Dr Benjamin Knight's Outputs (4)

Personality-sensitive pedagogies: A study of small group interactive behaviours among 9- to 10-year-olds (2024)
Journal Article

The learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse. In this... Read More about Personality-sensitive pedagogies: A study of small group interactive behaviours among 9- to 10-year-olds.

Teaching and learning as complex phenomena: Implications for policy and teacher professional identity (2024)
Book Chapter

Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ (Hardman, 2010). Systems behaving in complex, emergent ways cannot be su... Read More about Teaching and learning as complex phenomena: Implications for policy and teacher professional identity.

Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds (2024)
Digital Artefact

This pilot study sought to identify relationships between primary pupils’ personality profiles and their patterns of interaction during small group collaboration. In UK classrooms, pupils often collaborate in small groups, which has considerable lear... Read More about Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds.

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa (2024)
Journal Article

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limit... Read More about ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.