| Citation Information |
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viii | |
| Notes on Contributors |
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xii | |
| Acknowledgements |
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xv | |
| Introduction |
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1 | (4) |
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Section 1 Key challenges in primary education |
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5 | (68) |
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1 Eliciting pupil perspectives in primary mathematics: possibilities and issues |
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7 | (14) |
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2 Geography and creativity: developing joyful and imaginative learners |
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21 | (13) |
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3 Enhancing primary science: an exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching |
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34 | (12) |
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4 The primary physical education curriculum process: more complex that you might think!! |
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46 | (11) |
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5 Reading children's literature |
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57 | (16) |
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Section 2 Learning and teaching |
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73 | (66) |
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6 Childhood in crisis? Perceptions of 7--11-year-olds on being a child and the implications for education's well-being agenda |
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75 | (13) |
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7 Primary children's management of themselves and others in collaborative group work: "Sometimes it takes patience ..." |
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88 | (14) |
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8 Cooperative learning in elementary schools |
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102 | (10) |
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9 The challenges of implementing group work in primary school classrooms and including pupils with special educational needs |
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112 | (14) |
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10 Understanding and enhancing pupils' learning progress in schools in deprived communities |
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126 | (13) |
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Section 3 Social, emotional and wellbeing issues in primary education |
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139 | (72) |
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11 `We are trying to make them good citizens': The utilisation of SEAL to develop `appropriate' social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools |
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141 | (14) |
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12 Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach |
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155 | (16) |
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13 An empirical study comparing different art forms to develop social and personal skills in early years education |
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171 | (12) |
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14 A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD) |
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183 | (16) |
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15 Teachers' responses to children in emotional distress: A study of co-regulation in the first year of primary school in Norway |
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199 | (12) |
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Elin Marie Frivold Kostal |
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Section 4 Primary teachers' work and professionalism |
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211 | (66) |
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16 The global search for better teaching: how should teachers think for themselves? |
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213 | (13) |
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17 Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders? |
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226 | (12) |
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18 Reconceptualising early years teacher training: policy, professionalism and integrity |
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238 | (11) |
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19 Whole child, whole teacher: leadership for flourishing primary schools |
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249 | (14) |
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20 What is the nature of the achievement gap, why does it persist and are government goals sufficient to create social justice in the education system? |
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263 | (14) |
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Section 5 Outdoor learning |
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277 | (82) |
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21 The nature of learning at forest school: practitioners' perspectives |
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279 | (18) |
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22 Diverse aims, challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice |
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297 | (16) |
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23 Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE) |
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313 | (15) |
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24 Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision |
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328 | (17) |
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25 The impact of residential experiences on pupils' cognitive and non-cognitive development in year six (10--11 year olds) in England |
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345 | (14) |
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| Index |
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359 | |
