Chris Counihan

Datos Biográficos

ID6509326
NOMBREChris Counihan
NOMBRESChris
APELLIDOCounihan
FIRMACOUNIHAN C
AFILIACIONESNorthumbria University
ORCID0000-0001-5708-4610
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS0
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2024
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H0

  • Constructing Reality

    Open AccessRachel Fossey, Chris Counihan et al.ARTICLEEducation Sciences2026

    Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…

  • Rehearsing Legitimacy

    Open AccessItunu Hotonu, Kirstin Mulholland et al.ARTICLEEducation Sciences2026

    This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of resea…

  • Stepping Stones

    Open AccessKirstin Mulholland, William Gray et al.ARTICLEEducation Sciences2025

    Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development …

  • Evidence for Language Policy in Government Pre-Primary Schools in Nigeria

    Open AccessPauline Dixon, Steve Humble et al.ARTICLEEducation Sciences2025

    This study explores the relationship between and within Hausa and English letter sound knowledge and word decoding skills among children studying in early years settings in northern Nigeria. There is a lack of correlational studies as well as causal evidence in the African context to indicate any transfer of language skills from L1 and L2 and vice versa. Test scores from 851 children studying in 158 government provided pre-primary schools took te…

  • Back to basics

    Open AccessDavid Nichol, Kirstin Mulholland et al.ARTICLETeaching and Teacher Education2025Referencias: 4

    International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simula…

  • An Investigation of the Cross-Language Transfer of Reading Skills

    Open AccessSteve Humble, Pauline Dixon et al.ARTICLEEducation Sciences2024

    This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter s…