Michael Waring
Biographic Data
| ID | 5010386 |
|---|---|
| NAME | Michael Waring |
| GIVEN NAMES | Michael |
| FAMILY NAME | Waring |
| SIGNATURE | WARING M |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0003-2279-0659 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Developing the pedagogical practice of physical education pre-service teachers in gymnastics: Exploring gendered embodiment
Background This paper reports on the gendered embodiment of physical education (PE) pre-service teachers, as they learnt to teach gymnastics using mobile website technology.Methodology Framed within an interpretivist paradigm and informed by a constructivist grounded theory, qualitative data from module observations, focus groups and semi-structured interviews were analysed as part of an iterative process. The participants included PSTs from two …
Considerations for the Safe Operation of Schools During the Coronavirus Pandemic
During the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic, providing safe in-person schooling has been a dynamic process balancing evolving community disease burden, scientific information, and local regulatory requirements with the mandate for education. Considerations include the health risks of SARS-CoV-2 infection and its post-acute sequelae, the impact of remote learning or periods of quarantine on education and well-b…
The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for pre…
Building teachers’ research literacy: Integrating practice and research
Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the…
Research literacy: Contextual affordances and the ongoing quest for sustainability and research quality
Contextually, there are immediate similarities and variations evident between the ECTs (Hayes; Kerr; Nation-Grainger). The similarities are that all of the ECTs had been part of the same initial teacher education programme at the same university; were part of the same NQT and Beyond, and Masters programme at the same university; were in full-time employment as teachers; had an established and positive collaborative relationship with a university …
An investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership
This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing g…
Field independence: Reviewing the evidence
BACKGROUND: The construct of field independence (FI) remains one of the most widely cited notions in research on cognitive style and on learning and instruction more generally. However, a great deal of confusion continues to exist around the definition of FI, its measurement, and the interpretation of research results, all of which have served to limit our understanding of and practice in education. AIMS: This study reviews research evidence on F…
Using diagrams to support the research process: Examples From Grounded Theory
Despite their potential for yielding an understanding of the conceptualisation being developed, diagrams remain one of the least utilised tools in the analytical process. They have been used by interpretive investigators at various stages of the research process, for example, as artefacts to stimulate discussion in interviews, assisting the researcher in formulating ideas, refining conceptualisations in the process of theory building and communic…
Exploring students' perceptions of feedback in relation to cognitive styles and culture
This study considers the role of cognitive styles and culture in relation to students' perceptions of the value of different types and sources of feedback from sociocultural and constructivist perspectives. The increasingly heterogeneous nature of higher education highlights the importance of enhancing student accessibility to and engagement with feedback; the lenses of cognitive style and culture are important ones in this respect. Indigenous an…
Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach
This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) …
The evolving nature of grounded theory: Experiential reflections on the potential of the method for analysing children’s attitudes towards physical activity
It has been claimed that grounded theory is the most widely used qualitative method in social science research presenting a distinct approach to generating theories about substantive areas for which there are few existing theories. The method has been continually reinvented causing some to question its usefulness for educational researchers. Children’s physical activity has become an area of great interest to researchers in conjunction with incre…
Observation of children's physical activity levels in primary school: Is the school an ideal setting for meeting government activity targets
Given the commitment (and funding) by the British government to promote physical activity among all ages, and despite the inevitable political manipulation of physical education (PE) and school sport, there is now an ideal opportunity to focus on primary schools as a key target group for the future. This study determined the physical activity levels of a sample of pre-adolescents over time in a primary school setting. 374 children (5–11 yrs) were…
Game-Centred Games- A Revolutionary or Evolutionary Alternative for Games Teaching
Using diagrams to support the research process: Examples From Grounded Theory
Despite their potential for yielding an understanding of the conceptualisation being developed, diagrams remain one of the least utilised tools in the analytical process. They have been used by interpretive investigators at various stages of the research process, for example, as artefacts to stimulate discussion in interviews, assisting the researcher in formulating ideas, refining conceptualisations in the process of theory building and communic…
An investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership
This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing g…
Observation of children's physical activity levels in primary school: Is the school an ideal setting for meeting government activity targets
Given the commitment (and funding) by the British government to promote physical activity among all ages, and despite the inevitable political manipulation of physical education (PE) and school sport, there is now an ideal opportunity to focus on primary schools as a key target group for the future. This study determined the physical activity levels of a sample of pre-adolescents over time in a primary school setting. 374 children (5–11 yrs) were…
Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach
This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) …
Game-Centred Games- A Revolutionary or Evolutionary Alternative for Games Teaching
Building teachers’ research literacy: Integrating practice and research
Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the…
Field independence: Reviewing the evidence
