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Education research – Bath Spa University

Area of research excellence: Education

Bath Spa University’s School of Education has built an excellent local, national and international reputation in the fields of research in three cross-cutting areas of research, which define education research at Bath Spa:

  • Social justice and equity in education
  • Practitioner research
  • Creativity in education.

With interdisciplinary engagement from art and design, creative writing, psychology, and environmental humanities, we produce creative, participatory and critical research that makes an impact on education practice and practitioners.

The socially-engaged and practice-relevant nature of our research impact strategy has been key to allowing us to develop research in partnership with community partners and research beneficiaries - many of whom we have long-standing partnerships with - who benefit from our research and put it into practice.

Current and recent research projects have been funded by the AHRC, the European Commission, the Wellcome Trust, the Education Endowment Foundation, the Primary Science Teaching Trust, NASEN, and Somerset County Council.

Related projects

Research and academic outputs

Go to ResearchSPAce

Judith Butler, race and education
book

Chadderton, C (2018) Judith Butler, race and education. Palgrave Macmillan, London. ISBN 9783319733647

Beyond Every Child Matters: neoliberal education and social policy in the new era
book

Simon, C.A (2016) Beyond Every Child Matters: neoliberal education and social policy in the new era. Routledge, Abingdon. ISBN 9781138918979

Equity, trust and the self-improving schools system
book

Riddell, R (2016) Equity, trust and the self-improving schools system. Trentham Books, London. ISBN 9781858566924

Research and policy in education: evidence, ideology and impact
book

Whitty, G (2016) Research and policy in education: evidence, ideology and impact. Bedford Way Papers . UCL IOE Press, London. ISBN 9781782770848

The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning disabilities
book

Simmons, B and Watson, D (2014) The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning disabilities. Karnac Books, London. ISBN 9781780490342

Dilemmas of self-identification and provision of disability support
book_section

Read, S, Miles, C and Merchant, W (2020) 'Dilemmas of self-identification and provision of disability support.' In: Burke, C and Byrne, B, eds. Social research and disability: developing inclusive research spaces for disabled researchers. Routledge, Abingdon, pp. 64-77. ISBN 9781138387652

Future shock, generational change and shifting eco-social identities: forest school leaders’ reasons to train
book_section

McCree, M (2020) 'Future shock, generational change and shifting eco-social identities: forest school leaders’ reasons to train.' In: Cutter-Mackenzie, A, Malone, K and Barratt Hacking, E, eds. Research handbook on childhoodnature: assemblages of childhood and nature research. Springer, Cham, pp. 925-952. ISBN 9783319672854

Embracing complexity: understanding the experiences of university-based teacher educators in England
book_section

Duggan, M and la Velle, L (2019) 'Embracing complexity: understanding the experiences of university-based teacher educators in England.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London, pp. 90-111. ISBN 9781782772521

The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences
book_section

Simmons, B (2018) 'The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences.' In: Twomey, M and Carroll, C, eds. Seen and heard: exploring participation, engagement and voice for children with disabilities. Peter Lang, Oxford, pp. 125-144. ISBN 9781787075160

Researcher reflections on early childhood partnerships with immigrant and refugee communities
book_section

Georgis, R, Gokiert, R and Kirova, A (2018) 'Researcher reflections on early childhood partnerships with immigrant and refugee communities.' In: Madrid Akpovo, S, Moran, M. J and Brookshire, R, eds. Collaborative cross-cultural research methodologies in early care and education contexts. Routledge, New York, NY, pp. 115-130. ISBN 9781138207912

Knowledge traditions in the study of education
book_section

Furlong, J and Whitty, G (2017) 'Knowledge traditions in the study of education.' In: Whitty, G and Furlong, J, eds. Knowledge and the study of education: an international exploration. Symposium, Didcot, pp. 13-60. ISBN 9781873927977

What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark
article

Earle, S and Turner, J (2023) 'What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 41 (1). pp. 22-38. ISSN 0263-5143

Instilling positive attitudes to physical activity in childhood - challenges and opportunities for non-specialist PE teachers
article

Duggan, M (2022) 'Instilling positive attitudes to physical activity in childhood - challenges and opportunities for non-specialist PE teachers.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 50 (1). pp. 129-143. ISSN 0300-4279

Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities
article

Parfitt, A (2021) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools, 24 (3). pp. 245-260. ISSN 1365-4802

From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities
article

Simmons, B (2021) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education, 25 (6). pp. 657-670. ISSN 1360-3116

The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student
article

Macer, M and Chadderton, C (2021) 'The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student.' Gender and Education, 33 (3). pp. 337-354. ISSN 0954-0253

The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
article

Bremner, N (2021) 'The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it.' Comparative Education, 57 (2). pp. 159-186. ISSN 0305-0068

The growth of multi-academy trusts in England: emergent structures and the sponsorship of underperforming schools
article

Simon, C.A, James, C and Simon, A (2021) 'The growth of multi-academy trusts in England: emergent structures and the sponsorship of underperforming schools.' Educational Management Administration & Leadership, 49 (1). pp. 112-127. ISSN 1741-1432

Time for timelines: the take-home timeline as a tool for exploring complex life histories
article

Bremner, N (2020) 'Time for timelines: the take-home timeline as a tool for exploring complex life histories.' International Journal of Qualitative Methods, 19. ISSN 1609-4069

Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities
article

la Velle, L, Newman, S, Montgomery, C and Hyatt, D (2020) 'Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities.' Journal of Education for Teaching, 46 (4). pp. 596-608. ISSN 0260-7476

The insider view: tackling disabling practices in higher education institutions
article

Merchant, W, Read, S, D’Evelyn, S, Miles, C and Williams, V (2020) 'The insider view: tackling disabling practices in higher education institutions.' Higher Education, 80 (2). pp. 273-287. ISSN 0018-1560

Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment
article

Earle, S (2020) 'Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment.' London Review of Education, 18 (2). pp. 221-235. ISSN 1474-8460

The quest for genuinely participatory and inclusive research approaches: exploring and expressing experience through cultural animation and transcription poetry
article

Levinson, M.P (2020) 'The quest for genuinely participatory and inclusive research approaches: exploring and expressing experience through cultural animation and transcription poetry.' International Review of Qualitative Research, 13 (2). pp. 182-199. ISSN 1940-8447

Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England
article

Parfitt, A (2020) 'Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England.' Journal of Education for Teaching, 46 (3). pp. 324-335. ISSN 0260-7476

Student-Led Improvement Science Projects: a praxiographic, actor-network theory study
article

Mitchell, B (2020) 'Student-Led Improvement Science Projects: a praxiographic, actor-network theory study.' Studies in Continuing Education, 42 (1). pp. 133-146. ISSN 0158-037X

Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip
article

Layen, S and Hattingh, L (2020) 'Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip.' Early Years, 40 (3). pp. 306-318. ISSN 0957-5146

Transition, action and education: redirecting pragmatist philosophy of education
article

Koopman, C and Garside, D (2019) 'Transition, action and education: redirecting pragmatist philosophy of education.' Journal of Philosophy of Education, 53 (4). pp. 734-747. ISSN 0309-8249

The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths
article

McMahon, K, Yeh, C.S.-H and Etchells, P.J (2019) 'The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths.' Mind, Brain and Education, 13 (4). pp. 288-297. ISSN 1751-2271

Examining the concept of well-being and early childhood: adopting multi-disciplinary perspectives
article

Lewis, A (2019) 'Examining the concept of well-being and early childhood: adopting multi-disciplinary perspectives.' Journal of Early Childhood Research, 17 (4). pp. 294-308. ISSN 1476-718X

Adaptivity through self-directed learning to meet the challenges of our ever-changing world
article

Morris, T.H (2019) 'Adaptivity through self-directed learning to meet the challenges of our ever-changing world.' Adults Learning, 30 (2). pp. 56-66. ISSN 0955-2308

System fluidity in English school governance: reflections on the implications for senior leaders of closed hierarchies
article

Riddell, R (2019) 'System fluidity in English school governance: reflections on the implications for senior leaders of closed hierarchies.' Management in Education, 33 (3). pp. 126-133. ISSN 0892-0206

English teaching and imagination: a case for revisiting the value of imagination in teaching writing
article

