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 the Humanities 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 the Humanities 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 and the Humanities 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:
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 explore the epistemic challenges of conducting research on education policies in the UK and global contexts.
Our broad scope encompasses researchers interested in understanding how education can strengthen relationships, address social justice and cohesion and foster peace.
Contact: Nataliya Rumyantseva
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 recognise teacher education as a unique space which embraces professional expertise, lived experience, and critical scholarship in equal measure. We work with teacher educators, both at university and in school, to develop confidence with research that is attentive to context and responsive to the complex realities of schooling. Ultimately, we aim to create an environment in which practice and theory are explored, and research enacted, in ways that are meaningful and socially just.
Contact: Helena Thomas
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Recent outputs
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Whiting, C and Richardson, P (2024) Promoting good progress in primary schools. Learning Matters, London. ISBN 9781529672442
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Hay, P (2023) Children are artists: supporting children鈥檚 learning identity as artists. Routledge, Abingdon. ISBN 9781032347219
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Hay, P (2022) Teaching art creatively. Routledge, Abingdon. ISBN 9781138913967
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Hatley, J (2026) 'How can values within UNESCO's global citizenship education achieve greater social justice?' In: Bourn, D and Stones, A, eds. Learning for a just, peaceful and sustainable world. Bloomsbury Academic, London, pp. 81-90. ISBN 9781350517813
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Hay, P and Amondson, A (2026) 'Forest of Imagination and the Living Tree.' In: Matthews, M, ed. Ecologies in practice and learning: arts interventions in the Earth crisis. Palgrave Macmillan, Cham, pp. 203-218. ISBN 9783031823374
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Hay, P (2025) 'Arts in education: the power of the arts in supporting children and young people鈥檚 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
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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
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Read, S, Parfitt, A and Bush, T (2025) 'Can disabled people鈥檚 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
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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
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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
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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
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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
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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
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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
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Hay, P and Par铆s, 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
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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 Zbro虂g, Z, eds. Developing teachers鈥� research literacy: international perspectives. Wydawnictwo Libron, Krak贸w, pp. 83-112. ISBN 9788366269972
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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
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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
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Read, S and Parfitt, A (2026) 'Re鈥恑magining inclusive and compassionate futures: challenging the bureaucracy of disability through compassion.' Social Inclusion, 14. e11929. ISSN 2183-2803
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Paez, Y (2026) 'Re-imagining children鈥檚 identities through informal education: the role of local libraries in peacebuilding.' Journal of Peace Education. ISSN 1740-0201
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la Velle, L and Newman, S (2025) 'Teacher recruitment and retention in England: a Foucauldian analysis of disempowerment.' Journal of Education for Teaching, 51 (5). pp. 934-950. ISSN 0260-7476
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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
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Johnston, J, Bagelman, C, Wylie, M, Paez, Y, Arya鈥怣anesh, E and Penketh, C (2025) 'Art education and peace: exploring the empathetic object鈥恑ve.' The International Journal of Art & Design Education, 44 (4). pp. 948-967. ISSN 1476-8062
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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, 49 (9). pp. 1256-1274. ISSN 0309-877X
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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
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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
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Gl膬veanu, 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
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Hayes, S, Jandri膰, P, la Velle, L, Earle, S, 艩rajer, F, Dragi膰, Z, Kubat, S, Peraica, A, 艩vraka, D, Popovi膰, S, Mumela拧, D, Pospi拧, D, Vujanovi膰, B, Lugovi膰, 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
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Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X
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Durden-Myers, L, 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
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Blackmore, K and Hatley, J (2024) 'Close to practice research as a means of rethinking elements of student鈥搕eacher's classroom practice.' The Curriculum Journal, 35 (4). pp. 586-604. ISSN 0958-5176
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la Velle, L (2024) 'Continuing 鈥榬eforming鈥� 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
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Paez, Y (2024) 'Future-oriented pedagogies: a response to the challenges of today鈥檚 conflicts, the case of Colombia.' NORRAG Special Issue, 10. pp. 156-159. ISSN 2571-8010
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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
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Parfitt, A and Read, S (2024) 'Walking-creating for fostering teachers鈥� education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340. ISSN 0260-7476
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Van Nuland, S, Dinitsa-Schmidt, S, Assun莽茫o 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
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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
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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
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Parfitt, A and Read, S (2023) 'Educator views regarding young people鈥檚 aspirations in peripheral coastal communities in England: a Q study.' Oxford Review of Education, 49 (6). pp. 764-780. ISSN 0305-4985
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Durden-Myers, L and Bartle, G (2023) 'Physical-literacy-enriched physical education: a capabilities perspective.' Children, 10 (9). e1503. ISSN 2227-9067
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Read, S, Parfitt, A and Macer, M (2023) 'Breaks in the chain: using theories of social practice to interrogate professionals鈥� experiences of administering Pupil Premium Plus to support looked after children.' Oxford Review of Education, 49 (5). pp. 604-619. ISSN 0305-4985
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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
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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
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Read, S, Parfitt, A, Bush, T, Simmons, B and Levinson, M.P (2023) 'Disabled people鈥檚 experiences of the Coronavirus pandemic: a call to action for social change.' Social Inclusion, 11 (1). pp. 38-47. ISSN 2183-2803
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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
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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
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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
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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
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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
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Essex, R, Kalocs谩nyiov谩, 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
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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
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Hay, P (2022) 'School Without Walls.' Education 3-13, 50 (4). pp. 521-535. ISSN 0300-4279
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Hay, P (2022) 'Re鈥恑magining learning: spaces of possibility.' The International Journal of Art & Design Education, 41 (1). pp. 39-49. ISSN 1476-8062
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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
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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
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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
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.
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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.
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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].
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Richardson, P and Whiting, C (2022) How does a PGCE English programme challenge students鈥� preconceptions of writing and how writing is taught in primary classrooms? In: The 57th UKLA International Conference, 1 - 3 July 2022, Birmingham, UK.
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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.
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Whiting, C and McKay, D (2021) Assessment without levels 鈥� tracking progress in key stages 1-3. In: BERA Annual Conference, 13 - 16 September 2021, London, UK [online].
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, 黑料正能量.
thesis
Paez, Y (2022) Peacebuilding from multiple voices: understanding the potential of education in the transformation of Colombian society. PhD thesis, 黑料正能量.
commissioned_report
Simmons, B, Read, S and Parfitt, A (2026) Disabled people's lived experience of education in the UK: an evidence review. Office for Equality and Opportunity, London.
commissioned_report
Simmons, B, Read, S, Parfitt, A and Blackmore, T (2026) Public perceptions and attitudes towards disabled people: a thematic report. Office for Equality and Opportunity, London.
commissioned_report
Earle, S, Read, S and Parfitt, A (2025) Review of scientific literacy and oracy in primary school education. The Royal Society, London.
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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 / 黑料正能量 / House of Imagination.
commissioned_report
Read, S (2023) Disabled people鈥檚 experiences of higher education during the time of the Coronavirus pandemic: pasts, presents, and futures. Research report. Society for Research into Higher Education, London.
commissioned_report
Par铆s Romia, G, Blanch Gelabert, S, Hay, P, Cabo, H, Dybwik, S, Halle, K, Panciroli, C, Russo, V, Urp铆, I, Barrera-Corominas, A, Chapman, L, Ciraso Cal铆, 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.
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.
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
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.
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
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.
other
Rumyantseva, N (2021) Lecture capture policy: manager / academic negotiation exercise. The Case Centre.