| Title |
Author |
Pages |
| Editorial: Becoming ‘real utopian’ teachers in a ‘post-pandemic’ world: lessons from our Cambridge PGCE trainees |
Haira Gandolfi |
ooo |
| A study of Year 6 pupil perspectives on home learning following the COVID-19 lockdowns |
Hannah Lyden |
001-026 |
| Rule Britannia?: An insight into pupils’ perspectives on the fundamental British values |
Catrin Osborne |
027-054 |
| Dandelion Children: Year 6 pupils’ perspectives of the impact of transferring schools on learning |
Bryony Parkinson |
055-082 |
| “Inclusion of all to the detriment of some?”: a study of Year 5/6 pupils’ perspectives on the inclusive classroom |
Jenny Kennedy |
083-104 |
| Singing in School: A Study of Year 4 Pupils’ Perspectives on Singing for Pleasure and Learning |
Henrietta Lucy Shaw |
105-132 |
| Seeing the kaleidoscope: Investigating whether Year 12 understandings of Christianity’s internal diversity can be enhanced through an ethnographic approach |
Zoë Grainger |
133-160 |
A critical investigation, using approaches drawn from action research, into how Year 9 students' learning about unseen poetry can be developed through a focus on accent and dialect in writing |
Emily Jade Thomas |
161-192 |
Art-based games: An action resvolume14/193-220jonesm/index.htmlearch study exploring Year 10 students’ perspectives on short ‘warm up’ interventions and their potential effects on the classroom learning environment
|
Megan Jones |
193-220 |
| A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics |
Rachel Burns |
221-248 |
| “I have no clue how to pronounce that”: The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes |
Hannah Crossman |
249-280 |
| “How do my feelings affect my learning?” – A study into Year 4 pupils’ views on the relationship between their emotions and their academic success |
Grace Hinton |
281-304 |