Thomas, H (2019) 'English teaching and imagination: a case for revisiting the value of imagination in teaching writing.' English in Education, 53 (1). pp. 49-60. ISSN 0425-0494

Higher expertise, pedagogic rights and the post-truth society
article

Hordern, J (2019) 'Higher expertise, pedagogic rights and the post-truth society.' Teaching in Higher Education, 24 (3). pp. 288-301. ISSN 1356-2517

Masterliness: the challenge for professional development
article

la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. ISSN 2166-2681

Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape
article

Parker, R and Levinson, M.P (2018) 'Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape.' British Educational Research Journal, 44 (5). pp. 875-896. ISSN 0141-1926

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation
article

la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538. ISSN 0260-7476

The value of fostering physical literacy
article

Whitehead, M.E, Durden-Myers, E.J and Pot, N (2018) 'The value of fostering physical literacy.' Journal of Teaching in Physical Education, 37 (3). pp. 252-261. ISSN 0273-5024

Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning
article

Morris, T.H (2018) 'Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning.' Journal of Vocational Education & Training, 70 (4). pp. 619-643. ISSN 1363-6820

Conceptions of teaching and educational knowledge requirements
article

Hordern, J and Tatto, M.T (2018) 'Conceptions of teaching and educational knowledge requirements.' Oxford Review of Education, 44 (6). pp. 686-701. ISSN 0305-4985

Diversity and complexity: becoming a teacher in England in 2015-16
article

Whiting, C, Whitty, G, Menter, I, Black, P, Hordern, J, Parfitt, A, Reynolds, K and Sorensen, N (2018) 'Diversity and complexity: becoming a teacher in England in 2015-16.' Review of Education, 6 (1). pp. 69-96. ISSN 2049-6613

When participants don’t wish to participate in participatory action research, and when others participate on their behalf: the representation of communities by real and faux participants
article

Levinson, M.P (2017) 'When participants don’t wish to participate in participatory action research, and when others participate on their behalf: the representation of communities by real and faux participants.' Urban Review, 49 (3). pp. 382-399. ISSN 0042-0972

Development and exemplification of a model for Teacher Assessment in Primary Science
article

Davies, D. J, Earle, S, McMahon, K, Howe, A and Collier, C (2017) 'Development and exemplification of a model for Teacher Assessment in Primary Science.' International Journal of Science Education, 39 (14). pp. 1869-1890. ISSN 0950-0693

Personal sacrifice and corporate cultures: career progression for disabled staff in higher education
article

Brewster, S, Duncan, N, Emira, M and Clifford, A (2017) 'Personal sacrifice and corporate cultures: career progression for disabled staff in higher education.' Disability & Society, 32 (7). pp. 1027-1042. ISSN 0968-7599

Grammaticality and educational research
article

Hordern, J (2017) 'Grammaticality and educational research.' British Journal of Educational Studies, 65 (2). pp. 201-217. ISSN 0007-1005

Towards preparing young people for employment and further study: first evaluation of the City & Guilds TechBac
article

Emira, M and Rahman, Z (2017) 'Towards preparing young people for employment and further study: first evaluation of the City & Guilds TechBac.' Research in Post-Compulsory Education, 22 (1). pp. 49-67. ISSN 1359-6748

Community of inquiry and underserved youth engagement: a reflective account of philosophy and method
article

Garside, D and Myskiw, K.J (2017) 'Community of inquiry and underserved youth engagement: a reflective account of philosophy and method.' Analytic Teaching and Philosophical Praxis, 37 (2). pp. 13-25. ISSN 2374-8257

Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months
article

Curran, H, Mortimore, T and Riddell, R (2017) 'Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months.' British Journal of Special Education, 44 (1). pp. 46-64. ISSN 1467-8578

Finding “mathematics”: parents questioning school-centered approaches to involvement in children’s mathematics learning
article

Jay, T, Rose, J and Simmons, B (2017) 'Finding “mathematics”: parents questioning school-centered approaches to involvement in children’s mathematics learning.' School Community Journal, 27 (1). pp. 201-230. ISSN 1059-308X

The undergraduate Education Studies dissertation: philosophical reflections upon tacit empiricism in textbook guidance and the latent capacity of argumentation
article

