| Title |
Author |
Pages |
| Editorial: Does the Journal of Trainee Teacher Educational Research exemplify what is wrong with teacher preparation? |
Keith S. Taber |
000 |
| An analysis of how the introduction of a lottery-based token reinforcement system impacts upon behaviour in a Year 7 mathematics lesson |
Benjamin Pickles |
001-034 |
| A case study inquiry into how dialogic practice influenced Year 7’s understanding of Britishness |
Jake D. A. Shepherd |
035-064 |
| Queering the English Classroom: could Year 9 students’ learning about Shakespeare’s The Merchant of Venice be enriched by studying its LGBTQIA+ themes? |
Matt Simpson |
065-090 |
| Exploring teaching strategies to promote mathematical resilience in a Year 10 set 4 mathematics class |
Hannah Smith |
091-114 |
| A case study exploring how Year 7 pupils’ understanding of India can influence their conceptions of place |
Megan Thorpe |
115-146 |
| ‘From passive object to active subject’: A critical investigation into how use of feminist criticism empowers students in their study of Shakespeare’s Othello |
Bethan Davies |
147-174 |
| Using Exegetical Techniques to Improve Biblical Literacy Among GCSE Students: A Critical Investigation and Analysis |
Ryan Comins |
175-200 |
| An investigation into how high-attaining Year 9 students’ understanding of grammar is affected by contextualised grammar teaching |
Georgina Thorpe |
201-226 |
| Collaborative learning and moral reasoning in the Religious Education classroom. A case study of a year 8 class |
Thomas Breakwell |
227-256 |
| Sampling composition: how Year 12 music technology students use sample-based processes to compose electroacoustic music |
Callum Bates |
257-290 |
| “Does what and how I read have an effect on my learning across the curriculum?”: An exploration of year 4 pupils’ perspectives on independent reading |
Liam Connolly |
291-312 |
| Moments of mindfulness: exploring pupils’ perspectives on short daily mindfulness activities and their potential effects on the classroom learning environment |
Victoria Evans |
313-338 |
| Embodied aspects of intercultural pragmatic competence:investigating the effects of using authentic video-based materials on confidence, fluency and accuracyin a Year 10 mixed-attainmentlanguage class |
Wendy Archer |
339-376 |
| A critical analysis of how the use of diagnostic questions as formative assessment probes can enhance teaching and learning in Year 8 lessons on infectious diseases |
Katherine Webb |
377-420 |
| Investigating the Effect of Using Modern Language Vocabulary Teaching Strategies on the Recall and Application of Scientific Vocabulary with a Year 7 Class: A Case Study Proposal |
Joshua Uttley |
421-448 |
| Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory |
Kate Rose Charnley |
449-480 |
| “All the world’s a stage”: Using drama to develop the motivation and speaking skills of pupils in a Year 9 French class |
Rabeka Zafar |
481-506 |
| A case study exploring the types of knowledge year nine students need to work effectively with similarity and difference as a concept when learning about the Holocaust |
William Mason |
507-544 |
| The Power of ‘Yet’: A small-scale study looking at how positive verbal feedback influenceschildren’s attitudes towards their learning |
Kirsty Hensleigh |
545-570 |
| “As clear as night and day”. Using models to aid students’ conceptual understanding of space and the Solar System in a Year 8 science class |
Andrew Derrett |
571-608 |
| ‘Material Culture’: exploring a range of strategies that seek to enhance Year 7 students’ intercultural awareness through the communicative lens of Textile Design |
Maya Dunn |
609-642 |
Using 'ORBIS' software to explore ancient geography: an action research project with a Year 8 class in an independent school
|
Anya Morrice |
643-668 |
| How do authentic materials representing LGBT+ identities impact on the learning of a high attaining Year 10 group studying French? |
Natasha Crosby |
669-698 |
| Exploring whether gender affects pupils’ perspectives on outdoor learning |
Jeff Beh |
699-730 |
