Centre for Policy, Pedagogy and Practice
The Centre for Policy, Pedagogy and Practice (PPP) provides a creative space for pedagogic and action research by academics in the School of Education and other Bath Spa schools of study.
The Policy, Pedagogy and Practice (PPP) research centre provides new disciplinary and interdisciplinary spaces within which innovative research ideas emerge, develop and flourish in the context of education. We draw on the philosophy, sociology and psychology of education to underpin our research.
Situated in our teaching-led School of Education and aimed at greater inter-disciplinary collaboration, PPP gives excellent opportunities to share skills and develop our internal and external reputation for pedagogy.
Through support and collaboration we enable such work to happen and subsequently be disseminated, to achieve powerful impacts.
Postgraduate study opportunities
We welcome expressions of interest in postgraduate studies and support study at masters and at doctoral levels.
Our cross-disciplinary and collaborative ethos ensures that we draw on expertise from research communities that are local, national and international.
We offer two doctoral routes: the EdD (Professional Doctorate in Education) and the PhD that engage with research and high level professional practice.
The School of Education is a centre for the ESRC South West Doctoral Partnership education pathway.
Whatever your interest in education, please contact the relevant strand leader to start a potentially life-changing conversation.
Research strands
Our research focuses on questioning knowledge and practice across four strands:
Pedagogy is broadly defined to include a wide range of educational relationships and interactions in various settings, both formal and informal. This strand focuses on creative and effective pedagogy at all phases of education and draws on the expertise of members who are interested in researching and developing new pedagogical approaches. We reconceptualise methodologies of teaching and learning through innovative approaches to pedagogy and practice.
Contact: Penny Hay
Our research interests focus on how we view education discourse and practice, nationally and internationally. We see it as a development tool; how cultural, political and economic globalisation influences national education policy and educational practices among nation states. We explore the epistemic challenges of conducting research on education policies in the UK and global contexts.
Particular attention is paid to the role of education in national and international development by looking at 'norms', 'alternatives', as well as the ways through which education can be decolonised. We define education broadly to include all levels of education and training, formal, informal and incidental learning as well as capacity building, community organising and knowledge creation and translation.
Our broad scope encompasses researchers interested in understanding how education, when done well, can contribute to social justice, conceived as recognition, representation and redistribution.
Contact: Nataliya Rumyantseva
Higher Education is our sector and our profession, across the disciplines of the University. The Higher Education strand aims to develop the evidence base for our work, supporting and informing an evidence-based approach. We're creating a university-level central home for, primarily, pedagogic and practice-based research and support, across all the disciplines and Schools. Our interests are driven by our own work as educators and the context of our institution, with both an external and internal focus.
Contact: Giles Martin
We encourage and facilitate collaboration between teacher-practitioners, training mentors, academics and all members of the educational arena who are keen to undertake innovative and ethical research. We are particularly focused on establishing a supportive research network for those who are interested in working towards social justice, with improved outcomes for all learners seen as an ideal vehicle to achieve this end.
Contact: Helena Thomas
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Recent outputs
Promoting good progress in primary schools
book
Whiting, C and Richardson, P (2024) Promoting good progress in primary schools. Learning Matters, London. ISBN 9781529672442
Children are artists: supporting children’s learning identity as artists
book
Hay, P (2023) Children are artists: supporting children’s learning identity as artists. Routledge, Abingdon. ISBN 9781032347219
Teaching art creatively
book
Hay, P (2022) Teaching art creatively. Routledge, Abingdon. ISBN 9781138913967
Forest of Imagination and the Living Tree
book_section
Hay, P (2026) 'Forest of Imagination and the Living Tree.' In: Matthews, M, ed. Ecologies in learning and practice: arts interventions in the Earth crisis. Palgrave Macmillan, Cham. ISBN 9783031823374 (Forthcoming)
Arts in education: the power of the arts in supporting children and young people’s mental health and wellbeing
book_section
Hay, P (2025) 'Arts in education: the power of the arts in supporting children and young people’s mental health and wellbeing.' In: Holt, N.J, Vougioukalou, S, Tischler, V and Corvo, E, eds. Routledge handbook of arts and health. Routledge, Abingdon, pp. 336-349. ISBN 9781032546957 (Forthcoming)
Phenomenology of sociality and relational accounts of personhood: reinstating the moral status of children with profound and multiple learning difficulties
book_section
Simmons, B, Read, S and Parfitt, A (2025) 'Phenomenology of sociality and relational accounts of personhood: reinstating the moral status of children with profound and multiple learning difficulties.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 148-161. ISBN 9781032658247
Can disabled people’s experiences of exclusion in pandemic higher education encourage the promotion of inclusive research practices?