Gibson, H and Garside, D (2017) 'The undergraduate Education Studies dissertation: philosophical reflections upon tacit empiricism in textbook guidance and the latent capacity of argumentation.' Studies in Philosophy and Education, 36 (2). pp. 115-130. ISSN 1573-191X

‘People at the heart of our processes’, a case study of how a nursery school and children's centre promotes community cohesion
article

Duggan, M (2017) '‘People at the heart of our processes’, a case study of how a nursery school and children's centre promotes community cohesion.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 45 (2). pp. 135-150. ISSN 0300-4279

Knowledge, practice, and the shaping of early childhood professionalism
article

Hordern, J (2016) 'Knowledge, practice, and the shaping of early childhood professionalism.' European Early Childhood Education Research Journal, 24 (4). pp. 508-520. ISSN 1350-293X

Education in England – a testbed for network governance?
article

Whitty, G and Wisby, E (2016) 'Education in England – a testbed for network governance?' Oxford Review of Education, 42 (3). pp. 316-329. ISSN 0305-4985

STEAM Power: integrating art and technology through cultural heritage museum partnerships
article

Bianchi, J (2016) 'STEAM Power: integrating art and technology through cultural heritage museum partnerships.' The International Journal of the Inclusive Museum, 9 (2). pp. 59-77. ISSN 1835-2022

Teaching to fish’ rather than ‘giving a fish’: is China contributing to the global sustainable futures?
article

Yuan, T (2015) 'Teaching to fish’ rather than ‘giving a fish’: is China contributing to the global sustainable futures?' Academics in China, 12. pp. 257-266. ISSN 1002-1698

‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership
article

Levinson, M.P (2015) '‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership.' British Journal of Sociology of Education, 36 (8). pp. 1149-1169. ISSN 0142-5692

Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK
article

la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585. ISSN 0260-7476

Teaching English as an additional language in the global classroom: a transnational study in the United States and United Kingdom
article

McEachron, G and Bhatti, G (2015) 'Teaching English as an additional language in the global classroom: a transnational study in the United States and United Kingdom.' Global Education Review, 2 (2). pp. 59-83. ISSN 2325-663X

Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
article

Chadderton, C and Edmonds, C (2015) 'Refugees and access to vocational education and training across Europe: a case of protection of white privilege?' Journal of Vocational Education & Training, 67 (2). pp. 136-152. ISSN 1363-6820

From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities
article

Simmons, B and Watson, D (2015) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' Child Care in Practice, 21 (1). pp. 50-66. ISSN 1357-5279

Creative primary schools: developing and maintaining pedagogy for creativity
article

Craft, A, Cremin, T, Hay, P and Clack, J (2014) 'Creative primary schools: developing and maintaining pedagogy for creativity.' Ethnography and Education, 9 (1). pp. 16-34. ISSN 1745-7831

Racialised norms in apprenticeship systems in England and Germany
article

Chadderton, C and Wischmann, A (2014) 'Racialised norms in apprenticeship systems in England and Germany.' Journal of Vocational Education & Training, 66 (3). pp. 330-347. ISSN 1363-6820

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark
article

Earle, S (2014) 'Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 32 (2). pp. 216-228. ISSN 0263-5143

How is vocational knowledge recontextualised?
article

Hordern, J (2014) 'How is vocational knowledge recontextualised?' Journal of Vocational Education & Training, 66 (1). pp. 22-38. ISSN 1363-6820

Investigating networks of culture and knowledge: a critical discourse between UK Roma Gypsies, Indigenous Australians and education
article

Levinson, M.P and Hooley, N (2014) 'Investigating networks of culture and knowledge: a critical discourse between UK Roma Gypsies, Indigenous Australians and education.' The Australian Educational Researcher, 41 (2). pp. 139-153. ISSN 0311-6999

The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
article

Preston, J, Chadderton, C and Kitagawa, K (2014) 'The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice.' Globalisation, Societies and Education, 12 (4). pp. 437-456. ISSN 1476-7724

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
article

Chadderton, C (2014) 'The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality.' Race Ethnicity and Education, 17 (3). pp. 407-428. ISSN 1361-3324

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