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EHSC Research & Knowledge Exchange
Volume 6, Issue 2 Spring 2016
1

Contents
4 Introduction to EHSC Centres
5 Nam incto consed minci totature at ut hit, sint, eation
6 Mu ntiisqui dolupta turitate litias eosam esedit
7-8 Taped et renestium fugia quia volorrum quiatiost
9-10 Equiberci dolupta turepudae es dolorem volecum
11 Quatur solorpo rectotat eos et eos sit vit
12 Volupis volorere sit assi consedi tatquis num
TO GO TO AN EMAIL ADDRESS, CLICK HERE,
IN THIS CASE TO PAUL VECK’S EMAIL ADDRESS
EHSC RKE COMMITTEE
Chair and Head of RKE
Dr Wayne Veck
Head of Postgraduate Research Students and RKE Ethics Representative
Dr Vasiliki Tzibazi
Head of REF Unit of Assessment 25 Education
Dr Wayne Veck
Research Student representative
Victoria Randall
Departmental research representatives: Education Studies and Liberal Arts
Professor Nigel Tubbs
Interprofessional Studies
David Raper
Teacher Development
Dr Alasdair Richardson
Faculty Education Communities/MESH Representative
Jon Audain
Copy Date:
Please send your ideas and any contributions for the
Autumn 2016 issue to Paul Veck by the 9th September 2016.
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Welcome to the Research and Knowledge Exchange which we
hope will prove a valuable tool to everyone involved
In my first editorial, I would like to extend sincere thanks to Stephanie Spencer for carrying out
the role of Faculty Head of RKE so well over the last three years. Stephanie made it look very
easy, but I now see that that isn’t the case at all. I am fortunate, however, to share parts of the
role with Vasiliki Tzibazi, Wayne Veck and Naomi Flynn, as well as having the support of the
Research and Development Team. This first semester has been very busy. Our submission to
the REF was made on time, thanks to extensive work by Joyce Goodman and Stephanie Spencer,
supported by Pen Bates. In addition, the Research and Development Team have been working
with Cathy Wharton to update and improve our research webpages and staff profiles on the
external website.
This has meant a huge amount of work in the back ground, so our thanks to all who have
contributed. It’s not all about the REF, however. A quick glance through this edition makes it
evident just what an extensive set of useful research and knowledge engagement activities the
whole Faculty has been engaged in during the summer and autumn. In my role as Head of RKE, I
hope to further the excellent work in supporting and encouraging the breadth of research activity
and publication, whether that is by new or more established researchers, maximising our impact
as far as possible. Enjoy reading about all of the interesting things that have been going on.
Jane Payler.
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Centre for History of Women’s Education
The Centre for the History of Women’s Education
(CHWE) provides a forum for research into
the gendered nature of educational provision,
practice and thought in order to provide a sound
evidence base for understanding historical and
contemporary policy and practice in respect of
education for women and girls.
We take a broad cultural definition of Education: one
which transcends schooling to encompass learning
and teaching (formal and informal) at any phase
of the life-cycle, in any setting or historical period,
including the recent past. As an area of research and
teaching, the history of women’s education generates
cross-disciplinary projects and challenges both
boundaries of knowledge and ways of seeing.
We aim to develop a broad portfolio of research.
Current areas of work include oral history in
higher education; Mary Sumner , the Mothers’
Union and the Girls’ Friendly Society ; the
Headmistresses’ Association; transnational and
trans-imperial approaches to the education of
women and girls and the work of women educators;
teenfictions- school stories for girls in the US and
UK 1900-1960; education and women’s national
and international organisations, including the
British and International Federations of University
Women; T.H.Green and British idealists We
conduct research on and with the Sybil Campbell
Library Collection deposited at the University of
Winchester and arrange seminars, lectures and a
reading group focusing on the Collection.
Our membership in addition to academics within the
university includes national and international visiting
research fellows, postgraduates studying for PhD and
MA degrees. Undergraduate students who are interested
in our area of research are warmly welcome to attend
and participate in seminars and events.
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We aim to:
Explore the gendered nature of educational
provision, practice and thought. Apply gendered
and/or feminist approaches to the history of
(women’s) education and the work of women
educators. Provide a sound evidence base for policy
and practice in respect of education for women and
girls. Offer education, training and opportunities
for research study in the history of women’s
education. Foster an active research climate.
Promote seminars, reading groups and conferences.
Disseminate research findings to a range of
appropriate audiences, including the professional.
We work closely with the History of Education
Society UK and will be convening the 2017 annual
conference ‘Celebration and Commemoration:
milestones in the history of education’ as part of the
Society’s 40th anniversary celebrations.
Members of the Centre publish in a range of
international journals and are invited to speak at
conferences in Europe, Australia, New Zealand and
Asia.
5

Centre for Early Years Education
The Centre for Early Years Education Research was
developed based on the track record in research
and development activity in the field of early years
education of an Early Years Cluster which has
gained recognition both locally and nationally.
Located within the Faculty of Education, Health
and Social Care, but with membership that extends
into other faculties and includes colleagues
researching in Psychology and Child Development,
the Centre provides opportunities for integrated,
inter-professional working.
Strong areas of research concern the observation
of children’s agency. For example creative initiative
has been studied across disciplines, namely
through dialogic interactions, technology in the
early years, enquiry-based pedagogy, embodied
imagination in dance, and literacy in home-school
partnerships. Democracy, race, power and politics
in pre-schools internationally (Portugal and South
Africa) is another area demonstrating strong
scholarship. Centre members are committed to
develop research-informed teaching, and recognise
the reciprocal relationship between research and
practice for example the recent and continuing
project focussing on praxis in the use of research by
trainee and practising teachers.
The members of the cluster represent programmes
across the faculties: Education Studies (Early
Childhood); PGCE Early Years; BEd Primary
including Early Years specialists; Childhood
Studies; Childhood Youth and Community; EYITT;
Psychology and Child Development each grounded
in theoretical, empirical and practitioner research,
including students undertaking small-scale and
dissertation enquiries.
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The research centre will allow us to consolidate
supervision activity and seek to increase student
numbers in this area. We also welcome members
of the EHSC ‘Researching with Children’ cluster to
relevant events. The Centre for Early Years Education
will develop opportunities to work together across
centres, for example in the areas of family health
and well-being, and with the Centre for Real
World Learning to bring our contrasting skills and
perspectives together on appropriate project work.
Aims and objectives of the Centre
Early Childhood Education education is an
important and expanding area in the Faculty
with large increases in student numbers and new
programmes (e.g. PGCE ECE), and in responding
to this the Centre aims to:
• facilitate staff and students to conduct research
• disseminate research findings to the academic
world and beyond
• continue our presence in international forums
• enhance the research environment through
developing student capacity, by increasing the
recruitment of PGR and Masters students within
the ambit of the research centre
• contribute to the research environment of REF
UoA 25 Education
• advance the impact agenda of the REF and of
the University; and assist members in to
generate income for the University through
bids for project work and consultancy roles
Dissemination
As well as publishing widely, the Centre will
support occasional conferences and forums (e.g.
the EECERA Special Interest Group Young
Children’s Perspectives, including the new online,
and BERA Early Childhood SIG).
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Centre for Philosophy of Education
Text to be supplied
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9

