• Role of emotional intelligence in effective nurse leadership

      Lambert, Steve; University of Chester (RCN Publishing, 2021-09-13)
      Leaders who practice emotional leadership demonstrate a sensitivity to their own and other’s feelings, wellbeing and emotional health. In this style of leadership, the person leads with emotional intelligence, directing others to common goals while developing solid and effective personal relationships. This article explores emotional leadership and argues that it is not only a key quality of effective leaders but has a particular relevance with the emotional burden created within the healthcare workforce by the recent COVID-19 pandemic.
    • Empathic gaze: a study of human resource professionals

      Lambert, Steve; Dimitriadis, Nikolaos; Venerucci, Matteo; Taylor, Michael; University of Chester; University of York; Brain Propaganda (Emerald, 2021-09-02)
      The purpose of this research paper is to explore the fixation of the eyes of HR professionals’ when identifying emotions in the context of workplace research, and to propose measures that might support them in their role. This paper combines a contemporary literature review with reflections from practice to develop a more nuanced understanding of 39 HR professionals’ ability to recognise emotions. This paper used eye-tracking technology more commonly used in laboratory based studies to explore the fixation of the eye when identifying emotions. The preliminary findings suggest that HR professionals with higher levels of emotional recognition principally focus on the eyes of the recipient. Whereas those with lower levels of emotional recognition focus more so the nose or the randomly across the face, depending on the level of emotional recognition. The data suggests that women are better than men, in the sample group at recognising emotions, with some variations in recognising specific emotions such as disgust. This research paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the default mode network (DMN) function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made. This paper offers a contemporary review underpinned by a preliminary study into HR professionals’ ability to recognise emotions.
    • The ‘Teacher Research Group’ as a collaborative model of professional learning

      Jones, Luke; University of Chester (Routledge, 2021-08-10)
      In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of classroom-based lessons. The Teacher Research Group adopted five teaching strategies that were thought to be significantly related to optimal learning and then refined their use in response to an evaluation of pupils’ learning in the classroom. This article outlines the context for this model, describes its application and finally reviews its value as a means of promoting shared professional learning. Adopting the Teacher Research Group model did lead to changes in teaching strategies and improvements in pupils’ learning outcomes. Moreover, the model was an effective approach to shared professional learning, one that could lead to desirable change among education professionals elsewhere.
    • Associate Teachers’ views on dialogic mentoring

      Jones, Luke; Tones, Steven; Foulkes, Gethin; Jones, Rhys C.; University of Chester; Bangor University (Routledge, 2021-06-02)
      The aim of this paper is to examine Associate Teachers’ (ATs) views on dialogic mentoring. More specifically it consider, the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the value of mentoring and the new ITE partnership is uniquely committed to a dialogic approach. A questionnaire and three focus group interviews were used to generate data from the 48 ATs who were completing a one-year postgraduate programme. Thematic analysis was then used to interrogate the data and identify patterns of response. Adopting a dialogic approach was found to remove some of the anxiety around formal observations and help establish trusting collaborative relationships where ATs were willing to take risks. The dialogic approach was more democratic and gave ATs a stronger voice, but this also created some conflict as mentors’ own beliefs were more likely to be questioned. The dialogic approach relied on mentors being fully invested in the process and being committed to open conversations about learning.
    • Understanding emotional empathy at postgraduate business programs: What does the use of EEG reveal for future leaders?

      Lambert, Steve; Dimitriadis, Nikolaos; Taylor, Michael; Venerucci, Matteo; University of Chester; University of York; Brain Propaganda (Emerald, 2021-04-29)
      This paper focuses on the leaders’ ability to recognise and empathise with emotions. This is important because leadership and particularly transformational leadership are principally focused on an individual’s social interactions and their ability to identify emotions and to react empathetically to the emotions of others (Psychogios and Dimitriadis, 2020). Many leadership theorists suggest the ability to have and display empathy is an important part of leadership (Bass, 1990; Walumbwa, et. al., 2008). Design/methodology/approach To examine the extent to which those who work in jobs with a significant element of leadership education can recognise and empathise with emotions, ninety-nine part-time postgraduate executive MBA students took part in an emotional recognition test. First, all participants were shown a sequence of pictures portraying different human facial expressions and the electrical activity in the brain as a result of the visual stimuli were recorded using an electroencephalogram (EEG). The second stage of the research was for the participants to see the same seven randomised images, but this time, they had to report what emotion they believed they had visualised and the intensity of it on a self-reporting scale. Findings This study demonstrated that the ability to recognise emotions is more accurate using EEG techniques compared to participants using self-reporting surveys. The results of this study provide academic departments with evidence that more work needs to be done with students to develop their emotional recognition skills. Particularly for those students who are or will go on to occupy leadership roles. Originality The use of neuroscientific approaches has long been used in clinical settings. However, few studies have applied these approaches to develop our understanding of their use in social sciences. Therefore, this paper provides an original and unique insight into the use of these techniques in higher education.
    • How can we engage mathematics ITE students with research?

      Bamber, Sally; Bokhove, Christian; University of Chester; University of Southampton (British Society for Research into Learning Mathematics, 2021-03-06)
      In the Erasmus+ Research in Teacher Education (RiTE) project, student teachers are stimulated to use evidence from educational and scientific research to experiment and innovate their teaching and learning processes. In two case studies we use Engestrom’s expansive learning cycle. The first case study reports on the design and implementation of materials designed to enhance student teachers’ critical review of literature in the context of the post-graduate study that is incorporated within their teacher education. The second case study presents the design of collaborative lesson research that aims to foster authentic connections between school-based learning (teaching practice) and research that informs mathematics teaching and learning. We discuss the aims of research-informed mathematics teacher education at each site, demonstrate some of the approaches used and discuss tensions within the design and early implementation of the projects.
    • 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)
    • Emotional awareness amongst middle leadership

      Lambert, Steve; University of Chester (Emerald, 2020-05-26)
      The purpose of this viewpoint paper is to explore middle leaders’ ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role. This paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. The paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers, to headteachers (equivalent to school principals)). The preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual’s ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain’s ability to deal with the TDM and DMN processing functions where individuals operate in one neural mode for long periods. The viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership. For example, coaching other staff. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made. This paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals’ ability to recognise emotions.
    • 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.
    • 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)
    • 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.
    • 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.
    • Beyond the Big Six Religions: Expanding the Boundaries in the Teaching of Religion and Worldviews

      Holt, James D.; University of Chester (University of Chester Press, 2019-11-04)
      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
    • Religious Education

      Holt, James D.; University of Chester (Learning Matters, 2019-10-12)
      An exploration of pedagogical subject knowledge and the teaching of RE in the primary school
    • Science

      Pope, Deborah; University of Chester (Learning Matters, Sage, 2019-10-12)
      The chapter explores and deconstructs the nature of subject knowledge for teaching primary science from integrated theoretical and practice-based perspectives.
    • Introduction

      Pope, Deborah; University of Chester (Learning Matters, Sage, 2019-10-07)
      The introductory chapter provides the theoretical framework of subject knowledge for primary teaching that is then adopted through the remainder of this edited volume.
    • 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.
    • Applied fantasy and wellbeing

      Wall, Tony; MacKenzie, Anna; Poole, Simon E.; University of Chester and Storyhouse (Springer, 2019-10-01)
      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.