Outputs (128)

Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality (2024)
Journal Article

In this paper, we outline how we reviewed and evaluated the content of an undergraduate module on a teacher training degree and demonstrate how critical evaluation of practice informed new understanding, strategies and approaches in teacher education... Read More about Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality.

Reading for Science: The use of scientific literary materials in primary schools (2024)
Presentation / Conference Contribution

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.

What are the challenges in progression, retention and achievement in A-level chemistry in Further Education colleges in England? (2024)
Thesis

Choices made to study STEM subjects determine both the level of STEM skills in the population and the numbers of students with the necessary skills to continue studying STEM subjects at higher education. The aim of this research was to explore curren... Read More about What are the challenges in progression, retention and achievement in A-level chemistry in Further Education colleges in England?.

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article

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.

In conversation with M.G.Leanord (2024)
Journal Article

Verity Jones and Amanda Webber caught up with M. G. Leonard, author of Beetle Boy, to talk about why getting the science right in children’s fiction is so important and how this book might inspire an interest in understanding and protecting insects. Read More about In conversation with M.G.Leanord.

Animal ethics and primary schools (2024)
Journal Article

Verity Jones and Ross Cundy offer useful suggestions for school policy development and best practice on animal welfare and ethics.

Constructing child participation in early years classrooms: An exploration from Wales (2024)
Journal Article

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children’s participation rights in classroom settings is highly variable. We report our explora... Read More about Constructing child participation in early years classrooms: An exploration from Wales.

‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds (2024)
Journal Article

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative... Read More about ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds.

From Interpretation to Interruption: Embracing disruptive analysis (2024)
Journal Article

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in... Read More about From Interpretation to Interruption: Embracing disruptive analysis.

I could never do maths at school: An exploration of the ways in which an online intervention for parents can change the way they think and talk about mathematics and reduce the intergenerational transmission of mathematics anxiety (2024)
Thesis

Mathematics Anxiety is widespread and is believed to affect up to 20% of the population (Ashcraft and Ridley, 2005). Parents are the primary influencers of their children’s attitudes and beliefs and if parents are anxious about mathematics, it is mor... Read More about I could never do maths at school: An exploration of the ways in which an online intervention for parents can change the way they think and talk about mathematics and reduce the intergenerational transmission of mathematics anxiety.