Dr Avril Rowley
School of Education
Faculty of Arts Professional and Social Studies
Email: A.M.Rowley@ljmu.ac.uk
Telephone: 0151 231 5487
Dr Avril Rowley is a senior lecturer on the Primary Education team with specialisms in primary science, history and outdoor learning (including Forest Schools). With 20 years teaching experience in a range of primary schools across Merseyside, Avril joined the Primary Education team in September 2014 where she has continued to contribute to the delivery of a dynamic and responsive Initial Teacher Education (ITE) programme. Her special interest in the benefits of the use of the outdoors to enhance the educational experiences of young people and children led her to establish a designated Forest School area on IM Marsh Campus to enable primary trainee teachers to engage with local schools through the teaching of Forest Schools and outdoor learning. This area is unique to ITE settings and was planned and built in collaboration with The Mersey Forest and The Conservation Volunteers over the summer of 2016. Further to this, she has developed The Natural Curriculum Hub to engage teachers across the Merseyside area with outdoor learning strategies and CPD which enhance teaching and learning throughout the curriculum.
Current research projects include:
1. The impact of Forest School education on pupils and teachers in 24 primary and secondary schools across Merseyside. (Collaboration with The Mersey Forest and Natural England).
2. Towards a ‘Natural’ Curriculum: Preservice teachers’ perspectives of the tensions and contradictions in the use of outdoor learning pedagogies across the primary curriculum.
3. Developing and embedding interventions to enhance student wellbeing.
Research interests include:
1. The impact of Forest School pedagogies on children and young people’s engagement with nature, physical activity and psycho-social development;
2. Outdoor learning as a means to enhancing children's learning across the curriculum;
3. The impact of the use of green spaces on mental and physical wellbeing;
4. Gender issues in the primary teaching workforce.
Degrees
2003, Liverpool John Moores University, United Kingdom, PhD: The management of change in primary education: nine headteachers' perspectives of their management and leadership styles through a period of educational reform
1994, Liverpool John Moores University, United Kingdom, Primary BEd (Hons) History and Social Studies
Certifications
2020, Liverpool World Centre (Erasmus+ funded), United Kingdom, Communities of Philosophical Enquiry (COPE)
2018, NOCN, Forest School Leader Level 3
2018, P4CE, Philosophy for Children Level 1
2018, Liverpool World Centre, United Kingdom, P4CE – Philosophy for Challenging Extremism
Journal article
Bodfield KS, Carey P, Putwain DW, Rowley AM. 2023. A Thematic Analysis of Self-Reported Teacher Perceptions and Management of Atypical Student Behaviours and their Relation to the Student Self-Concept Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, DOI Publisher Url Public Url
Cont S, Rowley A, Knowles Z, Bowe C. 2023. The perceptions of trainee teachers towards Forest School, does connection to nature matter? Journal of Adventure Education and Outdoor Learning, DOI Publisher Url Public Url
Brett C, Mathieson ML, Rowley AM. 2022. Determinants of wellbeing in university students: The role of residential status, stress, loneliness, resilience, and sense of coherence Current Psychology, DOI Publisher Url Public Url
Bodfield K, Putwain DW, Carey P, Rowley A. 2020. A Construct Validation and Extension of the Adolescent Attachment Questionnaire (AAQ) Journal of Social and Personal Relationships, 37 :3070-3082 DOI Author Url Publisher Url Public Url
Brundrett M, Ankers De Salis C, Rowley A, Stokell K. 2018. Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education, DOI Publisher Url Public Url
Bell L, Rowley A. 2002. The impact of educational policy on headship in primary schools in England, 1994‐2001 Journal of Educational Administration, 40 :195-210 DOI Publisher Url
Chapters
Rowley A, Killen P. 2022. Does Curriculum Really Matter Carden C. Primary Teaching Learning and Teaching in Primary Schools Today Learning Matters Limited 9781529781076
Rowley A, Killen P. 2019. Does curriculum really matter? Carden C. Primary Teaching Learning and Teaching in Primary Schools Today :149-166 Sage. London Author Url
Dataset
Brett C, Mathieson M, Rowley A. 2022. Determinants of wellbeing in students: The role of residential status, stress, loneliness, resilience, and sense of coherence DOI Public Url
Internet publication
Rowley A. 2020. Muddy knees and climbing trees: how a summer playing outdoors can help children recharge Author Url Publisher Url
Thesis/Dissertation
Rowley AM. The management of change in primary education : nine headteachers' perspectives of their management and leadership styles through a period of educational reform Public Url
Irvine PA. Effective Support Mechanisms for those in the Formative Stages of Middle Leadership: A Case Study in the Secondary Independent Education Sector Brundrett M. Public Url
Conference publication
Gallard D, Rowley A. Enhancing Children's Bonds to Nature in the School Environment using Digital Technology: An In-Depth Exploration of Educators' Perspectives https://www.britishecologicalsociety.org/events/bes-annual-meeting-2023/programme/,
Conference presentation:
Increasing children’s access to nature in school through the introduction of a ‘Natural’ Curriculum into Primary Initial Teacher Education programmes and CPD packages at LJMU, LJMU Institute for Health Research - Children, Young People and Families Conference, Liverpool John Moores University, Oral presentation. 2022
