Research-informed pedagogies for schooling and learning improvement
Co-creating and evaluating theories of educational practice
This group brings together academic researchers, practitioner researchers (including EdD students), schools and the voluntary sector to promote inter-organisational collaboration, knowledge creation and exchange with a focus on social, environmental and inclusive practice. As a community of practice, we co-create and evaluate theories of educational practice through exploratory research, knowledge exchange events, action research and evaluative inquiry.
Current research themes include:
- Partnerships: scholarship, knowledge exchange and research partnerships with local and regional schools (and other schooling/educational organisations)
- Curriculum policy change and the impact on school improvement;
- Critical lens on innovative, transformational pedagogical approaches to teaching and learning;
- Impact of aspirational outreach programmes in schools on disadvantaged pupils;
- Mental health, wellbeing and Character Education initiatives, including Relationships Education, Health Education, Peer Massage and Mindfulness in Schools;
- Issues of gender and equality in education;
- Education for sustainable development agendas and initiatives, including Global Learning, Philosophy for Children (P4C), Forest School and Outdoor Learning.
As a multidisciplinary group with university and wider affiliated members from a range of theoretical backgrounds, educational perspectives and methodological expertise, this CERES cluster operates as a forum for collaborative action research, the development of evaluation tools, case studies, participatory research, critical policy analysis and critical discourse studies. The breadth and depth of the membership’s methodological expertise, along with its collective passion for innovative and creative approaches to research, makes the cluster an ideal vehicle to partner with external stakeholders including both primary and secondary schools and the voluntary sector.
Meet the members of this group.
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Colette Ankers De SalisRead more
Dr Amir AsghariRead more
Peter AthertonRead more
Victoria BrennanRead more
Dr Angela DalyRead more
Dr Jonathan FoulkesRead more
Dr Diahann GallardRead more
Angela GardenRead more
Georgina GrettonRead more
Dr Andrea MallaburnRead more
Dr Elizabeth MaloneRead more
Dr David McIlroyRead more
Matt McLainRead more
Dr Gillian PeiserRead more
Prof David PutwainRead more
Dr Avril RowleyRead more
Christine SmithRead more
Richard TynanRead more
Prof Philip VickermanRead more
Dr Amy WhiteheadRead more
External affiliated members:
The Mersey Forest
Our current projects include:
- Towards a Natural Curriculum: Preservice teachers’ perspectives of the tensions and contradictions in the use of outdoor learning pedagogies across the primary curriculum.
- Trainee teachers’ perceptions of the use of Systematic Synthetic Phonics in Key Stage 1.
- Wellbeing approaches in education, including school dogs.
- Preservice teacher’s perceptions of gender in the primary school setting.
- Reflecting at the speed of social? How can social media be used as a pedagogic tool for trainee teachers?
- March of the robots? How is artificial intelligence being deployed to help improve wellbeing?
- The use of outdoor learning to enhance learning through the Natural Curriculum Hub in the Post-COVID educational context.
Ankers de Salis, C., Rowley, A., Stokell, K. & Brundrett, M. (2019) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees, Education 3-13, 47:4, 475-489
Atherton P. (2019). Bridging the chasm –a study of the realities of edtech use among trainee teachers, Teacher Education Advancement Network Journal, 11 :80-95
Atherton P. (2018). More than just a quiz - how Kahoot! can help trainee teachers understand the learning process, Teacher Education Advancement Network Journal, 10 :29-39
Atherton P. (2018). 50 Ways to Use Technology Enhanced Learning in the Classroom Practical strategies for teaching, Learning Matters
Brennan VK, Mallaburn A, Seton L. (2018). Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography TEAN, 10: 3-14
Gallard D, Evans K, Millington J. 2018. Children and their education in secure accommodation: Interdisciplinary perspectives of education, health and youth justice :1-341 9781138694408
Kutuk G, Putwain DW, Kaye L, Garrett B. (2019). Development and Validation of a New Multidimensional Language Class Anxiety Scale, Journal of Psychoeducational Assessment, 073428291987588-073428291987588
McLeod NJ, Astbury E, Stokell K, McCann J. (2017) Nurturing young children’s sense of self through artwork as a provocation and philosophical enquiry: A Pilot Study, International Journal of Early Years Education
Peiser, G, Ambrose J, Burke B, Davenport J. (2018). The role of the mentor in professional knowledge development across four professions International, Journal of Mentoring and Coaching in Education, 7: 2-18
Peiser, G. (2015). The place of research in teacher education, in Beauchamp G, Clarke L, Hulme M, Jephcote M, Kennedy A, Magennis G, Menter I, Murray J, Mutton T, O'Doherty T, Peiser G. Teacher education in times of change, 161-178 Bristol: Policy Press.
Putwain DW, Symes W, McCaldin T. (2019). Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students Journal of Psychoeducational Assessment, 37:169-180
Putwain DW, Loderer K, Gallard D, Beaumont J. (2019). School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct, British Journal of Educational Psychology
Putwain DW, Gallard D, Beaumont J. (2018). A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability, School Psychology International
Rowley, A. (2020) Muddy knees and climbing trees: how a summer playing outdoors can help children recharge, The Conversation,
External affiliated members
Information to follow.