Dr Ulrike Hohmann
Associate Professor (Senior Lecturer) in Early Childhood Studies
Plymouth Institute of Education (Faculty of Arts, Humanities and Business)
Professional Doctorate in Education (EdD) Programme Leader
Teaching on the BA (Hons) Early Childhood Studies programme,
Teaching on postgraduate level: Masters, EdD and supervising EdD and PhD students
PhD in Social Policy (ESRC scholarship) awarded 2002, University of Newcastle
PGCe Learning and Teaching in Higher Education, University of Plymouth, 2004
BA (Hons) Social Policy 1st Class, 1997, University of Newcastle.
Higher Education Foundation Course, 1994, Gateshead College
Staatlich Anerkannte Erzieherin [state approved pedagogue]. This qualification enables me to work with children and young people in all forms of day care or residential care settings. Fachschule für Sozialpädagogik, Hamburg, Germany
Social Policy Association (SPA),
Child Poverty Action Group (CPAG)
British Educational Research Association (BERA)
I am interested in teaching around topics connected to social policy, with a particular focus on families, women and children; care and education; relationships between adults and children, comparative research and methodology in general.
I am teaching undergraduate modules with a focus: on research methodology and methods, Early Years Services for children and families, social policy, perception of children and risk, comparative cross-national research.
On postgraduate level (MA and EdD) I am teaching on modules with a focus on policy issues in early years and education and research methodology.
My research interests are family policy,Early Childhood Education and Care provision, the work force in care and education, relationships within families and relationships between children and adults. I have a keen interest in comparative research methods and in research methodology in general.
I was involved in approaches to learning in teaching making use of blending on-line provision with face-to-face delivery.
I am developing the research project'Practitioners’ understanding and implementation of early childhood education and care policy in day centres and nurseries', a comparative study in England and in Germany.
In the past I have been working with Dr Peter Kelly and Dr Nick Pratt(University of Plymouth) and Dr Hans Dorf (Danish School of Education, Aarhus University) on the international pilot study 'CATE' (comparing and analysing teacher expertise).
Research degrees awarded to supervised students
Rea, Anthony (2011) Wild Country Hall: Children’s learning at a residential outdoor education centre, PhD
Huggins, Valerie (2015) International study visits and the promotion of intercultural capabilities: an exploratory study, EdD
Webber, Louise (2015) Mature Women and Higher Education: Reconstructing identity and family relationships, EdD
Kmita, Maria (2015) Importance of Humour in Educational Staffrooms, PhD
Karen Wickett (2016) Beliefs and relationships during children's transition to school: Parents, practitioners and teachers. EdD
Zenna Kingdon (2017) A qualitative exploration of children's experiences of role play in two pack-away early childhood settings. PhD
Caroline McGrath (2018) Oral Story: A pedagogic tool encouraging children's mathematical thinking. PhD
Phil Brown (2019) student voices and student choices: Narrative accounts of differentiated Higher Education experiences of First in the Family HE students. EdD
Paul Norman (2019) Headteachers experiences and perceptions of standards-led reform in English secondary schools. EdD
Grants & contracts
Currently I am working on a project on Childminder Sustainability in England and Wales - Funded by Pacey, with Verity Campbell-Barr, Jan Georgeson and Kathrine Gulliver .
Key publications are highlightedJournals
Hohmann, U. (2018) 'Found in translation: an analytical framework to explore national and regional Early Childhood Education and Care systems'. Early Years, pp. 1-13.
Hohmann, U. (2016) 'Making policy in the classroom'. Research in Comparative and International Education, 11 (4), pp. 380-393.
Kelly, P., Dorf, H., Pratt, N. & Hohmann, U. (2014) 'Comparing teacher roles in Denmark and England'. Compare, 44 (4), pp. 566-586.
Kelly, P., Hohmann, U., Pratt, N. & Dorf, H. (2013) 'Teachers as mediators: an exploration of situated English teaching'. British Educational Research Journal, 39 (4), pp. 609-634.
Kelly, P., Pratt, N., Dorf, H. & Hohmann, U. (2013) 'Comparing Pedagogy in Mathematics in Denmark and England'. European Educational Research Journal, 12 (4), pp. 553-567.
Dorf, H., Kelly, P., Hohmann, U. & Pratt, N. (2013) 'Teacher Quality in a Political and Social Setting: Goals, Discourses, Constraints and Affordances – Implications for a Teacher Education Reform'. Journal of the International Society for Teacher Education, 17 (2), pp. 6-20.
Dorf, H., Kelly, P., Pratt, N. & Hohmann, U. (2012) 'Varieties of teacher expertise in teaching Danish language and literature in lower secondary schools'. Nordic Studies in Education, 32 pp. 17-34.
Hohmann, U. (2007) 'Rights, expertise and negotiations in care and education'. Early Years, 27 (1), pp. 33-46.
Gelder, U. (2003) 'Constrained Entrepreneurship: the Business of Family Day Care in England and Germany'. Northern Economic Review, (33/34), pp. 118-133.