book_section
Read, S, Parfitt, A and Bush, T (2025) 'Can disabled people’s experiences of exclusion in pandemic higher education encourage the promotion of inclusive research practices?' In: Sati, S, Das, S and Mahanta, B, eds. Narrative universes of disability: global perspectives. Springer, Singapore, pp. 183-197. ISBN 9789819633838
Forest of Imagination: reimagining familiar spaces through creativity and nature awareness
book_section
Hay, P (2024) 'Forest of Imagination: reimagining familiar spaces through creativity and nature awareness.' In: Moula, Z and Walshe, N, eds. Arts in nature with children and young people: a guide towards health equality, wellbeing, and sustainability. Routledge, Abingdon, pp. 108-115. ISBN 9781032412795
A holistic approach to peace education: experiences of Putumayo, Colombia
book_section
Paez, Y (2023) 'A holistic approach to peace education: experiences of Putumayo, Colombia.' In: Carter, C and Dhungana, R.K, eds. Educating for peace through countering violence: strategies in curriculum and instruction. Routledge, Abingdon, pp. 220-237. ISBN 9781032464046
Heroism of teachers: hope, efficacy, resilience, and optimism
book_section
la Velle, L (2023) 'Heroism of teachers: hope, efficacy, resilience, and optimism.' In: Allison, S.T, Beggan, J.K and Goethals, G.R, eds. Encyclopedia of heroism studies. Springer, Cham. ISBN 9783031171253
Pedagogies of the peripheries: city as classroom
book_section
Hay, P, Jeffery, G, Purandare, V, Shifaz, A, Vaghani, N and Samant, S (2023) 'Pedagogies of the peripheries: city as classroom.' In: Parry, B and Jeffery, G, eds. Waste work: the art of survival in Dharavi. Art Editions North, Manchester. ISBN 9781906832513
The role of social justice theory in education studies
book_section
Hatley, J (2023) 'The role of social justice theory in education studies.' In: Pulsford, M, Morris, R and Purves, R, eds. Understanding education studies: critical issues and new directions. Routledge, Abingdon, pp. 112-118. ISBN 9781032284682
English
book_section
Whiting, C and Richardson, P (2023) 'English.' In: Majid, N, ed. Essential subject knowledge for primary teaching. Learning Matters, London, pp. 75-96. ISBN 978-1-5296-1193-9
Creative activism, experimental pedagogy
book_section
Hay, P and París, G (2022) 'Creative activism, experimental pedagogy.' In: Tilley, E, ed. Creative activism research, pedagogy and practice. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 225-242. ISBN 9781527581043
The distinctive affordances of Close to Practice research: an argument for its deployment within postgraduate initial teacher education
book_section
Blackmore, K and Hatley, J (2022) 'The distinctive affordances of Close to Practice research: an argument for its deployment within postgraduate initial teacher education.' In: Boyd, P, Szplit, A and Zbróg, Z, eds. Developing teachers’ research literacy: international perspectives. Wydawnictwo Libron, Kraków, pp. 83-112. ISBN 9788366269972
Drama in English
book_section
Thomas, H (2021) 'Drama in English.' In: Watson, A and Newman, R.G, eds. A practical guide to teaching English in the secondary school. 2nd ed. Routledge, Abingdon, pp. 105-115. ISBN 9780367553364
Resilience online
book_section
Pugh, V and Hatley, J (2021) 'Resilience online.' In: Pugh, V and Hughes, D, eds. Teaching personal, social, health and economic and relationships, (sex) and health education in primary schools: enhancing the whole curriculum. Bloomsbury Academic, London, pp. 169-178. ISBN 9781350129887
Teacher recruitment and retention in England: a Foucauldian analysis of disempowerment
article
la Velle, L and Newman, S (2025) 'Teacher recruitment and retention in England: a Foucauldian analysis of disempowerment.' Journal of Education for Teaching. ISSN 0260-7476
Pedagogy of empowerment: co-produced self-directed pedagogic spaces for inclusion
article
Morris, T.H, Simmons, B, McLaughlin, S, Read, S, Parfitt, A, Yeh, C.S.-H and Mitchell, B (2025) 'Pedagogy of empowerment: co-produced self-directed pedagogic spaces for inclusion.' International Journal of Inclusive Education. ISSN 1360-3116
What does it mean? Exploring staff and student understandings of pedagogical buzzwords in Higher Education
article
Bremner, N, Martin, G and Morris, T.H (2025) 'What does it mean? Exploring staff and student understandings of pedagogical buzzwords in Higher Education.' Journal of Further and Higher Education. ISSN 0309-877X
Redefining the (academic) author: investigating the Research Excellence Framework and teacher education research
article