Centre for Medical Education
The University of Winchester has expertise in, and
is engaged in a range of activity within and around,
medical education. The Centre was established on
30th September 2015, evolving from a Medical
Education Cluster. The Cluster had established a
track record in research and development activity
in the field of medical education, which has gained
recognition both locally and nationally. The Centre
extends this and complements the research culture
in the Faculty of Education, Health and Social
Care, providing opportunities for integrated,
interprofessional working, as well as establishing
a firm foothold in this important and expanding
area. The Centre is driven by an ethos of furthering
the development of professional practice. Centre
members are committed to develop researchinformed
teaching, and recognise the reciprocal
relationship between research and practice.
The Centre aims to:
encourage and facilitate staff and students to
conduct research into their educational practice /
processes in healthcare contexts;
disseminate research findings to the academic
world and beyond (i.e. professional and general
audiences); build on our established track record
and move forward into international forums;
enhance the research environment through
developing student capacity, by increasing the
recruitment of PGR and Masters students within
the ambit of the research centre; contribute to the
University’s research environment; advance the
impact agenda; and assist members in continuing
to generate income for the University through bids
for project work and consultancy roles.
We have established a successful track record in
bidding for external project funding from a range
of local and national commissioners. Outputs
include reports to stakeholders and policymakers,
presentation of project findings at national and
international conferences, and dissemination
through publications in peer-reviewed journals.
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Strong areas of research concern the evaluation of
programmes of education, evaluation of support,
management and remediation structures and
innovation in medical education. Some of our
recent and on-going research includes:
Evaluating the provision of remediation support in
UK dentistry;
Systematic literature review looking at doctors with
dyslexia and the adaptive methods used in the work
place, commissioned by Professional Support Unit,
Health Education Wessex.
Innovative research with and about doctors with
dyslexia and the adaptive methods used in the
workplace;
A structured literature review of the role of the arts
in medical education;
Research to evaluate a GP FY1 taster scheme for
The Foundation School, Health Education Wessex;
Evaluation of a programme of education
(‘SAFEMED’) to enhance resilience and reduce
stress in the transition from medical student to
foundation trainee for Southampton University
Hospital Trust;
A review of approaches to identifying poor
performance in NHS organisations for the National
NHS Revalidation Support Team;
Analysis of the process of medical appraisal on
Jersey, funded by the Wessex Deanery Appraisal
Service, and the impact of appraisal on doctors.
Publication of the occasional paper – ‘Exploring
Appraisal’ to share themes in the practice of GP
appraisers;
An evaluation of the role of mentoring to support
‘struggling’ GPs for the GP School, Health
Education Wessex;
An evaluation of postgraduate certificate for
General Practitioner appraisers;
Evaluation of the formative use of mind maps
to help tutors understand changes in the way
undergraduate students think about a case after an
attachment in general practice;
Exploration of impact on clinical practice of
developing as a medical educator; and
How is Practice learnt? The Professional
Development of Medical Educators undertaking an
MA Education. PhD Thesis 2013
An ongoing interest of the Centre members is to
emphasise and promote an evidence-based model
of practitioner research and development. This
approach underpins the research of the Centre and
the approach to professional development contained
in the philosophy of the MA Medical Education.
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Centre for Medical, Social and Health Care Edu
Based in the Faculty of Education, Health and
Social Care, the Centre is underpinned by three
core principles guiding its work. Firstly, to support
the development of medical, health and social care
services that meet the particular needs of low- and
middle-income countries; to work towards the
creation of professional groups who are educated
to the highest standards in those countries; and to
ensure any involvement becomes locally sustainable
through quality educational programmes.
Building on the work of the successful MA
Medical Education programme at the University
of Winchester, Professor Colin Coles – who
joined the University over 16 years ago to help
develop postgraduate qualifications for health care
professionals – has been appointed the Centre’s first
convenor.
“Over the past seven or eight years I’ve been
involved in development projects in Africa, such as
the Kintampo Project in Ghana and a new medical
school in Lusaka, Zambia,” said Professor Coles.
“Each of these projects has involved increasing
capacity in health and social care, and in most cases
the creation of entirely new professional groups.
“These projects have involved developing
educational programmes from scratch at
institutions of higher education. All have involved
considerable curriculum development as well as
faculty development.
“Using my experience, I wanted develop a Centre
at the University of Winchester which reflects our
commitment to knowledge exchange across an
international medical sector.”
12

cation Overseas
The launch of the Centre attracted interest from
influential people within the field such as the
Dean from Postgraduate Medical Education at
Health Education Wessex; the Head of Health of
Partnerships for the Tropical Health Education
Trust in London; and the Director of Medical
Education, Lusaka Apex Medical University,
Zambia.
Projects in Somaliland, Uganda and Nepal are
already being discussed, and a conference is being
planned in the autumn to explore how the Centre
can expand its offering.
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Centre for Inclusive Practice and Values in Educ
14

