| Title |
Author |
Pages |
| Scientific personal epistemology of students aged 11-12: A case study |
Jamie Linale |
001-048 |
| 'The concept that dares not speak its name': Can we rehabilitate 'empathy' as a disciplinary concept by re-theorising its curricular goals and value to pupils in light of the 'cultural turn' in history? A theory-seeking case study with Year 9 exploring the experience of a soldier in the First World War |
Alexander Benger |
049-078 |
| “Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy |
James Moore |
079-116 |
| An exploration into Year 4 pupils’ perspectives surrounding how their parents help them to learn |
Elinor Galvin |
117-142 |
| Does using sign language in science with hearing Year 8 students reinforce learning of key vocabulary, whilst affecting motivation and enjoyment of science? |
Sarah Barrett |
143-180 |
| Building students into the Roman narrative: using drama to immerse students in Roman life as presented within the textbook. An action research project with a Year 9 Latin class in a mixed independent school |
Benjamin George |
181-204 |
| Investigating Talk in Year 9 Group Composing: A Case Study |
Catriona Bourne Swinton Hunter |
205-236 |
| A critical investigation, using approaches from action research, into how far using multimodal approaches to teach Shakespeare can support differing levels of cultural capital within a class |
Beccy Talmy |
237-268 |
| The Language of Biology: Does the introduction of language-learning techniques in Year 12 biology lessons increase students’ understanding in areas that are cognitively demanding due to high quantities of technical vocabulary? |
Jaya Tamber |
269-306 |
