Items where Subject is "LB1501 Primary Education"

Group by: CreatorsPublication Type
Number of items at this level: 97.

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Ballard-Neale, A. (2023) The value of play as a pedagogy beyond the early years foundation stage (EYFS) And into Key stage one (KS1). Undergraduate thesis, University of Chichester.

Barber, D. and Cooper, L. (2011) Using New Web Tools in the Primary Classroom: A Practical Guide for Enhancing Teaching and Learning. Routlege, Abingdon, Oxon. ISBN 9780415591058

Barnes, J. (2022) Does the explicit teaching of vocabulary over a short period of time improve outcomes to reading and writing? Undergraduate thesis, University of Chichester.

Beaumont, M. (2022) A case study to explore the confidence of primary school practitioners to adapt physical education for children with SEND. Undergraduate thesis, University of Chichester.

Betts, M. (2023) ‘Adversely affected’: An independent research project exploring the impact of COVID-19 on pupils with SEND (special educational needs and disabilities). Undergraduate thesis, University of Chichester.

Bignell, C. (2012) Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches. Literacy, 46 (1). pp. 48-55. ISSN 1741-4369

Breslin, G., Hanna, D., Lowry, R. G., McKee, D., Haughey, T. and Moore, N. (2012) An exploratory study of specialist and generalist teachers: predicting self efficacy in delivering primary physical education. Working Papers in the Health Sciences, 1 (1). pp. 1-9. ISSN 2051-6266

Burkitt, E. and Watling, D. (2016) How do children who understand mixed emotion represent them in freehand drawings of themselves and others? Educational Psychology: An International Journal of Experimental Educational Psychology, 36 (5). pp. 935-955. ISSN 1469-5820

Burkitt, E., Watling, D. and Message, H. (2019) Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity. British Journal of Developmental Psychology, 37 (3). pp. 354-368. ISSN 0261-510X

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Crisp, P. (2021) Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections. Widening Participation and Lifelong Learning, 23 (1). pp. 169-177. ISSN 1466-6529

Crosby, H. (2023) Strategies and resources teachers in primary school can draw upon if they find a child with suspected characteristics of pathological demand avoidance in the classroom. Undergraduate thesis, University of Chichester.

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Davies, E. (2023) An exploration into the use of diverse picture books in the primary school. Undergraduate thesis, University of Chichester.

Davies, J., Bentham, S. and Duah, F. (2023) The impact of group singing on children's subjective well‐being: Mixed methods research. Children & Society. pp. 1-22. ISSN 1099-0860

Denford, M. (2022) Does initial teacher training prepare primary school teachers to deliver high quality physical education lessons? Undergraduate thesis, University of Chichester.

de Lang, C. (2022) Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One. Undergraduate thesis, University of Chichester.

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Earle, L. and Rickard, C. (2017) Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach. BSRLM Proceedings online, 37 (2).

Everley, S. (2019) Understanding gendered physical activity of children: challenging binaried representation in school-based research. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 48 (2). pp. 226-238. ISSN 0300-4279

Everley, S. (2021) Using Creative Arts-Based Research Methods in School Settings: Understanding and Empowering Children and Young People. Routledge, London. ISBN 9781138089440

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 0300-4279

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Fricker, D. (2022) A small-scale action research project investigating the extent of which self-efficacy beliefs differ between boys and girls in mathematics. Undergraduate thesis, University of Chichester.

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Georgiadi, M., Plexousakis, S., Maitland, J., Kourkoutas, E. and Hart, A. (2020) How adolescent students with disabilities and/or complex needs perceive the notion of resilience: a study in Greece and England. International Journal of Learning, Teaching and Educational Research, 19 (12). pp. 43-69. ISSN 1694-2493

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Halsey, M. (2023) Case study exploring teacher preparedness in delivering physical education in a primary school. Undergraduate thesis, University of Chichester.

Hart, A., Rathbone, A., Stubbs, C., Hinton, M., Buttery, L., Heaver, B., Duncan, S., Maitland, J., Thompson, J., Wigglesworth, P., Walsh, C., Mills, L., Roethling, T., Parker, N., Slater, R. and Smith, N. (2020) Supporting children and young people’s mental health: A guide for schools using a resilience based approach. Boingboing, University of Brighton Centre of Resilience for Social Justice, Blackpool Council.