ation
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Centre for Real World Learning
Founded in 2008, the Centre for Real-World Learning
(CRL) seeks to identify the dispositions or habits
of mind of successful learners and how these can
be acquired. Initially focusing on generic learning
dispositions, CRL has subsequently focused on
specific domains – practical and vocational learning,
creativity, engineering and health. CRL focus is on an
applied research, undertaking literature-based theorydevelopment
allied to empirical assessment of the
efficacy of derived tools and pedagogical processes in a
variety of real-world contexts.
CRL has created a concept – expansive education –
to encapsulate its approach to developing powerful
learning dispositions such as perseverance,
collaboration and reflectiveness. Under the banner of
the Expansive Education Network, CRL coordinates
one of the largest global networks of teacher
researchers who are similarly keen to understand
more about the dispositions of effective learners.
Highlights of CRL’s recent achievements include:
• the creation of one of a theory of vocational
pedagogy, published by City and Guilds and
debated ion the House of Lords
• the development of a widely-cited five dimensional
model of creativity, published by the OECD and
now the impetus behind a 14 country proof of
concept study being led by the OECD
• work with the Royal Academy of Engineering to
develop a novel framework for engineering habits
of mind, identified by the Institute of Mechanical
Engineers as one of the six big ideas about
engineering education this century and currently
being trialled in schools and colleges in the south
and north-west of England
• co-developing an approach to a way of framing
improving healthcare, published by The Health
Foundation, recommended by Scotland’s Chief
Medical Officer and being used the NHS in
Northern Ireland, England and Scotland
Just a few of the many publications from Centre for Real World Learning
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• collaborating with the State of Victoria’s Education
Department and Curriculum and Assessment
Authority in Australia on the development and
assessment of critical and creative thinking
capabilities in schools
• publishing a best-selling and critically acclaimed
book, Educating Ruby: what our children really
need to learn, which offers parents an accessible
rationale for the importance of a set of learning
dispositions
• reinvigorating thinking about the value of
apprenticeships and identifying signature
pedagogies remake the medieval idea for the 21st
century
• developing new thinking on the habits of mind
for employability and for the cultivation of
craftsmen and craftswomen in the workplace
• coordinating a submission by ten national
organisations to an Enquiry into the purpose of
education by the Select Committee for Education..
CRL has attracted funding from a wide variety
of sources including The Edge Foundation, the
National Endowment for Science Technology and
the Arts, City & Guilds, the Royal Academy for
Engineering and the Gordon Cook Foundation, as
well as establishing a long-term relationship with the
Comino Foundation.
CRL’s Director, Professor Bill Lucas, and its and cofounder
Emeritus Professor of the Learning Sciences,
Guy Claxton, have achieved wide recognition as two of
the world’s most pre-eminent thinkers about education.
Bill Lucas is in demand as a key-note speaker across
the world, for example, in Australia, Sweden, France,
Qatar, Dubai and USA, as well as being highly active
across the UK. Bill advises a range of organisations
- the Mitchell Institute, the Health Foundation, City
and Guilds, Eton College, the Church of England and
the Comino Foundation.
www.expansiveeducation.net
www.winchester.ac.uk/realworldlearning
@eed_net
@EducatingRuby
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Centre for Research in Teaching and Teacher Ed
The Centre for Research into Teaching and Teacher
Education has three significant contributions to
make to the Faculty of Education, Health and Social
Care and, indeed, to the university as a whole. First,
the Centre will be a focal point for already existing
research into teaching and teacher education within
and beyond the Faculty. Second, the Centre will
play an important role in both establishing and
connections with research groups, centres and
organisations both in and outside of the University.
Third, the Centre will offer a significant
contribution to the research environment of the
Faculty of Education, Health and Social Care. One
of the Faculty’s key RKE goals is to build on the
successful strategy of encouraging staff to complete
their doctorates by locating the development of
research clusters and research centres at the heart of
our strategy for supporting post-doctoral research
success and enhancing the research environment.
This Centre will be perfectly placed to contribute
to this goal. The Centre will create opportunities
for peer mentoring, support for publication
plans, identification of funding sources research
collaboration and joint applications for funding.
The Centre will work with academics and
professionals within and beyond academia
to produce interdisciplinary research.
This will involve collaborating with
established Centres in philosophy of
Education, Inclusive Education, the
Early Years and Medical Education in
the Early Years, Spirituality, Medical
Education, and so on.
Members of the Centre have already
established engaged in RKE with external
organisations, including: working with
schools in The Gambia; mathematics
project with local schools in challenging
circumstances; Winchester Discovery
Centre and The MoD Education of Service
Children Change Programme (ESCCP).
RKE activites have been disseminated through:
new curricula in schools and local authorities
presentations at professional conferences and
staff development material.
Workshops have been delivered for trainee
Educational Psychologists on the teaching of
Literacy, on social, emotional and mental health
at the Angry Learner’s Conference for teachers
at a 5-day CPD event for teachers run by the
Holocaust Educational Trust for teachers in
Belfast, entitled ‘Exploring the Holocaust’. On
engagement with Holocaust sites for Museum
Educators from the State Museum a Auschwitz
Birkenau
18

