University of Chichester Research Facilitation Fund Competition - £5,328 “The direct effect of oxygen saturation on skeletal muscle function”
Dr S Myers (Chichester)
July 2010
Successful
NHS NIHR grant
Invention for Innovation (i4i) Early Stage.
“Point-of-care device for oral cancer screening”
Prof M Hughes (Surrey), Dr F Labeed (Surrey)
Prof S Porter (UCL), Dr S Fedele (UCL)
£100,000
December 2010
Awarded
Dr Hadwen Trust preliminary application. “Development of a Microfluidic Chamber for the In Vitro Study of Skeletal Muscle Innervation” Dr S Cellek (Cranfield)
Lewis, M.P., Mudera, V. (UCL) and Greensmith, L. (UCL)
£67,400
Grant income from Sept 2010 to March 2011
Ongoing
UEFA research Grant, J Brewer, N Sculthorpe, P Castle, L Taylor, L Mauger. 20,000 euros.
April 2011
June 2011, 10,000 euros
Coachwise Ltd, awarded £15k for development of fitness tests.
June 2011
July 2011, £15,000
Bedford Charity: Active-Mind Programme (AMP) – Promoting good mental health in youth using a novel, mentored physical activity-promoting ‘active’ approach. Kerr, CJ, Denton, S, Kozub S. (£77,000)
May 2011
Through to full proposal stage (but subsequently unsuccessful)
Higher Education Academy: Teaching Development Grant. £6981. A Mentored ‘In-house’ Physical Activity and Nutrition Patient Clinic to Promote Employability.
Kerr, CJ.
June 2011
Sept 2011
£6981
Lewis, Brown, Sant, Myers (Portsmouth), Hurd (QMUL) – BBSRC/ESRC/UK Sport: Outline proposal for “High performance sport as a model for the acquisition, retention and retraining of an individual’s skill base” call
August 2011
Approved to full application, August 2011
Models-based practice and sustainable curriculum renewal in physical education and school sport, PI D Kirk
ESRC UK-Japan Seminar program, £15,000
Submitted September 2011
Paul Beedie in collaboration with Andrew Holden & others £10,000 from the University of the Highlands and Islands for an Adventure Research Centre at Fort William, Scotland Feasibility Study
Funds directed through INTOUR
£10,000
Report submitted July 2011
Other activities
Award Winner: Sportease award for best oral presentation in sport science: BASES Annual Conference University of Essex, 6-8 September. This award was for the collaborative sport science support work that the group provided for theDisability Target Shooting Great Britain. This was preparation for the 2010 World Championships where they achieved 2 x individual gold medals and a haul of team medals
NICK SCULTHORPE STARS: Dispatches: The Truth About Drugs in Football on 4oD at Channel4.com
Professor John Brewer was on BBC 5live yesterday talking about the Olympic Drugs Ban: http://www.bbc.co.uk/programmes/b012njps
MCMP group just won Poster Prize at TCES with Sam's work
Professor David Kirk co-Directed the University of Tsukuba Summer Institute, Japan, July.
Professor Margaret Whitehead Directed the International Physical Literacy Conference, Putteridge Bury, June.
Vicky Goodyear - Invited guest lecturer at Loughborough University; Cooperative learning using flip cameras with secondary school girls
Michele Flemons, Helen Ives, Hyunwoo Jung and Vicky Goodyear attended the U Tsukuba Summer Institute, July 2011
International visitors: Dr Lucio Martinez, University of Valladolid, May; Dr Leen Haerens, University of Ghent, July, Dr Lurdez Martinez, University of Barcelona
Research Students Awarded
Name
Degree
Mode
Reg.
Date of Award
Time to Sub.
Total Time
Title of thesis
Lindsey Smith
PhD
FT
24-Sep-07
18-Feb-11
37m
41m
The role of the TGfU pedagogical approach in promoting physical activity levels during physical education lessons and beyond.