Baines, S. & Gelder, U. (2003) 'What is Family Friendly about the Workplace in the Home?'. New Technology, Work and Employment, 18 (3), pp. 223 - 234.
Baines, S., Wheelock, J. & Gelder, U. (2003) Riding the Roller Coaster: Family Life and Self-employment. Family and Work. Bristol: The Policy Press/Joseph Rowntree Foundation.
Hohmann, U. (2015) 'Tackling inequalities in Early Years settings', in Parker-Rees, R. and Leeson, C. (eds.) Early Childhood Studies: An introduction to the study of children’s lives and children’s worlds. 4th edn. London: Learning Matters / SAGE, pp. 112-125.
Hohmann, U. (2015) 'The benefits of comparison: recent developments in the German early years workforce', in Parker-Rees, R. and Leeson, C. (eds.) Early Childhood Studies: An introduction to the study of children’s lives and children’s worlds. 4th edn. London: Learning Matters / SAGE, pp. 204-217.
Hohmann, U. & Mamas, C. (2015) 'Research projects in Early Childhood Studies', in Parker-Rees, R. and Leeson, C. (eds.) Early Childhood Studies: An introduction to the study of children’s lives and children’s worlds. 4th edn. London: Learning Matters / SAGE, pp. 264-278.
Hohmann, U. & Wickett, K. (2015) 'Action research', in Parker-Rees, R. and Leeson, C. (eds.) Early Childhood Studies: An introduction to the study of children’s lives and children’s worlds. 4th edn. London: Learning Matters / SAGE, pp. 279-293.
Hohmann, U. (2015) 'Germany: parallel histories in ECEC', in Campell-Barr, V. and Georgeson, J. (eds.) International Perspectives on Early Years Workforce Development. Northwich: Critical Publishing, pp. 96-108.
Hohmann, U. & Savage, J. (2007) 'Children and social policy: a case study of four-year-olds in school', in Willan, J., Parker-Rees, R. and Savage, J. (eds.) Early Childhood Studies. second edn. Exeter: Learning Matters.
Gelder, U. (2003) 'Carving out a niche? The work of Tagesmütter in the new Germany', in Mooney, A. and Statham, J. (eds.) Family Day Care: International Perspectives on Policy, Practice and Quality. London: Jessica Kingsley Publishers, pp. 41-58.
Hohmann, U. & Sharman, A. (2006) Flexible Learning in Early Childhood Studies (FLECS): Expectations and experience of students and staff. Plymouth: University of Plymouth. Available.
Gelder, U. & Carter, I. (2003) Primary Care Staff and the National Sexual Health Strategy: Mapping Services and Skills in Northumberland. Newcastle: University of Newcastle, Northumberland Care Trust. Available.
Gelder, U. (2002) Boys and Young Men: 'Half of the Solution' to the Issue of Teenage Pregnancy - a Literature Review. Newcastle: Department of Health, Directorate of Health and Social Care, Public Health Group North East and University of Newcastle, School of Geography, Politics and Sociology. Available.
Gelder, U., Richardson, D. & Selman, P. (2002) Northumberland: Baseline Review and Data Collection for Sexual Health and HIV Strategy. Newcastle upon Tyne: University of Newcastle. Available.
Straker, A. & Gelder, U. (2002) ''I just Call it the Woods': a Research Report Commissioned by the Small Woods Association to Explore Attitudes and Access to Woods and Woodland Products'. Small Woods Association.
Hohmann, U. (forth coming) 'Book Review: European Educational Research (Re)Constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union, by Mike Zapp, et al.'. Journal of Education for Teaching,
Hohmann, U. (2017) 'Book review: Laura Gilliam and Eva Gulløv (2017) Children of the Welfare State: Civilising practices in schools, childcare and families, London: Pluto'. [Online]. Available at: http://tactyc.org.uk/books-reviews/ (Accessed: 11. 9.2017).
Hohmann, U. (2016) 'Book review: Revisiting insider-outsider research in comparative and international education'. Journal of Education for Teaching, 42 (4), pp. 522-523.
Hohmann, U. (2015) 'Book review: The discovery of early childhood, by Helen May'. Early Years: An International Research Journal, 35 (3), pp. 317-318.
Hohmann, U. (2014) 'Book review: Effective Assessment in the Early Years Foundation Stage by Jan Dubiel'. Early Years: An International Research Journal, 34 (3), pp. 315-316.
Hohmann, U. (2011) 'Book review: Rethinking children and families: the relationsip between childhood, families and the State, by Nick Frost'. Early Years, 31 (2), pp. 204-205.
Hohmann, U. (2009) 'Book review of Kirsten Scheiwe and Harry Willekens (eds) (2009) Child Care and Preschool Development in Europe: Institutional Perspectives, Basingstoke: Palgrave Macmillan'. Journal of Social Policy, (38), pp. 719-721.
Other academic activities
Acting as referee for SAGE; Bloomsbury and Early Years, International Journal of Early Years Education
Member of the editorial board of the journal Social Policy and Society until December 2009