Background

Overview

I am passionate about research-informed learning and teaching, in both Higher Education and Primary Education. The topic of my PhD was creative thinking in the Community of Enquiry, and concepts of creativity, dialogue and equity in education remain important areas of my interest and expertise.

Areas of expertise

• Teacher Education
• Creativity
• Philosophy for Children
• Enquiry-based learning
• Comparative education
• Social justice (specifically in relation to SE disadvantage and education)

 Roles and Responsibilities

• Primary PGCE tutor with main responsibility for Art, Philosophy for Children, Curriculum Innovation, and social justice related to socio-economic disadvantage
• I teach on EDU 8218 and EDU 8046, with specialisms in dialogic pedagogy, comparative education, Philosophy for Children and Creativity
• Postgraduate Research supervisor

Qualifications

• PhD (2013)
• SAPERE Level 1,2 and 3 training certificates in Philosophy for Children
• Northumberland LEA: Teaching Thinking Level 3 training
• NUT Training certificate in co-tutoring and peer-coaching
• Hervormde Pedagogische Akademie, Amsterdam, The Netherlands: Akte van Bekwaamheid als Volledig Bevoegd Onderwijzeres

Previous Positions

I worked as a Primary teacher in Newcastle and Northumberland for 14 years.

Memberships

• CfLaT 
• SAPERE
• BERA
• UCU

Languages

I am bilingual in English and Dutch.

Requests for PhD supervision 

Please note that I am unable to take on any more PhD students for supervision.  

Research

Research Interests

• Dialogic and transformative pedagogy, and teacher education

• Social Justice - the links between social disadvantage and education

• Creativity

• My Ph.D thesis, focused on the creative thinking of young children in the dialogic approach of the Communtiy of Enquiry. Creativity, Philosophy for Children and other dialogic and enquiry-based methods remain strong areas of research interest and expertise.
  

Other Expertise

I am a registered SAPERE trainer in Philosophy for children (P4C).

Current Work

I have a lead role in the submission of an AHRC bid for a research project in the use in Primary Schools of the Mantle of the Expert https://www.mantleoftheexpert.com/

Research Roles

I am a member of the Centre for Learning and Teaching (CfLaT)

Funding

£3000 (2000) BPRS Scholarship

£1208 (2005) HASS Faculty small grant to carry out research in the links between thinking Skills education and SATs results in Year 2 and Year 6 in Northumberland.

Postgraduate Research supervision

I am currently co-supervising six doctoral students, and am unable to take on any more PhD students. 

Teaching

 

Undergraduate Teaching

I teach sessions on Social Justice, Creativity and Pedagogy on our BA (Hons): Education

Postgraduate Teaching

• I am the Dissertation module leader of the MA Education: International Perspectives.
• On the Master’s level Primary PGCE course I lead the Reflective Practitioner module, the Art module, the SAPERE-accredited Philosophy for Children course, and the Curriculum Innovation module. I also teach on the following modules: Professional Studies and Primary Mathematics. A number of my teaching sessions are related to education and socio-economic disadvantage.
• On the M.Ed Practitioner Enquiry Module I teach the 'Innovative curriculum through pupil/student Enquiry' module , and I teach a session on teaching thinking skills at Primary schools on the M.Ed ‘Developing Thinking Skills’ Module.
• I supervise Master's Dissertation students and 

Publications

• Jones H. Discussing poverty with student teachers: the realities of dialogue. Journal of Education for Teaching (JET) 2016, 42(4), 468-482.
• Jones H. Living on the Edge: Rethinking Poverty, Class and Schooling John Smyth and Terry Wrigley. Improving Schools 2014, 17(1), 127-129.
• Jones-Teuben HM. 'I disagree with myself!' Creative Thinking in a Key Stage 1 Community of Enquiry. 2013.
• Jones H. National Curriculum tests and the teaching of thinking skills at primary schools - parallel or paradox?. Education 3-13 2010, 38(1), 69-86.
• Jones H. Thoughts on teaching thinking: perceptions of practitioners with a shared culture of thinking skills education. Curriculum Journal 2008, 19(4), 309-324.
• Jones H. Using conversation analysis approaches in the search for creative thinking in the community of enquiry. In: British Educational Research Association. 2008, Edinburgh: Heriot Watt University: British Educational Research Association.
• Moseley D, Jones H. Does Thinking for Learning Live Up To Its Name?. Birmingham, UK: Imaginative Minds Ltd, 2009. Available at: http://library.teachingtimes.com/articles/thinking-for-learning.htm.
• Moseley D, Jones H. Costs and Benefits of Thinking for Learning. Teaching Thinking and Creativity 2008, 8(4), 26-30.
• Higgins S, Wall K, Baumfield V, Hall E, Leat D, Woolner P, Clark J, Edwards G, Falzon C, Jones H, Lofthouse R, Miller J, Moseley D, McCaughey C, Mroz M. Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning, 2006.
• Higgins S, Wall K, Falzon C, Hall E, Leat D, Baumfield V, Clark J, Edwards G, Jones H, Lofthouse R, Moseley D, Miller J, Murtagh L, Smith F, Smith H, Woolner P. Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning, 2005.
• Jones H. The Impact of Training in Thinking for Learning. Morpeth, Northumberland: Northumberland County Council, 2004. The Impact of Thinking for Learning in Northumberland LEA.
• Jones H. Creative Thinking in a Community of Enquiry. In: Teacher Research Conference. 2004, Birmingham, UK: National Teacher Research Panel.
• Jones H, Smith HJ. Teaching for Social Justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds. In: Cremin T; Burnett C, ed. Learning to Teach in the Primary School 4th Edition. Routledge, 2018.