Traces of tolerance in European history: A student-oriented and educational approach (2024)
Report
Carter, J., & Whitehouse, S. (2024). Traces of tolerance in European history: A student-oriented and educational approach. Prague: European Union

This chapter and working group report is part of the outcomes of an Erasmus Plus funded project: Citizenship Education in the Context of European Values. The teacher support materials found in this book are based on the work of an interdisciplinary... Read More about Traces of tolerance in European history: A student-oriented and educational approach.

Reading for Science: The use of scientific literary materials in primary schools (2024)
Presentation / Conference
Lewis, F., Edmonds, J., Carter, J., Alston, A., & Sargeant, S. (2024, March). Reading for Science: The use of scientific literary materials in primary schools. Paper presented at NARST 2024 Science Education for the rest of us, Denver, USA

Scientific literary materials (SLMs) present science content in genres such as narratives and poems as well as traditional non-fiction genres. SLMs have the potential to engage children and teachers who are non-science enthusiasts or specialists wit... Read More about Reading for Science: The use of scientific literary materials in primary schools.

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article
Carter, J., Podpadec, T., Pillay, P., Babayiğit, S., & Gazu, K. A. (2024). A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context. Educational Research and Evaluation, 29(1-2), 69-103. https://doi.org/10.1080/13803611.2024.2314522

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effec... Read More about A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context.