ucation
The Centre and the next REF
Outputs at 1* in UoA 25 Education were at 7.8%
compared to 3% overall in the other 36 UoAs; and
at the University of Winchester they were at 10.8%.
To build upon our success at producing outputs at
4* and 3* and to diminish the numbers of outputs
at 1* or 2*, research leadership is required and the
Centre is in a good position to offer this guidance.
Indeed, members of the Centre will guide and
support each other by reviewing each other’s work
and guiding each other through research processes.
The central aim is for all Centre members to
produce measurable outputs and to be better
positioned to submit to the next REF.
The Centre aims to:
explore policy and practice in teaching and teacher
education
provide an evidence base for policy and practice in
teaching and teacher education
offer education, training and opportunities for
research- and evidence-based study in teaching
and teacher education
foster an active research environment
promote seminars, reading groups and conferences
disseminate research to professionals working
in and around schooling and educational policy
makers;
contribute to the research environment through
increasing the recruitment of PGR and Masters
students
contribute to the research environment and impact
of REF UoA 25
assist members in generating income for the
university
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Centre for Research into Imagination, Curiosity
The Centre for Research into Imagination,
Curiosity, Enquiry and Environment (ICEE)
grew initially from the existing Science Cluster
for Learning and Education (SCICLE), which
has established a successful track record since its
formation two years ago and where members have
shown both commitment to research-informed
teaching and recognition of the close and reciprocal
relationship between research and practice.
The Centre will formally recognise the work of
SCICLE to date, while in addition further facilitate
links with outside bodies and allow for further
development of research activity, with a broad
remit, which reflects the scope of discipline specific
research, interdisciplinary possibilities, and broad
notions of learning and futures education. As such,
the Centre has the capacity to act as a hub for other
extant EHSC Clusters, including those for creativity,
spirituality, arts and narrative, who will be invited
to join to optimise future capabilities.
The Centre will also encompass related areas of
focus such as rights and character education,
education for sustainability, and climate change
education. The Centre will complement the Faculty
research culture and provide opportunities for
integrated, inter-disciplinary and inter-professional
working within EHSC, across the University
and beyond.
The Centre will develop opportunities to
complement other Faculty Centres. Initial
conversations have also identified links to the future
Centre for Climate Change. Thus, the time is right
to launch such a forward thinking group. With a
deliberately broad remit, the Centre will provide
a flexible space in which researchers (university,
schoolbased and other groups) can engage in
creative enquiry and develop shared interests in the
earliest years of development to higher education
and adult lifelong learning. Indeed, the
Centre will provide a vibrant hub for existing
work in creativity, wonder, imagination, wellbeing,
sustainability, climate change, futures thinking,
global citizenship, social and environmental justice,
nature, space and place, and the arts; these are all
lenses through which the research nexus between
complex concepts and education might be explored.
The Centre will place emphasis on participatory
and collaborative research methodologies, which
are critically reflexive and foreground the voices of
learners.
The Centre is established from a range of expertise
and experience, from postdoctoral researchers,
early career researchers engaged in PhD and
professional doctorates and researchers new to
Higher Education. The Centre is therefore well
placed as a hub for mentorship and development.
Members are variously supervisors to Phd and EdD
students, and work alongside Winchester Research
Apprentices and Student Fellows.
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, Enquiry and Environment
Members of SCICLE are engaged in internal and
external RKE activities, which have been
disseminated through presentations at academic
and professional conferences and published
both nationally and internationally. Members are
also seeking to build an outward facing profile
in new and imaginative ways such as engagement
with social media and public events.
Initial
EHSC RKE 116/15-16 ICEE 3 conversations have
established a list of indicative speakers. Public
engagement is also be an important remit of the
Centre. Core members are involved in public
engagement activities and, given the focus of wider
aspects of education for all, a wide spectrum of
voices will be integral to the ongoing development
of research and knowledge exchange activities.
Indicative speakers have been identified.
The Centre and the next REF
Members of the Centre will guide and support each
other in reviewing each other’s work and guiding
each other through research processes. As a hub
for interdisciplinary research, the Centre will create
opportunities for peer mentoring, support for
publication plans, identification of funding sources,
research collaboration and joint applications for
funding. A central aim is for all Centre members
to produce measurable outputs and to be better
positioned to submit individual profiles to the next
REF, to contribute to the research environment and
build a potential impact case study.
The Aims of the Centre
The Centre aims to:
• attract membership from a diverse range of
disciplines
• foster an active research environment
• explore theory, practice and policy in learning
and teaching
• promote research informed teaching
• contribute to the evidence base for theory,
practice and policy in learning and teaching
• promote seminars, workshops and reading
groups for members
• host speakers, conferences and other events for a
wide audience
• disseminate research to academics, professionals
and policy makers
• enhance the research environment through
increasing engagement of students
• foster public engagement in knowledge
exchange
• contribute to the research environment and
impact for REF UoA 25
• assist members in generating income for the
university
• mentor colleagues new to HE
• extend further collaborative partnerships
• develop confidence and reputation of Centre
identity.
The Centre for Research into Imagination,
Curiosity, Enquiry and Environment has significant
contributions to make to the Faculty of Education,
Health and Social Care and, indeed, to the
university as a whole.
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4 22

What’s New?
REF 2014 submission
The University of Winchester has submitted to
the Research Excellence Framework 2014. The
Faculty submitted to Unit of Assessment 25
(Education). The REF Panels assess submissions
throughout 2014 and the outcomes are
published in December 2014.
New Visiting Professors
Penelope Leach and Geoff Meads are two new
Visiting Professors attached to EHSC. For more
information please visit the EHSC Faculty PLATE
Visiting Professors external website page.
New Visiting Research Fellows
The Faculty has three new Visiting Research
Fellows - Dr Richard Mann, Barbara Parry and
Dr David Percy. For more information please
visit the EHSC Faculty PLATE Visiting Research
Fellows external website page.
EU Expert Group
Dr Charly Ryan has been invited to join the
EC Science Education Expert Group (SEEG) to
review the Research Framework 7 projects and
establish a new policy for a European science
education and define research to 2020.
Reshaping PLATE: Research Clusters
in EHSC
Last academic year, Faculty RKE Committee
promoted the idea of small clusters of likeminded
researchers coming together to form
supportive groups, initially for one year. This
idea has proved very popular. The following
clusters have had proposals accepted giving
them access to up to £200 each to fund RKE
activity:
Early Years Cluster
Convenor: Dr Jane Payler: A community of early
years researchers sharing research and knowledge
exchange experiences and providing support to generate
further RKE activity.
Postgraduate Research Cluster Convenor:
Helen Loader: Enabling cross faculty
collaboration and knowledge exchange
between research students.
Medical Education Cluster Convenor: Dr
Jane Bell: This cluster aims to raise the profile
of medical education within the University,
promote research already being undertaken and
enhance the research environment.
Health and Social Care Cluster Convenor:
Nick Purkis: As a group of health and social
care professionals/educators our aim is to pool
expertise and work collaboratively to establish a
Health and Social Care Centre of Excellence.
Narrative Research Cluster Convenor: Dr
Alastair K Daniel: A community of researchers
with a common interest in narrative as a
research methodology.
SCICLE (Science Cluster for Learning and
Education) Convenors: Dr Helen Clarke and
Karen Phethean: Bringing together diverse yet
related areas of interest, this special interest
group seeks to make new connections.
Arts Education Research Cluster Convenor:
Suzy Tutchell: a community of arts education
researchers, providing support and ideas for
staff to generate RKE outcomes.
Philosophy of Education Cluster Convenor:
Professor Nigel Tubbs: has built on existing
strengths by developing research and teaching in
modern liberal arts.
Visit our new research cluster webpage for more
information.
If you are considering setting up a cluster contact
Penelope.Bates@winchester.ac.uk for further
details.
News from some of the clusters follows below.
Medical Education Research Cluster
Medical Education is an important and
expanding area and one in which the university
already has significant expertise and activity. By
forming a Medical Education Research Cluster
we hope to:
• Raise the profile of the University within
this arena;
• Promote research already being undertaken by
Faculty staff in the area of medical education
research; and
• Enhance the research environment in this area.
We have had recent success with a number of
research projects. The MA Medical Education
attracts medical educators to the university and
promotes practitioner research in this field.
Future goals are to:
• Invite visiting speakers
• Promote the publication of MA Medical
Education students’ work.
• Undertake and publish research in medical
education.
Jane Bell (Convenor), Rachel Locke, Sam Scallan
23