Current Students
Number
First Name
Last Name
Mode
Start Date
Expected End Date
Programme
Director of Studies
0425515X
JOANNA
RICHARDS
FT
15-Sep-08
14-Sep-12
PhD
CKERR
711147
SARAH
DENTON
FT
17-Jul-08
17-Jul-12
PhD
CKERR
5299081
DANIEL
BAILEY
FT
19-Aug-08
18-Aug-12
PhD
CKERR
917066
NEIL
MARTIN
FT
04-Sep-09
03-Sep-13
PhD
MLEWIS01
612663
DARREN
PLAYER
FT
04-Sep-09
03-Sep-13
PhD
MLEWIS01
917517
CHANG-HYUN
LEE
FT
01-Oct-09
05-Oct-13
PhD
DKIRK
921378
SAUL
KEYWORTH
PT
01-Oct-09
31-Jul-15
PhD
DKIRK
613087
JAMES
TUTTLE
FT
01-Dec-09
30-Nov-13
PhD
PCASTLE
922491
HELEN
IVES
FT
01-Jan-10
13-Jan-14
PhD
DKIRK
613035
CHARLOTTE
KERNER
FT
01-Jan-10
13-Jan-14
PhD
DKIRK
99106887
PAUL
DAVIES
FT
04-Jan-10
03-Jan-14
PhD
MLEWIS01
4269482
BEN
DAVIES
FT
05-Feb-10
04-Feb-14
PhD
CKERR
611160
KEVIN
WYLD
PT
01-May-10
01-May-11
MSc
PCASTLE
99152352
DENISE
CARDWELL
PT
08-Jul-10
29-Jul-15
PhD
PBEEDIE
700614
VICTORIA
GOODYEAR
FT
13-Sep-10
12-Sep-14
PhD
DKIRK
924276
MICHELLE
FLEMONS
PT
01-Oct-10
27-Jul-16
PhD
DKIRK
926111
HYUNWOO
JUNG
FT
04-Oct-10
03-Oct-14
PhD
DKIRK
926608
ELIZABETH
WAINWRIGHT
PT
04-Oct-10
03-Oct-16
PhD
DKIRK
98047899
MARK
BOWLER
PT
13-Oct-10
12-Oct-16
PhD
DKIRK
1030312
EDWARD
COPE
FT
01-Nov-10
30-Jul-14
PhD
SHARVEY01
925576
IAIN
FLETCHER
PT
01-Nov-10
01-May-12
PPP
MLEWIS01
1031539
ROSALIND
LANCASTER
FT
25-Nov-10
24-Nov-14
PhD
MLEWIS01
1031548
DAVID
HUGHES
FT
30-Nov-10
28-Nov-14
PhD
MLEWIS01
615401
DAVID
PEARS
PT
30-Nov-10
29-Nov-16
PhD
SHARVEY
926658
SIMON
ROBINSON
PT
10-Jan-11
09-Jan-17
PhD
GMELLOR
5191293
PAUL
SAMMON
PT
14-Jan-11
13-Jan-17
PhD
DKIRK
4250581
ROISIN
MCBRIDE
PT
06-Jun-11
05-Dec-13
MSc
NSCULTHORPE
1034744
PAUL
REID
PT
06-Jun-11
05-Jun-13
PhD
DKIRK
in exam period
Institute for Research in Education
Most colleagues working in the area of Education in the University are very early career researchers. In the research assessment exercise of 2008 there was no submission from Education. Few colleagues had a doctorate. Few colleagues (still) have a doctorate and there is limited capacity for in-house doctoral supervision. There was a very limited number of (funded) research projects and few publications in peer reviewed journals. However, since 2009 IRED has had a stated intention to support the University’s determination to make an enhanced contribution through the Research Excellence Framework (REF). It will do this by ensuring that, by 2014, as far as is possible, all academic staff in Education will be:
engaged in some form of research and/or enterprise activity;
applying for and obtaining external funds for research, enterprise, CPD, consultancy;
disseminating the results of their evidence-led academic activity at conferences, in publications and as key note speakers;
supervising research students.
For a number of reasons it makes sense to conceptualise the overall framework for education research in IRED as that which falls at the interface of theory and practice, the outcomes of which can make a difference in the lives of young children, their teachers and their families:
a prime focus in the REF will be on impact. Education is, potentially, in a good position to achieve research outputs that can make an impact. Existing expertise will enable us to integrate teaching with research and development, and publish the results in carefully selected peer-reviewed journals. However, it has to be said that a great deal of work will have to be done to ensure that publications focus increasingly on higher status peer-reviewed education journals. Further, there will be a challenge in establishing impact, given that, by definition, early career researchers will not have established reputations
the University research strategy includes a clear statement of intent that a characteristic feature of much of our research will be that it will be applicable to the professions we engage with, contribute to the work of colleagues in practice, and inform public policy
already strong and developing reputation as a nationally funded provider of further professional development of teachers at Masters level. Since 2007 there has been a marked extension of colleagues’ interest from largely initial teacher education to the professional development of teachers at M-level. This has not been without its challenges, including avoiding the technicist and privileging the reflective and analytical that more appropriately reflect QAA descriptors of M-level study whilst focusing at the interface between theory and practice. However, it has also widened horizons and sharpened the focus of research.
research in the area of education is in the early stages of development in the University, so, pragmatically, we should be drawing from existing strengths and working in areas where colleagues, predominantly from teaching backgrounds, have a personal commitment and interest.
