| Title |
Author |
Pages |
| Editorial:Approaches to teacher classroom enquiry |
Keith Taber |
p i- 1v |
| ‘I want to challenge myself’:the use of Self-Regulatory techniques to enhance Self-Efficacy in a Year 7 science class |
Julia Burns |
001-038 |
| Equality of Opportunity: differentiating for students in a non-setted year seven music class |
Hedydd Edge |
039-072 |
| “Let’s look at the whole elephant before we begin to measure its tail”*: the effect of emphasising qualitative reasoning in aiding conceptual understanding in a Year 12 physics class |
Callum Farnsworth |
073-106 |
| “Can you even fall in love with yourself?”:using music and drama to enable all students to access Latin literature |
Emily Rushton |
107-140 |
| A critical analysis of how Knowledge Organisers and Recall Practice can be used to facilitate learning. An Action Research project of Year 7 pupils studying cells and organisation |
Nathan Smailes |
141-190 |
| Talking together: exploring the impact of Group Talk activities on the confidence and attainment in speaking German with a Year 8 class. |
Deborah Eills |
191-230 |
| “You run about, saying ‘woof woof’!”:Reception Children’s Perspectives of free flow |
Niamh Lawton |
231-256 |
| ‘This might sound silly but...: a critical investigation into how creative use of poetry teaching supports students’ learning of a curriculum set novel |
Olivia Marsh |
257-286 |
| “I liked the bit where her nose got bit off...”: A critical examination of the effect of studying a medieval French fairy tale on a low-attaining Year 7 French class |
Melissa Berrill |
287-322 |
| “You can understand what the words actually are”:a critical investigation into how far film and drama can be effective in developing Year 8 students’ understanding of Shakespeare’s ‘Romeo and Juliet’ |
Olivia Soutter |
322-352 |