BACKGROUND: The construct of field independence (FI) remains one of the most widely cited notions in research on cognitive style and on learning and instruction more generally. However, a great deal of confusion continues to exist around the definition of FI, its measurement, and the interpretation of research results, all of which have served to limit our understanding of and practice in education. AIMS: This study reviews research evidence on F…
Exploring students' perceptions of feedback in relation to cognitive styles and culture
This study considers the role of cognitive styles and culture in relation to students' perceptions of the value of different types and sources of feedback from sociocultural and constructivist perspectives. The increasingly heterogeneous nature of higher education highlights the importance of enhancing student accessibility to and engagement with feedback; the lenses of cognitive style and culture are important ones in this respect. Indigenous an…
The evolving nature of grounded theory: Experiential reflections on the potential of the method for analysing children’s attitudes towards physical activity
It has been claimed that grounded theory is the most widely used qualitative method in social science research presenting a distinct approach to generating theories about substantive areas for which there are few existing theories. The method has been continually reinvented causing some to question its usefulness for educational researchers. Children’s physical activity has become an area of great interest to researchers in conjunction with incre…
Game-Centred Games- A Revolutionary or Evolutionary Alternative for Games Teaching
Observation of children's physical activity levels in primary school: Is the school an ideal setting for meeting government activity targets
Given the commitment (and funding) by the British government to promote physical activity among all ages, and despite the inevitable political manipulation of physical education (PE) and school sport, there is now an ideal opportunity to focus on primary schools as a key target group for the future. This study determined the physical activity levels of a sample of pre-adolescents over time in a primary school setting. 374 children (5–11 yrs) were…
The evolving nature of grounded theory: Experiential reflections on the potential of the method for analysing children’s attitudes towards physical activity
It has been claimed that grounded theory is the most widely used qualitative method in social science research presenting a distinct approach to generating theories about substantive areas for which there are few existing theories. The method has been continually reinvented causing some to question its usefulness for educational researchers. Children’s physical activity has become an area of great interest to researchers in conjunction with incre…
Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach
This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) …
Exploring students' perceptions of feedback in relation to cognitive styles and culture
This study considers the role of cognitive styles and culture in relation to students' perceptions of the value of different types and sources of feedback from sociocultural and constructivist perspectives. The increasingly heterogeneous nature of higher education highlights the importance of enhancing student accessibility to and engagement with feedback; the lenses of cognitive style and culture are important ones in this respect. Indigenous an…
Field independence: Reviewing the evidence
BACKGROUND: The construct of field independence (FI) remains one of the most widely cited notions in research on cognitive style and on learning and instruction more generally. However, a great deal of confusion continues to exist around the definition of FI, its measurement, and the interpretation of research results, all of which have served to limit our understanding of and practice in education. AIMS: This study reviews research evidence on F…
Using diagrams to support the research process: Examples From Grounded Theory
Despite their potential for yielding an understanding of the conceptualisation being developed, diagrams remain one of the least utilised tools in the analytical process. They have been used by interpretive investigators at various stages of the research process, for example, as artefacts to stimulate discussion in interviews, assisting the researcher in formulating ideas, refining conceptualisations in the process of theory building and communic…
An investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership
This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing g…
Building teachers’ research literacy: Integrating practice and research
Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the…
Research literacy: Contextual affordances and the ongoing quest for sustainability and research quality
Contextually, there are immediate similarities and variations evident between the ECTs (Hayes; Kerr; Nation-Grainger). The similarities are that all of the ECTs had been part of the same initial teacher education programme at the same university; were part of the same NQT and Beyond, and Masters programme at the same university; were in full-time employment as teachers; had an established and positive collaborative relationship with a university …
The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for pre…
Considerations for the Safe Operation of Schools During the Coronavirus Pandemic
During the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic, providing safe in-person schooling has been a dynamic process balancing evolving community disease burden, scientific information, and local regulatory requirements with the mandate for education. Considerations include the health risks of SARS-CoV-2 infection and its post-acute sequelae, the impact of remote learning or periods of quarantine on education and well-b…
Developing the pedagogical practice of physical education pre-service teachers in gymnastics: Exploring gendered embodiment
Background This paper reports on the gendered embodiment of physical education (PE) pre-service teachers, as they learnt to teach gymnastics using mobile website technology.Methodology Framed within an interpretivist paradigm and informed by a constructivist grounded theory, qualitative data from module observations, focus groups and semi-structured interviews were analysed as part of an iterative process. The participants included PSTs from two …
Psychology (10 works) · Sociology (9 works) · Pedagogy (7 works) · Computer Science (6 works) · Physical Education and Pedagogy (6 works) · Qualitative research (6 works) · Mathematics education (5 works) · Physical education (5 works) · Political science (5 works) · Social science (5 works)