Postgraduate Research Cluster
The faculty research student representative
for the past three years, I have seen a marked
increase in students’ concerns about ensuring
the widest impact for their research. The
enthusiastic responses from research students,
Helen Leadbitter, Piia Paal and Nitha Jose to
my open invitation to collaborate prompted
the beginning of the EHSC Research Student
Cluster Group in July 2013. Our initial aims for
the year are to develop an understanding of
our research needs and interests, to strengthen
our profile as a group of researchers within the
University of Winchester and extend our work to
other research bodies and groups in the UK and
internationally. Future plans include organising a
seminar on methodological issues and concerns
and contributing to the Faculty Forum sessions
run by Wayne Veck and Emile Bojesen.
All post graduate research students in EHSC are
welcome to join us.
Helen Loader (Convenor)
Narrative Research Cluster
The Narrative Research Cluster brings together
those with an interest in both the application
of narrative as a research methodology and the
nature of narrative itself. We are, as yet, a small
group of academics drawn from the Department
of Teacher Development but are keen to broaden
the membership, and hope to welcome research
students and academics from across the faculty.
So far we have had two meetings, during which
we have discussed our own uses of narrative
within research and have shared publications of
interest.
The range of interests is wide at both
undergraduate and postgraduate level including
a more philosophical consideration taking in
narrative representation of the social semiotics
of performance, to the way in which a narrative
approach may support data collection and
analysis for undergraduate research dissertations
and professional enquiry. We have opened
discussions with the Centre for Narrative
Research, University of East London, with the
aim of linking our work with an established
centre of experience and expertise.
Alastair Daniel (Convenor)
Early Years Research Cluster
This cluster brings together a broad range of
early years expertise in the Faculty including
research, teaching and practice in the arts,
professional development, policy development,
interprofessional practice, social and emotional
development, mathematical development,
pedagogy, philosophy of early years education
and parental engagement. We aim to provide
support and ideas to generate RKE outcome
and to enhance the profile of early years in the
university.
So far, activities have included:
• Conferences: Unhurried Pathways conference,
(27 October, 2012): Malaguzzi (2nd November,
2013)
• Guest speakers: Paolo Cavazzoni (5th Nov
2012); Prof Vasu Reddy (30th Jan 2013);
Rod Parker-Rees, Editor of Early Years: An
International Research Journal (9th Dec 2013)
• Showcase of local authority Leading
Foundation Stage Practitioners (5th Nov, 2012)
• Books: Young Children As Artists; Promoting
Positive Behaviour In The Early Years; Early
Years Foundations: Critical Issues; International
Perspectives on Early Childhood Education and
Care
• Overseas visits: Sweden, Iceland, Estonia,
building on existing and leading to new
Erasmus agreements
• Launch & joint leadership of TACTYC:
Association for the Professional Development
of Early Years Educators / British Educational
Research Association Early Childhood SIG
‘UK research review’ and ‘policy briefing’
collaboration
Jane Payler (Convenor)
‘Catching them early’ – HEA online
discussion
The Higher Education Academy has invited Dr
Jane Payler to facilitate an online discussion
and networking event alongside Professor Liz
Wood, University of Sheffield, on professional
development in the early years, particularly in
light of the next phase of Early Years Teacher
status. Further details can be found at www.
heacademy.ac.uk/events/detail/2013/04_Dec_
Soc_Sci_webinar-Catching_them_early
Linking quality of education and
quality of patient care
Postgraduate Medical Education at the
Wessex Deanery is forging closer links with
undergraduate and postgraduate education
across all healthcare education within Wessex
under the new umbrella of Health Education
Wessex. Mark Rickenbach is leading a project
to integrate the review the quality of education
across all professional groups within the setting
of the healthcare environment. There are generic
approaches that work whether you are training
in medicine, nursing, physiotherapy, midwifery or
any allied health profession. If you are involved
in education of healthcare workers in any group
and are interested to know more, or be involved
in piloting a new Wessex wide approach, please
contact Mark Rickenbach, Visiting Professor at
the University of Winchester and Associate Dean,
Heath Education Wessex Mark.Rickenbach@
wessex.hee.nhs.uk
24

Externally Funded New Projects
Evaluation of workshops for Foundation stage
doctors
The aim of the research is to evaluate the impact
of a programme of education for foundation
doctors consisting of workshops and follow up
small group work to enhance resilience and
lessen stress in the transition from medical
school to clinical practice (SAFEMED). This
research was commissioned by the University
Hospital Southampton in November 2013. The
research will identify the evidence regarding
the benefits of a possible future roll-out of the
programme to other trusts and specialties.
Dr Rachel Locke
Completed Projects
Transforming Writing: raising attainment
through formative assessment
Funded by the Esmée Fairbairn Foundation,
Jonathan Rooke is working with The National
Literacy Trust on a two year national research
project called Transforming Writing. Pie Corbett
and Julia Strong are consulting on the project
and Liz Chamberlain and Penny Lawrence, EHSC
are also contributing expertise in literacy and
video methodology respectively.
Twenty four teachers were in the first cohort
of researcher-practitioners, 180 teachers in the
second phase and an anticipated future impact
working with 1,824 teachers and 54,720 pupils
Sept 2013-July 2015. The final report is available
to download from the UoW website PLATE
projects page.
ADFAM Consultancy
REF funded projects
The following have successfully applied for REF
funding so far this academic year (2013-14) for
the following projects:
Nigel Tubbs – expenses for Visiting Lecturer for
MLA (Dr Lorette Bristol) and expenses for overseas
conference attendance to give a paper ‘A modern
divine comedy’ at the 20th annual conference of
The Association for Core Texts and Courses, USA.
Wayne Veck – Marking relief for writing a
journal article: Ideas for inclusive educators from
Emmanuel Levinas’ ethical philosophy.
Stephanie Spencer – expenses for overseas
conference attendance to give a paper and chair
a session at the History of Education Annual
Conference, Brisbane.
The aim of this research was to evaluate nine
objectives of a training programme linked to
competence and working with families with
complex needs including alcohol or drug
problems. The study covered all nine ADFAM
management training courses that are being
delivered in Birmingham, London, Leeds and
Manchester. The participant’s knowledge and
understanding and competence are being
tested at four time points: at the pre and posttest
training; at four weeks post-training and
at sixth months. The project funder is ADFAM
(via the Department of Education), a national
charity that works with parents and carers who
have a family member with drug and alcohol
problems. A Final Evaluation Study is available
to download from PLATE projects external
webpage.
7 25