Hawkins, S. (2016) Outstanding primary teaching and learning: a journey through your early teaching career. Open University Press, Maidenhead. ISBN 9780335263660

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Jakeman, B. (2022) An Exploration into the Representation of Race in Children’s Picture Books. Undergraduate thesis, University of Chichester.

Jennings, C. T. (2022) To what extent does the vocabulary gap impact on individual children’s in class engagement and overall attainment? Undergraduate thesis, University of Chichester.

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Kempson, P. (2023) Do social network sites affect the well-being of children? Undergraduate thesis, University of Chichester.

Khan, T. and Mikuska, E. (2021) The first three weeks of lockdown in England: The challenges of detecting safeguarding issues amid nursery and primary school closures due to COVID-19. Social Sciences and Humanities Open, 3 (1). p. 100099. ISSN 2590-2911

Knowles, G., Lander, V., Hawkins, S., Hughes, C., Stone, G., Cooper, L. and Thompson, B. (2012) Thinking Through Ethics and Values in Primary Education. Learning Matters: Thinking Through Education Series . SAGE Publishers, London. ISBN 9780857258571

Kurowski, A. A. (2020) The language of dissent – how school leaders adjust to policy change. Educational Role of Language Journal, 2020-1 (3). pp. 43-61. ISSN 2657-9774

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Livings, M. (2022) ‘Are farmers engineers?’: An investigation into primary aged girls’ attitudes towards engineering careers. Undergraduate thesis, University of Chichester.

Luter, J. (2022) Double Disadvantage’: How is Funding Being Allocated to Improve the Attainment of Children with Special Educational Needs and Disabilities, Who Are Also Eligible for Pupil Premium? Undergraduate thesis, University of Chichester.

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Maitland, J. (2020) Whole-school approaches to building resilience & promoting mental health: embracing complexity. BERA Bites, 6. p. 14.

Mantle, M. and Taylor, G. (2019) Primary Teachers' Perception of School Swimming. Physical Education Matters. pp. 58-60. ISSN 1751-0988

Melara Gutierrez, F. J. (2015) Sobre la formación del profesorado en el marco de las políticas lingüísticas andaluzas. About teacher training within the framework of Andalusia’s language policies. Revista Andalucia Educativa, 85. pp. 1-9. ISSN 2171-8768

Melara Gutierrez, F. J. and Gonzalez Lopez, I. (2018) Effective teaching in the sphere of bilingual education: profile of teaching competences. In: New perspectives in bilingual education: research and innovation. University of Granada, Granada, Spain, pp. 309-314. ISBN 9788433863423

Melara Gutiérrez, F. J. and González López, I. (2016) Sketching the figure of a bilingual teacher: designing a profile of competencies. Revista Espanola de Pedagogia, 74 (264). pp. 357-380. ISSN 2174-0909

Mikuska, E., Khan, T. and Kurowski, A. A. (2021) Home-schooling during the lockdown in England. Journal of Applied Technical and Educational Sciences, 11 (3). pp. 1-18. ISSN 2560-5429

Montgomery, I. (2023) Exploring the views of primary mainstream school teachers towards the effectiveness of inclusion of children with special educational needs and/ or disabilities within mainstream primary schools. Undergraduate thesis, University of Chichester.

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Needham, L. (2022) How school context and personal factors can play a pivotal role in primary teachers’ attitudes and enthusiasm towards teaching STEM as an integrated subject. Undergraduate thesis, University of Chichester.

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O'Sullivan, M. (2022) A small-scale study into how COVID-19 has affected language development in KS1 and contributed to the ongoing growth of the word gap. Undergraduate thesis, University of Chichester.

Ota, C. M. (1998) The place of religious education in the development of children's worldviews. Doctoral thesis, University of Southampton; University of Chichester.

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Parfoot, L. (2023) Effective classroom strategies to support pupils with autism. Undergraduate thesis, University of Chichester.

Parker, E., Laxton, D. and Horn, A. (2023) An empathetic leader. Early Years Educator, 23 (19). pp. 23-24. ISSN 2052-4617

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Rayner, L., Laxton, D. and Horn, A. (2023) Helicopter stories to support children's development. Early Years Educator, 23 (18). pp. 38-39. ISSN 2052-4617

Reavey, D. (2016) Wanted! Outstanding teachers of science! Ten golden rules for teacher educators. In: Mejores docentes, mejores educadores [Better Teachers, Better Educators]. Ajibe Ediciones, Malaga, Spain. ISBN 978-84-9700-817-4

Rickard, C. (2010) Algebra homework. Mathematics Teaching, 219. p. 14.