la Velle, L, Clapham, A, Lonsdale, K and Richards, R (2025) 'Redefining the (academic) author: investigating the Research Excellence Framework and teacher education research.' Journal of Education for Teaching, 51 (4). pp. 818-821. ISSN 0260-7476
Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens
article
Parfitt, A, Gristy, C, Read, S and Garland, M.C (2025) 'Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens.' International Journal of Educational Research, 133. e102675. ISSN 0883-0355
Ecologies of collective imagination
article
Glăveanu, V, Hay, P, McDowall, H, Doust, T, Welles, S, Chaudhuri, G, Pender, A and Hurley, M (2025) 'Ecologies of collective imagination.' International Journal of Art & Design Education, 44 (2). pp. 494-508. ISSN 1476-8062
Postdigital citizen science and humanities: dialogue from the ground
article
Hayes, S, Jandrić, P, la Velle, L, Earle, S, Šrajer, F, Dragić, Z, Kubat, S, Peraica, A, Švraka, D, Popović, S, Mumelaš, D, Pospiš, D, Vujanović, B, Lugović, S, Jopling, M, Tolbert, S and Watermeyer, R (2025) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education, 7. pp. 188-223. ISSN 2524-485X
Postdigital citizen science and humanities: a theoretical kaleidoscope
article
Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X
Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience
article
Durden-Myers, E.J, Evans, E, Davies, M, Campbell, J and Swaithes, W (2025) 'Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience.' Journal of Education for Teaching, 51 (1). pp. 6-27. ISSN 0260-7476
Close to practice research as a means of rethinking elements of student–teacher's classroom practice
article
Blackmore, K and Hatley, J (2024) 'Close to practice research as a means of rethinking elements of student–teacher's classroom practice.' The Curriculum Journal, 35 (4). pp. 586-604. ISSN 0958-5176
Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?
article
la Velle, L (2024) 'Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?' Journal of Education for Teaching, 50 (5). pp. 946-957. ISSN 0260-7476
Future-oriented pedagogies: a response to the challenges of today’s conflicts, the case of Colombia
article
Paez, Y (2024) 'Future-oriented pedagogies: a response to the challenges of today’s conflicts, the case of Colombia.' NORRAG Special Issue, 10. pp. 156-159. ISSN 2571-8010
Creative pedagogies: School Without Walls and Forest of Imagination
article
Hay, P (2024) 'Creative pedagogies: School Without Walls and Forest of Imagination.' International Journal of Art & Design Education, 43 (3). pp. 396-414. ISSN 1476-8062
Walking-creating for fostering teachers’ education in peripheral coastal communities
article
Parfitt, A and Read, S (2024) 'Walking-creating for fostering teachers’ education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340. ISSN 0260-7476
Changes in teacher education provision: comparative experiences internationally
article
Van Nuland, S, Dinitsa-Schmidt, S, Assunção Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching, 50 (2). pp. 341-366. ISSN 1360-0540
Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope
article
Marchuk, O, Melnychuk, L, Paguta, T, Pocheniuk, Y, Bates, A, Paez, Y and Parfitt, A (2024) 'Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope.' Journal of Peace Education, 21 (1). pp. 16-33. ISSN 1740-0201
Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world
article
Bourn, D and Hatley, J (2023) 'Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world.' International Journal of Development Education and Global Learning, 15 (2). pp. 103-114. ISSN 1756-5278
Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study
article
Parfitt, A and Read, S (2023) 'Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study.' Oxford Review of Education, 49 (6). pp. 764-780. ISSN 0305-4985
Physical-literacy-enriched physical education: a capabilities perspective
article
Durden-Myers, E.J and Bartle, G (2023) 'Physical-literacy-enriched physical education: a capabilities perspective.' Children, 10 (9). e1503. ISSN 2227-9067
Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children
article
Read, S, Parfitt, A and Macer, M (2023) 'Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children.' Oxford Review of Education, 49 (5). pp. 604-619. ISSN 0305-4985
Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework
article
Clapham, A, Richards, R, Lonsdale, K and la Velle, L (2023) 'Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.' London Review of Education, 21 (1). e24. ISSN 1474-8479