What’s On?
‘Malaguzzi and Contemporary Early Years
Alternatives: Lessons from Iceland and Reggio
Emilia’, International Conference
The ethics, philosophy and approach of Loris
Malaguzzi, a key 20th century pioneer in early
years education, were recently explored in
this international conference that took place
on 2 November 2013, attended by around
130 delegates Keynote international speakers
included Professors Peter Moss and Kristján
Kristjánsson, Dr Alfredo Hoyuelos from Spain and
Kristín Dýrfjörð from Iceland.
With his forward-thinking and radical
approach – that children should be encouraged
to develop their own theories about the
world and how it works through facilitated
exploration – Malaguzzi’s pedagogy is revered
and drawn upon by increasing numbers of
modern-day practitioners. His work highlighted
in the conference, in the context of Icelandic
and Scandinavian approaches to early years
education. With a book launch and supported
by Early Childhood Action, the conference was
opened by the Vice Chancellor, Professor Joy
Carter. The continuing work of the community of
early childhood education in Reggio Emilia was
represented in a specially commissioned video
presentation from Dr Tiziana Filippini. England’s
Reggio Emilia community was also well
represented by ‘Sightlines’ and other colleagues.
Faculty Research Workshops
The first research workshop ‘Conferences and
Posters’ took place in November 2013 and
was well attended with useful information on
producing a poster using Power Point provided
by Pam Maunders, available to download from
the EHSC Research and Development Learning
Network page.
Faculty Seminars
Faculty seminars offer an opportunity for
colleagues to share their work. Visiting speakers
and international visitors including visiting
researchers and in addition this year, cluster
group events all form the annual programme of
seminars.
Thursday 14 November ’13 - Using Bourdieu to
analyse educational policy, Dr Naomi Flynn
Wednesday 20 November ’13 - Fibonacci
project, Ida Guldager & Claus Auning,
Syddenmark University College Haderslev,
Denmark and Training of Carers for the Elderly,
Dr Agnieszka Szplit of Jan Kochanowski
University in Kielce Kielce, Poland (visiting
speakers)
Monday 2 December ’13 - Reconstructing and
Appropriating Spaces for Learning, Visiting
Researcher, Mireia Farrero, University
of Lleida, Spain (SCICLE Cluster visiting
speaker)
Monday 9 December ’13 - Publishing in Early
Years, Associate Professor Rod Parker-Rees,
Plymouth University (Early Years Cluster
visiting speaker)
Forthcoming Faculty Research
Development Events
Please check the Research notice
board in St Grimbalds’ coffee lounge
for research news and for the monthly
programme of Faculty RKE Events
in addition to the EHSC Research
and Development Learning Network
page and the EHSC Research external
webpages.
Forthcoming seminars
Wednesday 15 January 2014, 4.30-5pm -
Meeting the Challenge of Dementia, Nick Purkis
(report on conference to IPS department), HJB 17
Monday 20 January 2014, 4.15-5.15pm, HJB 10
- Education Communities and MESH, Professor
Marilyn Leask, University of Bedfordshire (visiting
speaker)
Wednesday 26 February 2014 - Student teachers
exploring the museum experience, Dr Vasiliki
Tzibazi, HJB 5.
Forthcoming workshops
Wednesday 2 April 2014, 1-2pm, TAB213 -
Writing for publication, with a panel of academic
staff who will offer their experiences of this
process. If you are interested in participating as
a panel member, please contact the RDT team
to discuss.
PLANNING FOR 2013-14 and
beyond If any of you would like to
present a research seminar, or, if you have
an idea for staff development research
sessions (e.g. Research Workshops)
– please contact any member of the
Research and Development Team to
discuss your ideas.
26