Given the particular research interests of Education staff within the overall umbrella of work at the interface of theory and practice, at present we propose to outline six themes into which work of active researchers in education can be incorporated. These will offer some focus for enabling us to prioritise support (time and resources) for researchers with the potential for good publications before the end of 2011. The themes are as follows:
Pedagogy and Technology
Teacher Education and Research Informed Practice Research Group
Comparative and International Education
Education and Social Justice
Primary Practitioner Research
Curriculum and Construction of Knowledge
Marilyn Leask
YOUNIE, S. and LEASK, M. (2010) Use of Learning Platforms to support Continuing Professional Development in HEIs and Schools. Coventry: Becta
ZWOZDIAK-MYERS,P., CAMERON,K., MUSTARD,C.,LEASK,M., GREEN,A (2009) Literature review: analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships, Brunel University for the TDA
CAPEL, S., LEASK, M. and TURNER, T. (in press) Readings for Learning to Teach London: RoutledgeFalmer
YOUNIE, S., CAPEL, S. and LEASK M (2009) Supporting Teaching and Learning in the Secondary School: a companion for higher level teaching assistants’. London. Routledge
CAPEL, S., LEASK, M. and TURNER, T. (2009) (5th edition). Learning to Teach in the Secondary School. London: Routledge
Leask, M. (in press for 2011) Improving the Professional Knowledge base for Education: using Knowledge Management (KM) and Web 2.0 [i] tools. Journal for Policy Futures in Education, Volume 8 Number 5 Article [Word]Figure 1 [PPT]Figure 2 [PPT] [i] Web 2.0 websites allow users to write to the website e.g. to post documents and comments and to work collaboratively with others. Web 1.0 websites are read only.
2009 Leask, M. with Blandford, S and Preston C. (2009) Draft paper: R U up 4 this? [PDF] A proposal for developing practitioner knowledge from Achievement for All using 21stC ICT professional tools, Brunel University. This paper takes further the PIMMS methodology which is a development of the teacher-researcher approach developed Stenhouse,L.（1975）. An Introduction to Curriculum. Research and Development. Lodon: Methuen
Preston, C. with Leask, M. and Blandford S. (submitted) O Brave New World’: the roles of researchers, assessors and evaluators in web-based communities of practice for teachers. Society for IT in Education 2010 conference proceedings. This paper includes the definition of the PIMMS methodology
Janice Wearmouth
Wearmouth, J, & Berryman, M and Glynn, T, (2009) Inclusion as participation in communities of practice, Palmerston North, NZ: Dunmore Press
Wearmouth, J (2009) A Beginning Teacher's Guide to Special Educational Needs, Buckingham: Open University Press
Wearmouth, J (2008) ‘Testing, assessment and literacy: A view from England’, Curriculum Perspectives, 28(3), pp 77-81 (Australian peer-reviewed education journal)
Wearmouth, J and Berryman, M (in press) ‘Parent, family and community support for addressing difficulties in literacy’, in C. Wyatt-Smith and J. Elkins, Making connections: Literacy, numeracy and difficulties in learning. ****: ****, Australia
Wearmouth, J (in press for 2011) Special Educational Needs, London: Routledge
Wearmouth, J, Berryman, M & Whittle, L (in press for 2011) ‘Shoot for the moon!’ Students’ identities as writers in the context of the classroom, British Journal of Special Education
Wearmouth, J (2011) ‘Policy conflicts between the conventional SEN framework and ‘Every child matters’, in G Hallet & F Hallet (eds) Transforming the role of the SENCO, Buckingham: Open University Press
Bishop, R, Berryman, M, Wearmouth, J, Peter, M & Clapham, S (2011) Te Kotahitanga: Improving the educational achievement of Māori students in English medium schools. Report for Phase 3 and Phase 4: 2008-2010, Wellington, NZ: Ministry of Education
Reid, G and Wearmouth, J (2009) ‘Identification and assessment of dyslexia and planning for learning’, in G. Reid, D. Knight, G. Elbeheri, and J. Wearmouth (2009) Routledge Dyslexia Handbook, London: RoutledgeFalmer
