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.

Recent Submissions

  • Making connections

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

    Pope, Deborah; University of Chester (Learning Matters, Sage, 2019)
    The introductory chapter provides the theoretical framework of subject knowledge for primary teaching that is then adopted through the remainder of this edited volume.
  • Using Kaleidoscopic Pedagogy to Foster Critically Reflective Learning about Management and Leadership

    Owens, Allan; Passila, Anne; Malin, Virpi; University of Chester, Lapeenranta University of Technology, Jyvaskyla University. (Palgrave macmillan, 2019-04-19)
    This chapter focuses on an Arts-Based Intervention (ABI) into an Introductory course of Management and Leadership offered to students considering key concepts and frames of thinking in the field for the first time. First, we introduce Kaleidoscopic Pedagogy and conceptually frame our ABI in relation to the mode of learning that it allows for together with the drive for equality that it is concerned with. We then introduce the context of the ABI, describe the course and its background and the course facilitators together with information about the participants. Emphasis is placed on the way the course was framed to bring a sense of present-day management reality through our use of art-based methods including an ongoing collaboration with an experienced R&D manager who is part of the course team. Next an explanation of the content of three of the Art-based Methods used in the course as part of the whole ABI. This is followed by a description of the process of learning providing a sense of what the experience of learning would be like for a participant. The impact and experiences of learning during the intervention are then discussed from the students’ and the tutors’ perspectives. The final two sections focus on impact and lessons learned.
  • Science

    Pope, Deborah; University of Chester (Learning Matters, Sage, 2019)
    The chapter explores and deconstructs the nature of subject knowledge for teaching primary science from integrated theoretical and practice-based perspectives.
  • Beyond the Big Six Religions: Expanding the Boundaries in the Teaching of Religion and Worldviews

    Holt, James; University of Chester (University of Chester Press, 2019)
    Beyond the Big Six is a timely addition to the body of work surrounding the teaching of Religious Education in schools. The book will build on research surrounding the desirability and possibility of expanding the breadth of religious and non-religious worldviews within the classroom. Although it will be recognized that there are challenges in the existing circumstances to the inclusion of ‘smaller’ religions this book will articulate the importance of such an inclusion in today’s society. It will also explore how such religions might be used within the RE classroom; one distinctive quality of this book is the focus it will have on classroom applicability. While it will draw on research, there will be chapters to help teachers adopt an approach to the teaching of the major world religions, and particular Key Stages
  • Teaching and a Teacher’s Faith and Beliefs

    Holt, James; University of Chester (Christian Education, 2013-03)
    How does a teacher's beliefs affect their practise in the classroom?
  • Interfaith Dialogue: A Way Forward in Setting Ground Rules

    Holt, James; University of Chester (2012)
    This article examines briefly the various polemic and polite exchanges between Evangelicals and Latter-day Saints. It suggests that these exchanges are asking the wrong questions, and beginning from an incorrect basis. Within Latter-day Saint circles the questions has tended to be how: “How do other faiths relate to use?”, where actually, understanding how they view other faiths will enable Latter-day Saints to frame their questions and responses better. The article concludes with a suggestion for ground rules to enable the burgeoning dialogue to move forward at a pace.
  • The Holy Ghost in Latter-day Saint ritual experience

    Holt, James; University of Chester (International Journal of Mormon Studies, 2012)
    Pneumatology is not a word that is used within Mormon writings, but Mormon theology does elucidate a work of the Holy Ghost that is evident in the world and in the Church that can be explored. In examining a Latter-day Saint pneumatology one is faced with a paucity of specific material; with the exception of a small number of books the Holy Ghost has not been the subject of a systematic analysis. While being critically linked with other areas, the role of the Spirit in individual and institutional practice is an area which needs exploring in much greater depth than has been done previously. The extent to which the Holy Ghost has been ignored is exemplified in the writings of Davies; he argues that in certain aspects Mormonism can be seen to be distinctly binitarian concluding: …that, in the starkest and most unqualified of terms, the Holy Ghost or Holy Spirit has been of primary historical significance within practical Mormon living but of secondary importance within its technical theology (2009: 38, see also Davies, 2010). This article will explore a small area of pneumatology and leave many areas that will need further exploration elsewhere, . It will seek to place the Holy Ghost as central in the theology of ritual ordinances. It will suggest that while Latter-day Saints believe that outward ordinances are not salvific in themselves they are channels of the Holy Ghost, which is the active medium of the grace of Christ to make sanctification and exaltation possible.
  • Beyond the Big Six

    Holt, James; University of Chester (Cambridge Scholars, 2010-06-01)
    An exploration of the arguments surrounding the inclusion of minority religions in the teaching of RE
  • Religious Education

    Holt, James; University of Chester (Learning Matters, 2019)
    An exploration of pedagogical subject knowledge and the teaching of RE in the primary school
  • Faith based practice? The impact of a teacher’s beliefs on the classroom

    Holt, James; University of Chesterr (Matthew James, 2013-06-06)
    Exploring the impact of a teacher's beliefs on their practice in the classroom
  • Exploring Learning Conversations between Mentors and Associate Teachers in Initial Teacher Education

    Jones, Luke; Tones, Steve; Foulkes, Gethin; University of Chester (Emerald, 2019)
    Purpose - The aim of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach – Self-completion questionnaires and semi-structured interviews, with eleven ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data. Findings – Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning. Practical implications - These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach. Originality/value - Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.
  • Exploring the material mediation of dialogic space – A qualitative analysis of professional learning in Initial teacher education based on reflective sketchbooks

