, resistance and transgression” (p.508), and these are the key emerging elements of the young people’s social play that we examine.