Rickard, C. (2008) Algebra: How is it for you? Mathematics Teaching Incorportaing Micromath, 206. pp. 11-13.

Rickard, C. (2008) Developing beliefs about the teaching of primary mathematics. BSRLM Proceedings online, 28 (2). pp. 85-90.

Rickard, C. (2010) Do students’ beliefs relating to the teaching of primary mathematics match their practices in school? BSRLM Proceedings online: Vol 29 No 3 Loughborough University, 29 (3). pp. 109-114.

Rickard, C. (2013) Essential Primary Mathematics. Essential Primary series . Open University Press: McGraw Hill Education, Maidenhead. ISBN 9780335247028

Rickard, C. (2007) Misunderstanding of Fractions! Mathematics Teaching Incorporating Micromath, 205. pp. 32-33.

Rickard, C. (2007) A Salutary Tale... Mathematics Teaching Incorporating Micromath, 204. p. 8.

Rickard, C. (2013) Subtraction: Searching for Flexibility. Journal of the Association of Teachers of Mathematics, 234. pp. 37-39. ISSN 0025-5785

Rickard, C. and Earle, L. (2018) Times tables: Children learning about multiplication facts. In: British Society for Research into Learning Mathematics, 10 Nov 2018, King's College, London.

Ritchie, L. and Williamon, A. (2011) Primary school children's self-efficacy for music learning. Journal of Research in Music Education, 59 (2). pp. 146-161. ISSN 0022-4294

Robinson, E. (2022) To what extent is risk and challenge beneficial in the Early Years? Undergraduate thesis, University of Chichester.

Ruiz-Gallardo, J.-R. and Reavey, D. (2018) Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers. Journal of the Learning Sciences, 28 (1). pp. 73-107. ISSN 1050-8406

Rutherford, B. (2022) To what extent has pupils’ socio-emotional development in the Early Years been impacted by the global pandemic? Undergraduate thesis, University of Chichester.

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Scotney, C. (2023) What are the limitations that teachers believe prevent them from being the catalyst to producing the next generation of STEM experts? Undergraduate thesis, University of Chichester.

Scott-Conaty, T. (2022) “I just wish there was more time”: An exploration of the space and place for creative writing in the primary school. Undergraduate thesis, University of Chichester.

Shelton, C. (2016) Beyond lesson recipes: first steps towards a repertoire for teaching primary computing. In: Constructionism 2016, 1-5 February 2016, Bangkok, Thailand.

Shelton, C. (2016) From Computational Thinking to Computational Participation. In: Information Technology in Teacher Education (ITTE) Annual Conference, 2nd July 2016, London.

Slaughter, G. (2023) Aiming for the (Gold) Stars: Are educators doing enough to support pupil’s intrinsic motivation in KS1? Undergraduate thesis, University of Chichester.

Spence, J. and Fleet, L. (2017) Chapter 12: Primary education. Discussion Paper. GuildHE, London, UK.

Stone, G. (2011) The Digital Literacy Classroom. Minibooks, 33 . UK Literacy Association Publications, Leicester. ISBN 9781897638613

Stone, G. (2015) 'Organizational' professional learning for performance in primary Initial Teacher Training. In: IPDA International Conference 2015, 27- 28 November 2015, Birmingham, UK. (Unpublished)

Stone, G. (2022) Professionalism in Primary Teaching. Primary Teaching Now (1). Sage Publications, London. ISBN 9781529761092

Stone, G. (2018) Why is teacher professionalism important? In: Primary Teaching: Learning and teaching in primary schools today. Primary Teaching Now . SAGE Publications Ltd, Learning Matters Ltd, London, UK, pp. 205-221. ISBN 9781526436443

Stone, G. (2011) www: Wikis, word clouds and web collaboration to support primary literacy. English 4-11, 41. p. 8.

Stone, G. and Wilkinson, D. (2019) Getting to grips with grammar alongside some super science! Primary Science (157). pp. 10-12. ISSN 0269-2465

Student, A. (2020) Are boys actually bad at reading? Investigating the causes for the gender reading gap. Undergraduate thesis, University of Chichester.

