Dr Karen Gravett, University of Surrey, and colleagues Critical perspectives on doctoral education and doctoral literacy practices are needed now more than ever. The last
Jen Aggleton, The Open University Mona Aljanahi, United Arab Emirates University Chrisitian Ehret, Emily Mannard, Tobias Ma, McGill University Research strongly supports the incorporation of
Reading for Cultural Meanings: A literacy toolkit for English teachers to use when selecting prose texts for diverse students in secondary schools Dr Melissa Jogie,
The multimodal school play: integrating performative digital animation into narrative and set design Michelle Cannon, Sara Hawley, Theo Bryer, Rebecca WilsonUCL Institute of Education (IOE),
Written by: Lauran Doak Please find the link to the full paper below: https://www.tandfonline.com/doi/full/10.1080/14681366.2021.2010121
We set out to trace the complex ways that current grammar policy in England gets perceived and recalled by primary (Year 6) and secondary (Year 7) students, by examining the reporting of their own lived experiences in a series of focus groups, and triangulating this with a bricolage of other data including policy documents, pedagogical materials and teacher surveys.
This UKLA funded, teacher-researcher study will explore how Young Adult (YA) fiction might be used as a vehicle for exploring language discrimination, with a particular focus on Key Stage 3 students in England’s schools.
We are exploring this apparent area of teacher autonomy, to see what literature is being taught in Year 7 to 9, and to begin to gain some insight into how it is taught. The study is being conducted by researchers from six universities in Wales and South-west England.
Deborah Jones, Brunel University.
Sabine Little, University of Sheffield. This study seeks to explore how multilingual children experience reading across their various languages, and what influences this experience.
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