Who’s Speaking?
Conference News
Early Childhood Development goals for the United
Nations’ international ‘Post 2015 Framework’
Dr Jane Payler was an invited member of
the roundtable discussion forum, Reflecting,
Celebrating and Shaping the Future: The
Importance of Early Childhood Development
on 6th November, 2013, at the University
of Northampton. The group of 15 included
Professor Sir Al Aynsley-Green, Dame Gillian
Pugh, Professor Roy Evans, Professor Emerita
Janet Moyles, Dr Margy Whalley, Sue Egersdorff,
Pat Tomlinson, Wendy Scott and Sue Gregory.
The event was led by Dr Nurper Ulkuer, Former
Chief of Early Childhood Development UNICEF,
New York (2007-2012) and facilitated by
Professor Denny Hevey. The purpose of the
meeting was to develop a statement about the
priorities for an integrated approach to Early
Childhood Development for the United Nations’
international ‘Post 2015 Framework’.
It was followed by a presentation from Dr.
Ulkuer at the All Party Parliamentary Group on
Conception to the age of Two - the First 1001
Days at the Houses of Parliament, including a
summary of the roundtable discussion.
EECERA 28th August to 1st September, 2013,
Tallin University, Estonia
The 23rd European Early Childhood Educational
Research Association annual conference was
hosted this year by one of our Erasmus partners,
Tallin University. At the very welcoming
conference, keynote speakers included Professor
Kathy Sylva of University of Oxford and Professor
Nandita Chaudry, University of Delhi.
Our presentation on Young Children as
Participants in Interprofessional Practice,
(co-author Dr Jan Georgeson), gave us the
opportunity to discuss associated research with
European and Australian colleaguesprompting
initial thoughts on a collaborative project.
Jane Payler
BERA EC sig/TACTYC 2nd collaborative seminar
Developing Policy Briefings, University of
Sheffield, 3rd July, 2013. The draft Early Years
Policy Briefings document was sent out to
collaborators, members and a practice group
for consultation in November and is now
undergoing its final drafting ready for launch in
January, 2014.
BERA 2013 CONFERENCE, University
of Sussex
Several of us attended the annual conference
of the British Educational Research Association
27
(BERA) in a very sunny Brighton in early
September, either to deliver papers or to explore
what this broad-church conference offers.
It is perhaps fair to say that there can be some
negative associations with BERA; it can be
perceived as a bit stuffy or exclusive, or just too
generalised compared with the seductive single
focus of a subject association conference. But
maybe there are advantages in the breadth of
identity that BERA has and here is a summary
of my experience of some of them from this
year:
• The nature of the special interest groups
(SIGs) is very wide ranging so that there is a
sense of ‘something for everyone’
• I find the opportunity to attend presentations
in subject, social theory, policy and methodsrelated
areas really useful in terms of
garnering many different stimuli from one
conference; a kind of ‘buy get one free’
approach to conference attendance.
• The breadth is helpful in giving me options to
present my research to different audiences.
Speaking as someone who finds defining my
research identity horribly difficult, I delivered
my paper as part of the Literacy and Language
SIG; but it could just have usefully sat in the
Social Theory and Education SIG or the Race,
Ethnicity and Education SIG had I framed
discussion of the same data differently.
• BERA is well-regarded by education
professionals outside academia. Listening to
thinking, articulate senior civil servants from
the DfE discussing the current drive towards
‘evidence-based practice’ with the BERA
president was highly memorable.
This is maybe not a conference for every year,
but it is one that I will likely attend on a regular
basis. Next year’s conference celebrates BERA’s
40th anniversary and takes place at the IOE in
London. See http://www.bera.ac.uk/.
Naomi Flynn
Conference Papers
FLYNN, N. (2013) ‘Under the Invisibility Cloak:
Position Policy for the Teaching of English as
an Additional Language’ BERA Conference,
University of Sussex
GOODMAN, J. (2013) ‘Peace, Anti-Fascism
and Empire: Activism in the National Union
of Women Teachers in Inter-war Britain’,
American Educational Research Association
(AERA), San Francisco

PAYLER, J. & GEORGESON, J. (2013) ‘Young
Children as Participants in Interprofessional
Practice’ European Early Childhood Education
Research Association (EECERA) 23rd Annual
Conference, 28th August to 1st September,
Tallinn University, Estonia
O’BRIEN, M. & MORSE, C. (2013) ‘Using
Lesson Study to Identify Barriers to Learning
in Mathematics’, 4th Teacher Education
Advancement Network Annual Conference,
May 17th, Birmingham
Bell]
The role of mentorship in remediating
‘struggling’ doctors [Rachel Locke, Samantha
Scallan, Laura Edwards, Richard Weaver,
Richard Mann, Heidi Penrose]
The value of actors to the continuing
professional development of GP trainers [Johnny
Lyon-Maris, Samantha Scallan]
AMEE Conference (2013), August, Prague
The role of mentorship in remediating ‘struggling’
doctors [Rachel Locke, Samantha Scallan, Laura
Edwards, Richard Weaver, Richard Mann, Heidi Penrose]
LOCKE, R. & SCALLAN, S. (2013) ‘The role
of mentorship in remediating ‘struggling’
doctors’, RCGP National Conference, October,
Harrogate
WILLS, R. (2013) ‘Challenging ‘the they’: an
Heideggerian exploration of power figures in
children’s lives’, 13th International Conference
on Children’s Spirituality, July, Leuven, Belgium
Conference Posters
RCGP National Conference (2013),
October, Harrogate
Procedures and processes of accreditation for
GP trainers: similarities and differences [Johnny
Lyon-Maris, Samantha Scallan]
Can medical appraisal drive change? [Rachel
Locke, Samantha Scallan, Camilla Leach, Gill
Watson, Susi Caesar]
The professional development of General
Practice Appraisers [Samantha Scallan, Jane
Bell]
UKCEA (2013), September, Oxford
Procedures and processes of accreditation for
GP trainers: similarities and differences [Johnny
Lyon-Maris, Samantha Scallan]
Can medical appraisal drive change? [Rachel
Locke, Samantha Scallan, Camilla Leach, Gill
Watson, Susi Caesar]
The professional development of General
Practice Appraisers [Samantha Scallan, Jane
10 28

11 29

Publications
Chapters
GOBLE, C. & DONSON, J. (2013) ‘Skills for
empowerment, participation and advocacy’ in A.
Mantell (ed.) Skills for Social Work Practice (2nd
Edition, London: Sage/Learning Matters, pp
GOODMAN, J. (2013) ‘Visualising girls’
secondary education in interwar Europe: Amelie
Arató’s L’Enseignement Secondaire Des Jeunes
Filles en Europe (Brussels, 1934)’, in Martin Lawn
(ed.) The Rise of Quantitative Data in Education
Systems, Symposium, pp117 - 138
WILLS, R. (forthcoming September 2014)
‘Accepting the middle ground: a philosophical
exploration of spiritual education’ in New
perspectives in Education, Continuum
Articles
CAESER, S., LOCKE, R. & SCALLAN, S. (in press
for December 2013) Medical appraisal and
revalidation: can it improve patient care? in
Education for Primary Care
CATLING, S. & MORLEY, E. (2013) Enquiring
into primary teachers’ geographical knowledge,
Education 3-13 in International Journal of Primary,
Elementary and Early Years Education, 41:4, pp
425-442
FLYNN, N (2013) “Encountering migration:
English primary school teachers’ responses to
30
Polish children” in Pedagogies: An International
Journal, 8:4, pp 336 - 351
HARDMAN, S. & LUKE, S (2013) Reflections on
a research journey in Research in science teacher
education, 68:33-42
Sue Luke and Sally Hardman’s first published
article in Science Teacher Education with a special
focus on research had a glowing introduction
from the editor:
“Our final article is a beautifully crafted addition
to the debate started in our first special edition
of STE in October 2010 on ‘Science Teacher
Education - Inside the Black Box’. Sally Hardman
and Sue Luke tell the story of how they entered the
new world of research when joining a university,
having previously been primary teachers. They
show how analysis of one’s own practice can be a
very worthwhile and liberating enterprise, both as
high quality and rigorous research and as personal
reflection to improve practice.”
LAKE, J. & JACKSON, L. (2013) Enabling fresh
perspectives on assessment via the performing
arts in Medical Education, 47: 1119–1146
LYON-MARIS, J. & SCALLAN, S. (in press for
December 2013) Procedures and processes of
accreditation for GP trainers: similarities and
differences in Education for Primary Care
PAYLER, J. & GEORGESON, J. (in press)
Multiagency working in the early years:
confidence, competence and context in
Early Years: An International Research Journal,