Creating authentic and positive stories about personhood for people with profound and multiple learning disabilities: a call for reader expressions of interest
article
Read, S, Simmons, B and Parfitt, A (2023) 'Creating authentic and positive stories about personhood for people with profound and multiple learning disabilities: a call for reader expressions of interest.' PMLD Link, 35.1 (104). pp. 37-38. ISSN 2042-5619
Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change
article
Read, S, Parfitt, A, Bush, T, Simmons, B and Levinson, M.P (2023) 'Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change.' Social Inclusion, 11 (1). pp. 38-47. ISSN 2183-2803
A systematic scoping review and textual narrative synthesis of trust amongst staff in higher education settings
article
Jameson, J, Barnard, J, Rumyantseva, N, Essex, R and Gkinopoulos, T (2023) 'A systematic scoping review and textual narrative synthesis of trust amongst staff in higher education settings.' Studies in Higher Education, 48 (3). pp. 424-444. ISSN 0307-5079
What constitutes 'ethical' research for people with PMLD? A call for reader responses
article
Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40. ISSN 2042-5619
A systematic review and framework for digital leadership research maturity in higher education
article
Jameson, J, Rumyantseva, N, Cai, M, Markowski, M, Essex, R and McNay, I (2022) 'A systematic review and framework for digital leadership research maturity in higher education.' Computers and Education Open, 3. e100115. ISSN 2666-5573
Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity
article
Kneen, J, Chapman, S, Foley, J, Kelly, L, Smith, L, Thomas, H and Watson, A (2022) 'Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity.' Literacy, 56 (4). pp. 371-385. ISSN 1741-4350
Teacher agency in the selection of literary texts
article
Watson, A, Kelly, L, Foley, J, Kneen, J, Chapman, S, Smith, L and Thomas, H (2022) 'Teacher agency in the selection of literary texts.' English in Education, 56 (4). pp. 340-356. ISSN 0425-0494
Trust amongst refugees in resettlement settings: a systematic scoping review and thematic analysis of the literature
article
Essex, R, Kalocsányiová, E, Rumyantseva, N and Jameson, J (2022) 'Trust amongst refugees in resettlement settings: a systematic scoping review and thematic analysis of the literature.' Journal of International Migration and Integration, 23 (2). pp. 543-568. ISSN 1488-3473
The influence of support for early career teachers on their decision to remain in the teaching profession
article
Hatley, J and Kington, A (2022) 'The influence of support for early career teachers on their decision to remain in the teaching profession.' Impact, 15. ISSN 2514-6955
School Without Walls
article
Hay, P (2022) 'School Without Walls.' Education 3-13, 50 (4). pp. 521-535. ISSN 0300-4279
Re‐imagining learning: spaces of possibility
article
Hay, P (2022) 'Re‐imagining learning: spaces of possibility.' The International Journal of Art & Design Education, 41 (1). pp. 39-49. ISSN 1476-8062
The dance and the tune: a storied exploration of the teaching of stories
article
Smith, L, Thomas, H, Chapman, S, Foley, J, Kelly, L, Kneen, J and Watson, A (2022) 'The dance and the tune: a storied exploration of the teaching of stories.' Changing English, 29 (1). pp. 40-52. ISSN 1469-3585
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
Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?
article
Parfitt, A, Read, S and Bush, T (2021) 'Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?' Pastoral Care in Education, 39 (3). pp. 178-191. ISSN 0264-3944
How can values within global citizenship education achieve greater social justice?
conference_item
Hatley, J (2023) How can values within global citizenship education achieve greater social justice? In: Academic Network for Global Education & Learning (ANGEL) Conference: Global Education & Learning for a Just, Peaceful and Sustainable World, 19 - 20 June 2023, UNESCO HQ, Paris, France.
Educating the new generations: teachers and students
conference_item
Whiting, C (2023) Educating the new generations: teachers and students. In: 3rd International Conference on Education and Teaching (ICET), 17 - 18 May 2023, London, UK.
What is the evidence for 'what works' for the achievement of SDG4.7 in education?
conference_item
Hatley, J (2022) What is the evidence for 'what works' for the achievement of SDG4.7 in education? In: Education for Sustainability in a Climate Crisis: International Perspectives, 5 - 6 July 2022, University of Worcester, UK [online].
