| Title |
Author |
Pages |
|
Editorial: Flourishing, engagement and learning: insights from our Cambridge PGCE students
|
Haira Gandolfi |
000 |
| Avoiding the danger of the singular narrative: A case study examining how Year 8 students’ understanding of postcolonial India develops over a sequence of geography lessons |
Liam Travers |
001-038 |
| 'Every child, every day': a study of Year 5 and 6 children's perspectives on the contribution of The Daily Mile™ initiative to classroom-based learning |
Emily Davenport |
040-068 |
| Identity, Learning, and National Narratives: A qualitative review of how a pupil’s ethnic, racial and/or national identity impacts learning perceptions |
Dana Catherine Coggio |
069-090 |
|
‘Lend me your ears’: An exploration of Year 5 pupils’ perspectives on being read aloud to across the curriculum
|
Emma Serle |
091-115 |
| A critical analysis of how the use of variation theory affects Year 8 mixed-ability students’ development of proportional reasoning |
Ruth Ni Mhuircheartaigh |
116-143 |
|
A critical analysis of how dialogic discourse impacts students’ engagement: A case study teaching Homeostasis in a year 10 class
|
Kate Shearer |
144-179 |
| To what extent is dialogic teaching effective in identifying and addressing year 8 students’ alternative conceptions about electricity and magnetism? |
William C Malone |
180-204 |
| “The creature writhes and snarls and tells me what I need”: a critical investigation using action research on the teaching of graphic media to support Year 8 English students’ skill at, and engagement with, creative writing. |
Francis Schofield |
205-233 |
