Caroline Jones
Caroline Jones
Tutor
My profile
Biography
I am a Tutor for the Early Years and Childhood Studies Degree Programme based within the Faculty of Education here at Manchester Metropolitan University.
I have many years’ Early Years and Childhood Studies occupational experience, which began when I became an Ofsted Registered Childminder and an Out of School and Holiday Club Manager. This experience in Early Years and Playwork led to roles working across local authorities in children’s services as a countywide Sure Start Adviser, Children’s Centre Development Worker and then on to the role of a Governor Support Officer. I have strong knowledge of Ofsted requirements and the Early Years Foundation Stage.
During my career I have set-up and delivered stay and play groups for families with children aged 0-5, designed and delivered story and song sessions, physical activity and dance sessions (Let’s Get Moving), delivered Baby Moves sensory groups, and targeted teenage parent support groups. I have worked in partnership and collaboratively with families, stakeholders and the local community and undertaken outreach work in the local community including providing parenting and safeguarding support.
More recently, I have developed the ‘Psychosocial and Academic Trust Alienation Theory’ - A new Educational Psychological theoretical perspective, which is routed within alienation theory and applied to the context of the widening participation or disadvantaged student demographic. I have a particular interest in Education and Social Mobility.
External examiner roles
Former External Examiner for Derby University - Foundation Degree Working with Children and Young People
External Examiner Events undertaken for Middlesex University
Expert reviewer for external funding bodies
Reviewer for SEDA International:
Innovations
in Education and Teaching International - http://www.tandfonline.com/toc/riie20/current ORCiD - https://orcid.org/
- October 2017 - School Alienation – Theoretical Approaches and Educational Research – Literature Review
Membership of professional associations
- Senior Fellow of the Higher
Education Academy
- Associate Member of the Chartered Institute of
Personnel and Development
- Society for Research in Higher Education (SRHE)
Projects
Charity
I am very proud to be a former Trustee of Pure Insight (Young Care Leaver Support Charity)https://www.pure-insight.org.uk/. This amazing small charity provides mentor and support services for Young Care Leavers in the Stockport, Trafford and East Cheshire localities. They are always on the look out for new mentors so if you are interested in contributing to the work of this valuable charity, please take a look at the link and get in touch with them. They provide vital services to this highly diverse group.
Teaching
Why do I teach?
I teach because I am passionate about Children and Young people and also about Education. I particularly love helping students to achieve their goals and to overcome adversity and barriers.
Previously I have been the unit leader on the BSc (Hons) Health and Social Care and Foundation Degree in Health and Social Care programmes for the following modules:
• Evidence Based Practice
• Multi-Disciplinary Teams
• Contextualising Welfare: The Development of UK Social Policy
• Placement Practice
• Developing Leadership Skills
• Managing Quality and Developing Others
• Practice Project modules.
Furthermore, I have experience and expertise in the design, delivery and development of leadership and management units across a range of programmes including:
• Foundation Degree Working with Children and Young People
• Foundation Degree in Early Year’s Practice
• BA (Hons) Childhood Studies
• BA (Hons) Health and Social Care
I also have experience of teaching a wide range of other Early Years and Childhood Studies units such as:
• Holistic Child
• Learning and Development
• Health and Emotional Wellbeing
• Research and Dissertation Support
• Safeguarding
• Different Childhoods
• Placement Practice
• Assignment Support and Tutorial
• Pastoral Support
How I’ll teach you
Teaching Practice: I like to involve students within the teaching and learning process and encourage active learning wherever possible. I also focus on mentoring, coaching and counselling strategies to support students throughout their Higher Education journey. I am passionate about supporting students to achieve their best and to develop professionally, personally and academically throughout their programme of study.
Why study…
Because this is where practitioners and experts can make the biggest difference to children’s outcomes, future pathways, social mobility and social policy and to invest in the generations of our future. There are many different employment possibilities that can be pursued and achieved by completing the BA (Hons) Early Years and Childhood Studies Degreee within and across education, health and social care.
Over the years I have taught on the following modules:
-Constructing Child Development
-Independent Project (Dissertation)
-Leadership and Management
-Academic and Professional Practice
-Tutored Project
-Rights and Participation
-Critical and Academic Professional Practice
-Policy in Context
-Man Met Project
-Researching the Field
As part of my role I also visit students in placement and I enjoy seeing how students can strengthen their future graduate employment through these practical work experience opportunities. I also enjoy working with and collaborating with local employers including early years and childcare settings, schools, charities and businesses.
I am also a personal tutor for students on the programme across the year groups.
Additional Outputs
I have designed and developed three MMU RISE intensives:
1. The Role of the Key Person (0-19)
2. Working in Partnership with Parents (0-19)
3. Work Based Learning/Placement - Health and Education Faculty Students
I have also designed 18 sessions of Academic Study Skills for the Early Years and Childhood Studies students covering: Academic Reading, Writing, Referencing and Assessment.
