| Title |
Author |
Pages |
| Editorial: Taking a pop at Popper: Should Karl Popper’s education assignment have been failed? |
Keith S. Taber |
i |
| What do we want students to do when they are studying historical consequences?An exploratory case study based on a series of lessons taught to a Year Seven History class on the Black Death |
Molly-Ann Navey |
001-042 |
| Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy |
Katrina Barnes |
043-084 |
| A critical investigation into whether Year 8 students’learning about poetry can be made memorable through a drama-based approach |
Rebecca Aylett |
085-116 |
| Pupils’ perspectives on challenge: a study exploring pupils’ mindset, their attitude to challenge, and self-differentiation in the year one classroom |
Laura Jessop |
117-140 |
| “Sir, if we are doing all the work what is the point of you being here?”: Using Problem Based Learning to enhance subject knowledge and academic intrinsic motivation in a Year Nine Physics class |
Jonathan Siracusano |
141-176 |
| “Their customs can teach us lessons about our own lifestyles”: integrating the teaching of cultural awareness and intercultural understanding to the teaching of language through a task-based approach in a Key Stage 3 French class |
Simon Baron |
177-214 |
| “When we ask questions, sometimes there’s no answer”: A study of year 3 and 4 children’s perceptions of curiosity in the classroom |
Sophie Winnard |
215-236 |
| How using socio-scientific issues to teach about climate change enhances engagement and knowledge of the nature of science in a year 9 girls class |
Philippa Evans |
237-274 |
| An investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music |
Hannah Morgan |
275-306 |
| Changing dimensions: the impact of making models on Year 10 students’ understanding of Greek temples when studying Classical Civilisation |
Mollie Legg |
307-330 |
