Staff Profiles

Undergraduate

• U71110 – An Introduction to Mathematics in the Primary Curriculum
• U71124 – Mathematics and ICT in the Primary Curriculum
• U71134 – Mathematics and ICT in the Primary Curriculum – Extending understanding

Postgraduate

• PGCE – Mathematics and ICT
• PGCE – History
• BA Year 2 History
• Research Methods

Research interests

• BA (PE) Course Leader
• BA + PGCE History
• BA Mathematics
• Primary Humanities Education
• History and Development of Primary Curriculum
• History and Philosophy of Education

Research and consultancy projects

Supporting Male trainees – and survey of their experiences and needs. Presented at Knowledge transfer seminar

Trainees’ Perception of Primary Teaching as a Profession (Ed.D Module – unpublished)

Journal articles

• Percival J, 'Investigating Narrative Forms of History Pedagogy in Primary Teacher Education in England'
  International Journal of Historical Learning Teaching and Research 15 (1) (2017) pp.160-172
  ISSN: 1472-9474
  Abstract Narrative forms of history have a controversial status amongst professional historians, but the evidence for using narrative approaches in primary or elementary history is arguably stronger and principally based on educational psychology and pedagogical research. The literature review presented in this paper summarises the main arguments for narrative approaches including increased pupil engagement; a starting point for enquiry; an introduction into the complexity of history; and finally the development of historical imagination. This project employed two narrative techniques, ‘powerful stories’ and ‘event framing’, with non-specialised undergraduate primary trainees in an English university. Evidence from focus group interviews and online questionnaires suggests that if asked to conduct narrative based activities, trainee teachers respond enthusiastically to these activities. Trainees recognised some of the pedagogical challenges associated with narrative approaches, but also identified the educational advantages.
  
• Percival J, 'The Historical and Philosophical Foundations of Conservative Educational Policy'
  Conservative Ideology and Educational Policy Forum 59 (2) (2017) pp.273-280
  ISSN: 0963-8253
  Abstract Contemporary Conservative education policy may seem to be hastily formulated and executed, but it is arguedly founded on deeply held ideological beliefs. By briefly examining the history of the British Conservative party, including its complex formation and disparate ideological traditions, including the broader conservative diaspora, four key elements of Conservative educational beliefs, namely support for traditional practices, anti-intellectualism, economic liberalism and the power of the market, and support for inequalities of outcome, are discussed. These beliefs are then examined against contemporary policy initiatives such as practice based teacher training, the marketisation of schools and curriculum reform. 
  Website 
• Percival J, 'The Relevance of George Orwell: Reflections on the Teaching and Learning of History in a Knowledge Based Curriculum'
  International Journal of Historical Learning Teaching and Research 13 (2) (2016) pp.16-22
  ISSN: 1472-9474
  Website 

Book chapters

• Percival J, 'A Multiple Case-Study Design in Education to Investigate Historical Integrity and Curriculum Management in Three English Primary Schools' in , (2017)
  Abstract
  Website 

Other publications

• Percival JW, 'The Efficacy of Cross-Curricularity: Can Primary Schools Retain the Integrity of History as part of an Integrated or Thematic Approach to the Curriculu'
  (2014)

Other experience

After a ten year career as a Primary Teacher, teaching all age ranges in 4 Oxfordshire Primary Schools, I began a new career as a Teacher Trainer when I moved to Oxford Brookes University in January 2004. Initially I taught Mathematics for all the ITT programmes, supplemented by Professional Studies, but in subsequent years I have started to teach History and Research methods to both undergraduates and PGCE students. Recently I became course leader for the revalidated BA (Primary Education) programme, and I am very much looking forward to new challenges as course leader.