How does a PGCE English programme challenge students’ preconceptions of writing and how writing is taught in primary classrooms?
conference_item
Richardson, P and Whiting, C (2022) How does a PGCE English programme challenge students’ preconceptions of writing and how writing is taught in primary classrooms? In: The 57th UKLA International Conference, 1 - 3 July 2022, Birmingham, UK.
The role of social justice theory in education studies
conference_item
Hatley, J (2022) The role of social justice theory in education studies. In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.
Assessment without levels – tracking progress in key stages 1-3
conference_item
Whiting, C and McKay, D (2021) Assessment without levels – tracking progress in key stages 1-3. In: BERA Annual Conference, 13 - 16 September 2021, London, UK [online].
"Is there a curriculum voice to reclaim?": exploring the curriculum-teacher space in secondary English literature education in England
thesis
Thomas, H (2024) "Is there a curriculum voice to reclaim?": exploring the curriculum-teacher space in secondary English literature education in England. PhD thesis, Bath Spa University.
Peacebuilding from multiple voices: understanding the potential of education in the transformation of Colombian society
thesis
Paez, Y (2022) Peacebuilding from multiple voices: understanding the potential of education in the transformation of Colombian society. PhD thesis, Bath Spa University.
Review of scientific literacy and oracy in primary school education
commissioned_report
Earle, S, Read, S and Parfitt, A (2025) Review of scientific literacy and oracy in primary school education. The Royal Society, London.
Imagination: a child's 21st century super power. A literature review of imagination in education and learning
commissioned_report
Doust, T, Hay, P and Ovutmen, T (2023) Imagination: a child's 21st century super power. A literature review of imagination in education and learning. Institute of Imagination / Bath Spa University / House of Imagination.
Disabled people’s experiences of higher education during the time of the Coronavirus pandemic: pasts, presents, and futures. Research report
commissioned_report
Read, S (2023) Disabled people’s experiences of higher education during the time of the Coronavirus pandemic: pasts, presents, and futures. Research report. Society for Research into Higher Education, London.
INTERSTICE. Encounters between artists, children and educators. Thoughts in-between the arts and education
commissioned_report
París Romia, G, Blanch Gelabert, S, Hay, P, Cabo, H, Dybwik, S, Halle, K, Panciroli, C, Russo, V, Urpí, I, Barrera-Corominas, A, Chapman, L, Ciraso Calí, A, Macauda, A, Chiara Sghinolfi, M, Ribera, E and Moles, A (2023) INTERSTICE. Encounters between artists, children and educators. Thoughts in-between the arts and education. INTERSTICE.
Managerialism and academic professional autonomy - power and resistance in the UK universities: the case of lecture capture policies before and during Covid-related shift to online learning
commissioned_report
Rumyantseva, N, Ballardie, R and Alahakone, R (2022) Managerialism and academic professional autonomy - power and resistance in the UK universities: the case of lecture capture policies before and during Covid-related shift to online learning. Society for Research in Higher Education (SRHE), University of Greenwich.
Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. Research for Our Shared World
commissioned_report
Bourn, D and Hatley, J (2022) Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. Research for Our Shared World. DERC Research Paper No.22. UCL Institute of Education, London. ISBN 9781999685270
Culturally responsive pedagogies outside the classroom: rehearsing the capacity to aspire to new worlds in contexts of war [blog post]
other
Paez, Y (2022) Culturally responsive pedagogies outside the classroom: rehearsing the capacity to aspire to new worlds in contexts of war [blog post]. NORRAG - Network for international policies and cooperation in education and training.
Community-based research with vulnerable populations. Ethical, inclusive and sustainable frameworks for knowledge generation [book review]
other
Paez, Y (2022) Community-based research with vulnerable populations. Ethical, inclusive and sustainable frameworks for knowledge generation [book review]. International Journal of Research & Method in Education, 45 (5). pp. 551-552. ISSN 1743-727X
The uses of peer learning with older adults in formal, non-formal and informal learning activities
other
Vseteckova, J, Markowski, M, Miller, D, Stoner, C, Smith, L, Rumyantseva, N, Miles, J, Leu, A, Berger, F, Jones, K and Kubiak, C (2022) The uses of peer learning with older adults in formal, non-formal and informal learning activities. PROSPERO CRD42022307145.
Lecture capture policy: manager / academic negotiation exercise
other
Rumyantseva, N (2021) Lecture capture policy: manager / academic negotiation exercise. The Case Centre.