Maths, Science and Art in the Natural Curriculum, Children in Nature, Liverpool John Moores, Outdoor learning workshops. 2022
Outdoor Learning and the UN Sustainable Development Goals in the Natural Curriculum, Future Global Leaders Conference, Liverpool John Moores University, Outdoor Learning Workshops. 2022
Towards a ‘Natural’ Curriculum: Preservice teachers’ perspectives of the tensions and contradictions in the use of outdoor learning pedagogies across the primary curriculum ., Oslo Metropolitan University International Outdoor Learning Conference, Oslo, Oral presentation. 2019
Developing and embedding interventions to enhance student wellbeing., BPS Midlands conference, Birmingham, Oral presentation. 2018
Developing and embedding interventions to enhance student wellbeing., LJMU Teaching and Learning Conference, Redmonds Building, LJMU, Oral presentation. 2018
Developing and embedding interventions to enhance student wellbeing., Institute for Health Research Conference, Royal Court Theatre, Liverpool, Poster presentation. 2018
I’m a Male – Get Me Out of Here! Researching the male experience on the primary education course at LJMU., 8th TEAN Conference, Aston University Conference Cntre, Birmingham, Oral presentation. 2017
‘I’m a Male – Get Me Out of Here! Researching the male experience on the female dominated primary education course at LJMU’, EHC Faculty Symposium, Redmonds Building, LJMU, Oral presentation. 2016
Fostering Education for Sustainable Development at LJMU 2020 and Beyond, EHC Faculty Symposium, Redmonds Building, LJMU, Oral presentation. 2016
‘I’m a Male – Get Me Out of Here! Researching the male experience on the female dominated primary education course at LJMU’, Festival of Research, Faculty of Education, Health and Community, Titanic Hotel, Oral presentation. 2016
Conference organisation:
Children in Nature Conference, Conference organiser. 2022
Future Global Leaders, Organiser. 2022
Other Professional Activity:
The Development of Key Stage 2 Teachers’ Experiences of Delivering Newly Developed Teaching Materials on the History of Advertising. (Rowley, Clampin & Fidler, 2022). 2022
The evaluation and implementation of an inclusive and diverse Student Wellbeing Journal university wide. (Garden, Hirst, Hennessy & Rowley, 2021). 2021
Evaluation of City Socials: Using cultural participation to tackle isolation and enhance students’ mental wellbeing. (Brett, Rowley & McGrath, 2019). 2021
Developing and embedding a range of outdoor interventions with under-represented groups (including BAME, LGBTQ+, APP) to enhance wellbeing and engagement with the natural environment. (Rowley & Brett, 2021). 2021
Developing wellbeing resources in Higher Education during the Covid 19 Pandemic. (Hirst, Hennessy, Garden and Rowley, 2020). 2020
Developing a programme of Open Forest School interventions to work with local schools and LJMU faculties to enhance wellbeing and engagement with the natural environment. (Rowley, Brett & McGrath, 2019). 2019
Developing and embedding interventions to enhance student wellbeing. (Rowley & Brett, 2018). 2018
Fostering Education for Sustainable Development and Environmental Awareness amongst Students, staff and other stakeholders across schools in the Faculty of Education, Health and Community into 2020 and beyond. (Martin and Rowley, 2016). 2016
Research Grants Awarded:
Liverpool John Moores University QR Funding, Educators’ Views, Experiences and Preferences for Continuing Professional Development in a Post-COVID Environment, Dr Fran Tracy, Matt McLain, Dr Craig Hammond, Dr Avril Rowley, Angela Garden, Dr Anne-Marie Smith, Dr Helen Poole, Dr Kaye Richards., Grant value (£): 1,500, Duration of research project: 6 months. 2022
Teaching and Learning Academy, Developing and embedding interventions to enhance student wellbeing., Caroline Brett, Grant value (£): 6860.40, Duration of research project: 9 months. 2017
Teaching and Learning Academy, Fostering Education for Sustainable Development and Environmental Awareness amongst Staff and Students, across schools in the Faculty of Education, Health and Community into 2020 and beyond., Dr Duncan Martin, Grant value (£): Student internship, Duration of research project: 3 months. 2016
Liverpool John Moores University FREE Capacity Building Project, Exploring the experiences of male trainees on a Primary BA (Hons) with recommendation for Qualified Teacher Status (QTS) Degree course., Colette Ankers de Salis, Kathryn Stokell, Marilyn Kelly, Grant value (£): 7079.60, Duration of research project: 6 months. 2016
External committees:
External Examiner, University of Greenwich, External Examiner of Primary PGCE Programmes, https://www.gre.ac.uk/. 2021
International Mobility Coordinator, Liverpool John Moores University, International Mobility Coordinator. 2018
External Examiner, St Mary's University, Twickenham, External Examiner of Undergraduate Primary Education Programmes. 2017
Green Spaces Interest Group, Liverpool John Moores University, Lead of Education Sub-Group. 2017
Forest School User Group, Liverpool John Moores University, Coordinator. 2016
North West (Merseyside) CPRT, Cambridge Primary Review Trust, Co-Chairperson. 2015
Award:
Rising Star Award: Recognition of Distinction in respect of significant teaching contribution and leadership potential in Teaching and Learning., LJMU Teaching and Learning Academy. 2018
You're Amazing Awards: Partners in Learning Individual Award, Liverpool Students Union, https://www.liverpoolsu.com/ata. 2018