Born and raised in the West Midlands, Paul undertook his initial teacher education at the University of Warwick. He then taught a range of subjects and pupils in a Hertfordshire middle school. During his final three years at the school he acted as PSE coordinator.
In the academic year 1998 to 1999 Paul undertook a Masters degree in Health Education and Health Promotion at King’s College, London. For his dissertation he researched primary school teachers’ views of empowerment as a methodology for drugs education.
Following his MSc he worked for Northumberland’s Health Action Zone and LEA as Advisory Teacher (Health Issues) where he was part of the team that developed the county’s Healthy Schools Programme. While there he secured funding for a number of small-scale, professional development research projects in the area of education for personal and social development.
In 2001 Paul moved to Newman College of Higher Education as a Senior Lecturer in Education and Professional Studies, where he taught on a variety of ITE and non-ITE courses. He joined the University of Hull in January 2006. Whilst there he led the undergraduate programmes in Education Studies and was a member of the Faculty Academic Approvals Committee (AAC). He was chair of the Faculty Ethics Committee and led the research group, Leadership, Policy and Theory.
Paul joined the University on 1st January 2014 as Senior Lecturer, Curriculum and Pedagogy Policy. Since joining the University he has been a member of the School Ethics Committee (2015 to 2017) and Director of PGT (2015 to 2019).
Paul's doctoral study was a Social Constructivist/Social Constructionist theoretcial exposition of policy discourses under the auspices of New Labour. In his publications he explored the epistemological position for contemporary policy which culminated in a new perspective on educational policy-making: policy as positioning.
From 2007 to 2009 Paul was a member of the Evaluation team for Shape-Up4 a pan-European project concerned with nutrition and movement.
Paul is a member of the Executive Council for the Association for the Study of Primary Education5 (ASPE) and is a member of the Editorial Board for the Peer Reviewed Journal Education 3 to 13: International Journal of Primary, Elementary and Early Years Education6.
Paul’s broad research areas are in the policy and politics of education all under the broad banner of social and educational inclusion. He favours a social constructionist approach to studying education and related issues. Paul's current research is primarily theoretical in orientation, although he does undertake empirical work as well. His current work centres on conceptual matters relating to becoming a teacher, education policy and the limits of truth, and Scottish education policy developments. He is currently co-PI (with Dr Aileen Kennedy, University of Edinburgh) for a Scottish Government funded project Meauring Quality in Initial Teacher Education (MQuITE). This project is due to run from 2017 to 2022.
Paul welcomes PhD enquiries from anyone interested in education policy, professional development, post-truth thinking, care and education and related matters.
- Universal Individuals: National Education in a Globalised Age
- Research in the Education policy and Education Practice nexus
- MQuITE: Three years on
- The experience of transition from high school to university: a qualitative exploration of perceptions of first year female students at King Saud University
- Primary Engineers (External organisation)
- Scottish Educational Research Association (SERA) (External organisation)
more professional activities
- Measuring Quality in Initial Teacher Education (MQuITE):
- Adams, Paul (Principal Investigator) Beck, Anna (Co-investigator)
- 01-Jan-2017 - 31-Jan-2019
Lord Hope Building
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