Student, A. (2019) Does having students in ability setting affect classroom behaviour when compared to mixed ability setting in mathematics? A small-scale action research project into the differences between ability setting and mixed ability setting when considering behaviour in mathematics classrooms. Undergraduate thesis, University of Chichester.

Student, A. (2020) Does the explicit teaching of phonics in MFL lead to increased confidence and better pronunciation in KS2 children? Undergraduate thesis, University of Chichester.

Student, A. (2021) Exploring the development of professional love and teacher-child relationships within the Early Years Foundation Stage, Key Stage 1 and Key Stage 2 from teachers’ perspectives. Undergraduate thesis, University of Chichester.

Student, A. (2020) How can children’s attitudes towards reading for pleasure be influenced by their view of themselves as readers, and the wider school community? Undergraduate thesis, University of Chichester.

Student, A. (2021) How can forest bathing be implemented in primary schools? Outdoor learning is more than science. Undergraduate thesis, University of Chichester.

Student, A. (2020) How far does a multisensory approach to phonics increase achievement and engagement of children in the Early Years and Key Stage One? Undergraduate thesis, University of Chichester.

Student, A. (2021) I don’t think the children will understand! A case study into teacher confidence in teaching education for sustainable development in the early years. Undergraduate thesis, University of Chichester.

Student, A. (2019) Motivation in Mathematics: A small-scale action research project into the factors which influence a pupil’s motivation, the methods teachers use to motivate their pupils and how effective they are. Undergraduate thesis, University of Chichester.

Student, A. (2020) Pre-service teachers' preparedness to use EdTech in practice: preparation for teaching under the Education Inspection Framework. Undergraduate thesis, University of Chichester.

Student, A. (2021) Teachers’ perceptions towards barriers of social participation for individuals with autism. Undergraduate thesis, University of Chichester.

Student, A. (2020) What are the barriers teachers perceive to teaching Science outdoors? Undergraduate thesis, University of Chichester.

Student, A. (2021) What impact do different forms of dialogic teaching have on children's spoken language development? Undergraduate thesis, University of Chichester.

Student, A. (2021) The correlation between SEND and self-esteem; with a specific focus on children with autistic spectrum disorders, dyslexia and speech, language and communication Needs. Undergraduate thesis, University of Chichester.

Student, A. (2018) An examination of how manipulatives were used in a primary mathematics setting. Undergraduate thesis, University of Chichester.

Student, A. (2020) An exploration into the amount of time reception aged children are engaged in physical activity and the viewpoints of primary school teachers on technology. Undergraduate thesis, University of Chichester.

Student, A. (2019) A small-scale action research project examining the gender differences in confidence and enjoyment of mathematics. Undergraduate thesis, University of Chichester.

Student, A. (2021) A study into the strategies that teachers use to enhance confidence in children with dyslexia. Undergraduate thesis, University of Chichester.

Student,, A. (2021) Does music hold the key to unlock your potential? A pilot study to explore the association between music lessons and self-regulated learning. Undergraduate thesis, University of Chichester.

Sullivan, M. (2022) How might gender stereotypes, as seen in children’s self-direct be play, be influenced? Undergraduate thesis, University of Chichester.

Symons, E. (2023) A small-scale study into the benefits of high-quality literature on children’s writing. Undergraduate thesis, University of Chichester.

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Turner, R. (2023) How do schools plan environments to include neurodivergent learners? Undergraduate thesis, University of Chichester.

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Wilkinson, D. (2016) The use of questions in primary science: a collaborative action research study. Doctoral thesis, University of Southampton.

Wilkinson, D. and Stallard, W. (2019) Mastery in Primary Science. Exploring the Primary Curriculum . Learning Matters: SAGE Publications, London. ISBN 9781526472700

Williams, E. (2023) An exploration of the interaction between homework and social justice. Undergraduate thesis, University of Chichester.

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Young, M. and Reavey, D. (2017) Embedding Global Citizenship in Initial Teacher Education. In: International trends in preparation of early childhood teachers in a changing world. Wydawnictwo Akademii Pedagogiki Specjalnej, Warszawa, Poland, pp. 162-183. ISBN 9788364953842

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