Celia Greenway

Accepting PhD Students

PhD projects

Celia Greenway’s main research interest is quality matters in the Early Years sector. Within this, her current areas of interest are:

The integrated approach of the Every Child Matters agenda and its impact on the care and education of young children
Early Years workforce reform
Early Years practitioners’ professional identity
Gender issues connected to the recruitment of males into Early Years
Leadership and management within the nursery sector
Creative curriculum with reference to young children’s social and emotional development
Outdoor learning and forest schools

Research activity per year

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Dive into the research topics where Celia Greenway is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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4 Article
1 Paper

Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship
McLinden, M., Greenway, C. & Matthews, A., 2021, In: Higher Education Pedagogies. 6, 1, p. 1-21 21 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File
1 Citation (Scopus)

431 Downloads (Pure)
’Letting the right one in’: provider contexts for recruitment to initial teacher education in the United Kingdom
Davies, P., Connolly, M., Nelson, J., Hulme, M., Kirkman, J. & Greenway, C., Nov 2016, In: Teaching and Teacher Education. 60, p. 291–302
Research output: Contribution to journal › Article › peer-review

Open Access
File
14 Citations (Scopus)

195 Downloads (Pure)
Dramatis personae: enactment and performance in primary school headship
Rhodes, C. & Greenway, C., 1 Oct 2010, In: Management in Education. 24, 4, p. 149-153 5 p.
Research output: Contribution to journal › Article

9 Citations (Scopus)
Neuroplasticity explained by broad-scale networks and modularity?
Greenway, C. & Martin, G., 1 May 2010, In: Dynamical Psychology-An International, Interdisciplinary Journal of Complex Mental Processes.
Research output: Contribution to journal › Article
Gender balance in primary initial teacher education – some current perspectives
Szwed, C. & Greenway, C., 12 Jun 2008.
Research output: Contribution to conference (unpublished) › Paper

1 Finished

Supporting disabled students: Developing evidence-based transitions support and improving data use [Invitation to Tender]
Greenway, C. (Co-Investigator), Peruzzo, F. (Co-Investigator), Millward, C. (Co-Investigator), Hall, N. (Co-Investigator), Anderson, V. (Co-Investigator), MacLeod, A. (Principal Investigator) & Hewett, R. (Co-Investigator)
Transforming Access and Student Outcomes in Higher Education (TASO)
1/09/23 → 31/03/24
Project: Research

Celia Greenway

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Research output

Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship

’Letting the right one in’: provider contexts for recruitment to initial teacher education in the United Kingdom

Dramatis personae: enactment and performance in primary school headship

Neuroplasticity explained by broad-scale networks and modularity?

Gender balance in primary initial teacher education – some current perspectives

Projects

Supporting disabled students: Developing evidence-based transitions support and improving data use [Invitation to Tender]