Berryman, M. and Wearmouth, J. (2009) ‘Responsive approaches to literacy learning within cultural contexts’, in G. Reid, D. Knight, G. Elbeheri, and J. Wearmouth (2009) Routledge Dyslexia Handbook, London: RoutledgeFalmer
Rix, J, Hall, K, Nind, M, Sheehy, K and Wearmouth, J (2009) What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? a systematic literature review. Support for Learning, 24, (2), 86-94
Reid, G, Knight, D, Elbeheri, G and Wearmouth, J (eds) (2009) Routledge Dyslexia Handbook, London: RoutledgeFalmer
Marie-Pierre Moreau
Moreau, M.P., Mendick, H. and Epstein, D. (2010) Constructions of Mathematicians in Popular Culture and Learners’ Narratives: A study of mathematical and non-mathematical subjectivities, Cambridge Journal of Education 40 (1)
Moreau M.P., Osgood J. and Halsall A., (2008) ‘Equal Opportunities Policies in English Schools: Towards greater gender equality in the teaching workforce?’, Gender, Work and Organization 15(6), 553-578
Moreau, M.P., Mendick, H. and Epstein, D. (2009) ‘Constructions of Mathematical Masculinities in Popular Culture’, in E. Watson, Pimps, Wimps, Studs, Thugs and Gentlemen: Essays on media images of masculinity, Jefferson: McFarland Publishers
Moreau, M.P., (2008) ‘Plus Ça Change, Plus C’est La Même Chose? A cross-national comparison of gender inequalities in the teaching profession’, in E. Oleksy, A. Peto and B. Waaldijk, Gender and Citizenship in a multicultural context, New York: Peter Lang Verlag.
Moreau, M.P., Les enseignants et le genre. Presses Universitaires de France, Paris (2011)
Moreau, M.P., ‘The societal construction of boys’ underachievement in educational policies: a cross-national comparison’, Journal of Education Policy (2011)
Moreau, M.P. and H. Mendick, Women in Education, in Zeiss Stange, M., Oyster, C. and Golson, J., The Multimedia Encyclopedia of Women in Today's World, Thousand Oaks, CA, Sage (forthcoming)
Moreau, M.P., Women in Science, in Zeiss Stange, M., Oyster, C. and Golson, J., The Multimedia Encyclopedia of Women in Today's World, Thousand Oaks, CA, Sage (forthcoming)
Moreau, M.P. and Malzac, J., Women in Astronomy, in Zeiss Stange, M., Oyster, C. and Golson, J., The Multimedia Encyclopedia of Women in Today's World, Thousand Oaks, CA, Sage (forthcoming)
Moreau, M.P. , La différentiation sexuée des carrières enseignantes en France et en Angleterre : un impensé sociologique et politique, in Cacouault, M. Title tbc, Paris, L’Harmattan (forthcoming)
Mendick, H., Moreau, M.P. and Epstein, D., Special cases: neoliberalism, choice and mathematics education, in Black, L., Mendick, H. and Solomon, Y. , Mathematical Relationships: Identities and participation, London and New York, Rouledge (2009)
Epstein, D., Mendick, H. and Moreau, M.P., Imagining the mathematician: young people talking about popular representations of maths, Discourse 31(1): 45-60 (2010)
Mendick, H. and Moreau, M.P. (2010) Monitoring the Presence and Representation of Women in SET Occupations in UK Based Online Media. Bradford,UK Resource Centre for Women in Science Engineering and Technology (Research Report)
Dance, C., Nethercott, K., Burroughs, L. Preston-Shoot, M. and Moreau, M.P. Evaluating PIP! Report on the base-line phase of a project to evaluate the implementation and effectiveness of the ‘Progressing Integration Project’ in One Local Authority Children & Learning Department. Luton, University of Bedfordshire, 2010 (Research Report)
Moreau, M.P., Mixité ou égalité ? Une analyse des parcours professionnels des enseignants et enseignantes du second degré en France, Les Cahiers Pédagogiques, Special Issue: ‘Filles et Garçons à l’Ecole’
Trevor Corner
Abukari, A. and Corner, T., Tailoring higher education to meet local needs in a developing context; the quality dilemma. Submitted to Compare
Corner, T. and Abukari, A. Multiculturalism, Multiple Identites and Global Citizenship. 14pp Paper based on the FILTER Project report World Wide Work
Corner, T and Grant, N. (2008) Comparing Educational Systems; in Matheson, D. An Introduction to the Study of Education (3rd Ed) Fulton/ Routledge London. pp 171 - 185.
