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Volume 10


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