Special Edition ‘Integrated Children’s Services:
Rethinking Research, Policy and Practice’
Published online: 16 Oct 2013
PAYLER, J. & GEORGESON, J. (2013) ‘Personal
action potency: early years practitioners
participating in interprofessional practice in early
years settings’ in International Journal of Early
Years Education, 21:1 , pp 39-55
Published online: 05 Mar 2013
PURKIS, N. (2013 in press) How does online
learning enable UK nurses to progress in their
careers in the current financial and educational
climate?, in Nursing Times
RYAN, C. (2013) Malestar y bienestar en
la profesión docente en Europa: el caso de
Inglaterra, in El malestar y el Bienestar en
la profesión docente: Políticas, prácticas y
experiencias, Bozu Z, Jaraúto Borrasco B and
Serrat Anatoli (Eds.) Barcelona, University of
Barcelona, pp 22-32 (trans. Well-being and
dissatisfaction in the teaching profession in Europe: the
case of England)
RYAN, C. (2013) Ensinar e Aprender Biologia
com Deleuze e Guattari (Teaching and Learning
biology with deleuze and Guattari) in Revista
da Associação Brasileira de Ensino de Biologia -
Número 4 - Novembro de 2011, pp33-41
(trans. Teaching and learning biology with
Deleuze and Guattari)
RYAN, C. (2012) Falando e escrevendo sobre
a criação do currículo e a formação dos
professores,[Talking and writing teachercurriculumdevelopment]
Leitura 59 pp4-16.
Talcott Parsons:
Despair and Modernity
This is not a conventional biography but an attempt to explore the motives and intentions that underpin
Talcott Parsons’ published work by exploring the reasoning Parsons shares with his readers in the
pages of his many published works and the possible links between Parsons’ academic outputs and
the social, economic and political situations in which Parsons found himself during the course of
his life. Shaun Best brings together biography and the sociology of knowledge to demonstrate that
there are links between the phases of Parsons theorizing the political, economic and social problems
facing the United States; the circumstances in which he found himself and the intellectual decisions
he made about what to publish.
The assumption which underpins
Parsons’ work is that knowledge is
produced by people in particular
historical conditions, grounded
in sensory experience, exercising
choice, judgment and reflection on
those experiences. Thus, this book
explores and evaluates Parsons’
ideas and arguments in relation
to developments in social theory
since the 1970s.
About the authors:
Dr Shaun Best has taught around
issues of social inclusion in Higher
education since 2000 and has had
several books published on issues
ranging from contemporary social
theory, social divisions, methodology
and biography.
In 2015 Shaun won the Irish Journal
of Sociology inaugural distinguished
article prize for his paper ‘Agency
and Structure in Zygmunt Bauman’s
Modernity and the Holocaust’
Philosophy and Modern Liberal Arts Education:
Freedom is to Learn
In the age that announces the death of metaphysics, that is alive to the existence of the ‘other’, and defends
democratic citizenship against the privilege of masters, what future can there be for a liberal arts education
grounded in the pursuit of first principles? This book explores the tradition of first principles within liberal
arts education, retracing the themes of discipline and freedom within its history from antiquity to RM
Hutchins. It then offers a challenge to the logic of that tradition as it appears within metaphysical, natural
and social relations, arguing that this ancient logic is no longer fit for purpose. Philosophy and Modern
Liberal Arts argues for a modern version of liberal arts education, exploring first principles within the divine
comedy of a modern educational
logic, reforming the three
philosophies of metaphysics, nature
and ethics upon which liberal arts
education is based. At a time when
there is something of a resurgence of
liberal arts education in Europe, and
a crisis around liberal arts education
in the USA, this book offers a
profound transatlantic philosophical
and educational challenge to its
students and practitioners.
About the authors:
Prof Nigel Tubbs works in the
relation between philosophy and
education. His publications explore
how this relation affects the concept
of ‘the teacher’, of ‘education’
and the shape of the history of
western philosophy. He has been
part of the development of new
degree programmes in Modern
Liberal Arts, both undergraduate
and postgraduate, both of which
retrieve the idea of a liberal arts
education as an exploration in first
principles grounded in a notion of
philosophical education.
Educating Ruby
what our children really need to learn
Educating Ruby: what our children really need – the book, linked to authors Guy Claxton and Bill
Lucas’ campaign, is for teachers, parents, grandparents, employers and anybody interested in the
current education system. Read it and have the confidence to stand up and have your say on the
future of education.
Everyone knows schools need rethinking – our political and educational worlds teem with critiques and
proposals. But few speak from the heart: from the perspectives and concerns of teachers, children and
families as human beings (rather than as deliverers or recipients of the curriculum).
About the authors:
Prof Guy Claxton is Emeritus Professor
at the University of Winchester
and Visiting Professor of Education at
King’s College London. He has previously
taught and researched at Oxford
University, Bristol University and
the University of London Institute of
Education. Guy is an internationally
renowned cognitive scientist.
Prof Bill Lucas is Director of the
Centre for Real-World Learning at
the University of Winchester. An
acknowledged thought-leader in
education, Bill has been a school
leader and the founder of two national
educational charities. With Guy
Claxton he created the Expansive
Education Network for schools
wishing to expand the goals of education
to include much that is central to
Educating Ruby.
Visit
www.educatingruby.org
to find out more
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