Corner, T, Ogunleye, J. Griffiths,. Lifelong Learning for All? Barriers and Practical Reality for an Excluded Group. 36pp Currently submitted to The International Journal for Lifelong Learning
Andrea Raiker
Raiker, A. and Bowler, M. (2011) ‘Learning to ‘chat’: developing a pedagogical framework for facilitating online synchronous tutorial discussion’. In Journal of Pedagogic Development 1(1) pp 6-16 ISSN 2047-3257
Raiker, A. (2009) ‘A Personalised Approach to Improving Students’ Learning Outcomes’ in C. Nygaard, C. Oldham and N. Courtney (eds.) Improving Students’ Learning Outcomes. Copenhagen: Copenhagen Business School Press.
Raiker, A. (2010) ‘Defining reflection to enhance student attainment’ in M. Atlay and A. Coughlin (eds) Creating Communities: developing, enhancing and sustaining learning communities across the University of Bedfordshire. University of Bedfordshire internal publication.
Raiker, A. (2010) ‘Student and staff perceptions of Personal Development Planning (PDP) processes designed to support undergraduate dissertations’ in M. Atlay (ed) Creating Communities:A collection of articles relating to implementing the Curriculum Review 2008 (CRe8) from practitioners across the University of Bedfordshire. University of Bedfordshire internal publication.
Raiker, A. (2009) Emotional Intelligence. Luton: CETL briefing paper.
Raiker, A (2009) ‘Monitoring and Assessment’ in S. Younger and M. Leask (eds.) Professional Standards for HLTA in Secondary Schools. London, Routledge.
Raiker, A (2008) An e-portfolio pedagogy and its implications for transformative learning. Luton: CETL Briefing paper
Raiker, A (2007) ‘Cognitive Development’ in Childhood and Youth Studies ed Paul Zwordiack-Myers, London, Sage.
Raiker, A (2007) ‘Assessment for Learning, Recoding and Reporting’ in K. Jacques, and R. Hyland (eds.) Professional Studies, London, Learning Matters.
Neil Burton
Burton, N, Brundrett, M & Jones, M (2008) Doing Your Education Research Project Sage
Schneider, A & Burton, N (2008) “Personal Intelligences – the 4th pillar of school principalship?” Management in Education, 22(3), pp 34-42
Dickson E & Burton, N (in press) Thirteen Year Old’s Ability To Encode and Decode Nonverbal Communication and Demonstrate ‘Emotional Literacy’. Education 3-13
Burton, N. (2010) (in press) Where did the science go? Education 3-13 38/4 369-380,
Neil Burton Are you looking at me? Emotional literacy and behaviour
management in the primary school accepted by Education 3-13:
International Journal of Primary, Elementary and Early Years Education
Erik Blair
Blair, E. (2009) A Further Education college as a heterotopia, Research in Post-Compulsory Education, Volume 14, Number 1, pp. 93-101
Blair, E. (2009) How researchers might find the ‘truth’ and what they can do with it, Practical Research for Education,41, pp.22-27
Blair, E. (in press) How does telling the truth help educational action research, Educational Action Research
Blair, E., Cline, T. & Wallis, J. (in press) When do adults entering Higher Education begin to identify themselves as students? The Threshold-of-Induction model, Studies in Continuing Education
Blair, E. 'Why locate educational research in theory?', Harvard Educational Review
Blair, E. Opening the theory box, Educational Studies
Blair, E. and Francis, L. (2010) Was it right to abandon the ‘Creative Curriculum’?, Practical Research for Education, 49
Blair, E. (2010) Different ‘hefts’, different expectation, Learning & Teaching Update, 39, pp.4-6
Blair, E. ‘Balanced Reflection as a means of Practitioner Development in the Post-Compulsory Education and Training Sector’, Research in Post-compulsory Education: Special Issue on 'Transformation in Post-Compulsory Education, 16 (2)
Blair, E. ‘Opening the theory box’,London Review of Education
Malini Mistry
Mistry, M & Sood, K (pending publication) `Raising standards for pupils who have English as an Additional Language (EAL) through Monitoring and Evaluation of Provision in Primary Schools’, in Education 3-13: International Journal of Primary, Elementary and Early Years Education
Mistry, M & Sood, K (pending publication) `Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: The need for leadership dialogue’, in Management in Education
Mistry, M & Sood, K (submitted) ` How are leaders integrating the ideology of globalisation in primary school contexts?, in Education 3-13: International Journal of Primary, Elementary and Early Years Education
Institute for Research in Education