    Moate, Josephine; Hulse, Bethan; Jahnke, Holger; Owens, Allan; Jyvaskyla University; University of Chester; Europa University, Flensburg (Elsevier, 2018-12-05)
    This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialogic space for critical reflection. The main findings of the study outline critical ways in which preservice teachers transform theoretical inputs into individual expressions as well as conceptualise theory in relation to lived experience.
  • What really matters about teacher education at Cathedrals Group Universities: volume 2 the case studies

    Holt, James D.; Bowie, Robert; Stone, Glenn; University of Chester; Canterbury Christ Church University; University of Chichester (Canterbury Christ Church University, 2018)
    The NICER project, What really matters about teacher education at Cathedrals Group universities, sought to understand better how teacher education staff, partnership schools student teachers perceived their teacher education institutions and programmes including specific reference to the Institution’s Christian foundation. The data was collected between November 2016 and January 2018. The aims: To investigate why ITE trainees choose Christian foundation university teacher training programmes To investigate why schools choose Christian foundation universities as training programme partners To investigate what Christian foundation universities claim is particular to their Christian foundation, what is particularly or deeply Christian about their ITE provision To investigate what Christian foundation universities, ITE trainees and partnership schools claim about ITE trainees at the point of qualification, that is particular to the institutions’ Christian foundation. The National Institute of Christian Education Research at Canterbury Christ Church University led the research project. The project took place over two years with a pilot and qualitative phase and a quantitative phase.
  • A review of: Selling Folk Music: An Illustrated History, by Ronald D. Cohen and David Bonner.

    Poole, Simon Elis; University of Chester; Storyhouse (Western States Folklore Society, 2018-06-01)
    A review of the book, Selling Folk Music: An Illustrated History. Ronald D. Cohen and David Bonner. (Jackson: University Press of Mississippi, 2018. ISBN 978-1-62846-215-9
  • An exploration of the tension between tradition and innovation.

    Poole, Simon, E.; University of Chester and Storyhouse (Palgrave MacMillan, 2018-08-01)
    This chapter will present an exploration of the tension between tradition and innovation. Terms and meanings will first be defined and delineated. Tradition will be delineated by way of a consideration of folk culture in extremis, and innovation by way of a personological understanding of creativity, again in extremis. The exploration will take place within a framework expounded by folklorist Bausinger in ‘Folk culture in a world of technology’ (Bausinger, 1961). By revisiting his concepts, and utilising his notions of spatial expansion, temporal expansion and social expansion as lenses, I will reconsider folk culture, and the relationships it has with multi-dimensional topological theories of creativity in a world of digital technology. Several tensions extant in the concept of culture have been posited by previous writers, such as Elliot (1948), Dundes (Dundes, 2002), and Dewey (Dewey, 1938). These tensions are often seen as dichotomies, divisions or contrasts, which are represented as being opposed or entirely different, as a binary construct. Such constructs might serve the creative practitioner better if reframed instead as spectrums of tension. These two extremes, existing in a state of equilibrium, might benefit the creative practitioner, creative act and culture and society more broadly. Exploring these tensions, will make help contribute to the themes and discourses of creativity and culture. Reconsidering each expansion will in turn present new perspectives and ways forward, through the examination of the supposed tensions, and the values and ideas that each expansion deals with. The chapter concludes with thoughts on what the ramifications of these tensions might be; and on the implications for future creative and traditional practice: I am mindful here of the purpose of Bausinger’s original concepts concerned with uncovering new folkloric perspectives and potential standpoints. The chapter therefore has three aims, first to propose an alternative way of being, and knowing the world, that suggests by connecting with, or knowing the past and our cultural traditions, practitioners, professionals or workers can engage in a more personally and socially meaningful creative practice in the digital world. A secondary aim is to reflect upon how this standpoint promotes identity formation and broader social cohesion. And, finally how it might in itself represent a folk realpolitik.
  • Psychogeography and Well-Being

    Scott, Clare; Marichalar-Freixa, Eva; Poole, Simon Elis; University of Chester and Storyhouse (Springer, 2019)
    A psychogeographical understanding offers a contemporary view that can be concerned with finding personal connections with place; an expression of political dissent; an expression of spirituality; or a documentation and consideration of a journey. It could also be an amalgamation of any of these to greater or lesser degrees. This understanding considers the historical significance of the flâneur, the dérive, psychogeography, from the urban to the rural, and how it has and will have, significant impact on self-efficacy, self-esteem, community, identity, landscape, and above all sustainability today and tomorrow.
  • Applied fantasy and wellbeing

    Wall, Tony; MacKenzie, Anna; Poole, Simon Elis; University of Chester and Storyhouse (Springer, 2019)
    Applied Fantasy is a new, innovative approach to wellbeing that demonstrates the significant potential within fantasy literature and media to provide effective and sustainable coping strategies for positive mental health. Emerging at the intersection of fantasy literature and media, mental health and wellbeing, and fan studies, the benefits from Applied Fantasy are two-fold. First, the concept of an individual being part of a wider fandom is a positive step towards a) combating isolation and b) subverting the stigma surrounding mental health; and second, the contents of the fantasy works themselves provide solid examples and guidance on how to manage mental health concerns while not overtly discussing coping strategies for mental health.

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