Subject areas
Early Years and Childhood Studies
Education Studies
Psychosocial and Academic Trust Alienation Theory (PATA Theory)
Research outputs
Publications and Professional Practice
Jones, C., S., and Bell, H. (2024) The increasing pressure on students after Covid-19. Society for Research in Higher Education. Blog. Available at: https://srheblog.com/2024/03/06/the-increasing-pressure-on-students-aft…
Jones, C., S., and Bell, H. (2024) Under Increasing Pressure in the Wake of Covid-19: A systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation, and resilience. Perspectives: Policy and Practice in Higher Education. 10.1080/13603108.2024.2317316. https://www.tandfonline.com/doi/full/10.1080/13603108.2024.2317316
Jones, C. S. (2023). Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice. Advances in Developmental and Educational Psychology, 4(1): 160-174.https://doi.org/10.25082/ADEP.2022.01.00
Jones, C, S. (2022) Education and the Social Mobility Conundrum: An examination of the ‘psychosocial and academic trust alienation theory’ in the context of disadvantaged students in the UK secondary education sector. Children & Society, 00, 1–22. https://doi.org/10.1111/chso.12677
Jones, C, S. (2022) UK Secondary Education Social Mobility and Links to the PATA Theory. Sociology and Social Welfare, Sociologylens.net, Blog: https://www.sociologylens.net/article-types/research-brief/secondary-education-social-mobility/43661
Jones, C, S. (2021) An investigation into barriers to student engagement in Higher Education: Evidence supporting ‘the psychosocial and academic trust alienation theory’. Advances in Educational Research and Evaluation, 2021, 2(2): 153-165. https://doi.org/10.25082/AERE.2021.02.002
Sweeney, L., and Jones, C, S. (2021) Pandemic Heroes - Is it time for the Early Years and Childcare Workforce to get the recognition they truly deserve. https://www.cypnow.co.uk/blogs/article/pandemic-heroes-is-it-time-for-t…
Jones, C, S., and Nangah, Z. (2020) Widening Participation Student Engagement Alienation trauma and trust. Society for Research in Higher Education, Blog: https://srheblog.com/2021/04/01/widening-participation-student-engagement-alienation-trauma-and-trust/
Jones, C., and Mills, G. (2018) Newsletter and Blog, SRHE, ‘Preventing Plagiarism’ Conference review.https://www.srhe.ac.uk/downloads/members/newsletters/SRHE_News_32_April…
Jones, C., S. (2017) Barriers to Student Engagement in HE: Revisiting Concepts of Alienation. CELT Learning and Teaching in Action: Manchester Metropolitan University. Vol 13, Issue 1.6. pg69-83. https://ltiammu.files.wordpress.com/2021/05/ltia_volume13_issue1.pdf, 6_Jones_Barriers_to _Student_Engagement_in_HE.pdf (mmu.ac.uk)
Mills, G., and Jones., C, S. (2017) Newsletter and Blog, SRHE,’ Exploring a ‘Sense of Belonging’
and Why It Matters in Higher Education’ Conference review.https://srheblog.com/2017/08/08/exploring-a-sense-of-belonging-and-why-it-matters-in-higher-education/
2016 Blog, ‘Research and Teaching in British Universities is of
equal importance, Solving the Conundrum’.
2014 Research – Interpretivist, Qualitative Methodology ‘What are
practitioner perceptions of the impact of the Pupil Premium Funding for
disadvantaged children’s educational outcomes and achievements?’
Professional Memberships
I belong to the following professional memberships:
- Senior Fellow of Advance HE (formerly known as the Higher Education Academy)
- Society for Research in Higher Education (SRHE)
- Associate Member of the Chartered Institute of Personnel and Development (CIPD)
Other research interests include:
- Leadership and Management in Early Years and Childhood
- Social Mobility and Social Policy
- Risk, Resilience and Adolescent Mental Health
- Young Care Leavers
- Early Years and Childcare Workforce
- Early Years and Disadvantage
- PATA Theory
-
Journal articles
Jones, C.S., Bell, H. (2024) 'Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience.' Perspectives: Policy and Practice in Higher Education, 28(3) pp. 141-151.
Jones, C.S. (2024) 'Education and the social mobility conundrum: an examination of the ‘psychosocial and academic trust alienation theory’ in the context of disadvantaged students in the UK secondary education sector.' Children and Society, 38(1) pp. 137-158.
Jones, C. (2023) 'Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice.' Advances in Developmental and Educational Psychology, 4(1) pp. 160-174.
Jones, C.S. (2021) 'An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’.' Advances in Educational Research and Evaluation, 2(2) pp. 153-165.
Jones, C., Nangah, Z. (2020) 'Higher Education students : barriers to engagement; psychological alienation theory, trauma and trust; a systematic review.' Perspectives: Policy and Practice in Higher Education, 25(2) pp. 62-71.