1st Edition

Contemporary Issues in Primary Education Fifty Years of Education 3-13: International Journal of Primary, Elementary and Early Years Education

    358 Pages
    by Routledge

    358 Pages
    by Routledge

    This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3–13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally.

    This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers’ work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3–13 in the last ten years.


    Mark Brundrett

    Section 1
    Key challenges in primary education – Edited by Malini Mistry

    1. Eliciting pupil perspectives in primary mathematics: possibilities and issues

    Jenny Houssart and Patti Barber

    2. Geography and creativity: developing joyful and imaginative learners

    Stephen Scoffham

    3. Enhancing primary science: an exploration of teachers’ own ideas of solutions to challenges in inquiry- and context- based teaching

    Susanne Walan, Birgitta Mc Ewen and Niklas Gericke

    4. The primary physical education curriculum process: more complex that you might think!!

    Mike Jess, Nicola Carse and Jeanne Keay

    5. Reading children’s literature

    Victoria de Rijke

    Section 2
    Learning and teaching – Edited by Gary Beauchamp and Michelle Murray

    6. Childhood in crisis? Perceptions of 7– 11- year- olds on being a child and the implications for education’s well- being agenda

    Kate Adams

    7. Primary children’s management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’

    Ruth Kershner, Paul Warwick, Neil Mercer and Judith Kleine Staarman

    8. Cooperative learning in elementary schools

    Robert E. Slavin

    9. The challenges of implementing group work in primary school classrooms and including pupils with special educational needs

    Ed Baines, Peter Blatchford and Rob Webster

    10. Understanding and enhancing pupils’ learning progress in schools in deprived communities

    Ruth Dann

    Section 3
    Social, emotional and wellbeing issues in primary education – Edited by Peter Wood

    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

    Peter Wood

    12. Redefining the importance of children’s voices in personal social emotional development curriculum using the Mosaic Approach

    Aimilia Rouvali and Vassiliki Riga

    13. An empirical study comparing different art forms to develop social and personal skills in early years education

    Evgenia Theodotou

    14. A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)

    Rebecca Hibbin and Jo Warin

    15. Teachers’ responses to children in emotional distress: A study of co- regulation in the first year of primary school in Norway

    Elin Marie Frivold Kostøl and David Lansing Cameron

    Section 4
    Primary teachers’ work and professionalism – Edited by Becky Taylor

    16. The global search for better teaching: how should teachers think for themselves?

    Christine Doddington

    17. Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

    Malini Mistry and Krishan Sood

    18. Reconceptualising early years teacher training: policy, professionalism and integrity

    Jo Traunter

    19. Whole child, whole teacher: leadership for flourishing primary schools

    Kate Adams, Anne Lumb, Jane Tapp and Rachael Paige

    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?

    Ruth Goodman and Diana Burton

    Section 5
    Outdoor learning – Edited by Paul Latham

    21. The nature of learning at forest school: practitioners’ perspectives

    Frances Harris

    22. Diverse aims, challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice

    Sue Waite, Orlando Rutter, Adrian Fowle and Andrew Edwards- Jones

    23. Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)

    Andrew Edwards- Jones, Sue Waite and Rowena Passy

    24. Everyday teaching and outdoor learning: developing an integrated approach to support school- based provision

    Sarah MacQuarrie

    25. The impact of residential experiences on pupils’ cognitive and non- cognitive development in year six (10– 11 year olds) in England

    Chris Loynes, Jane Dudman and Carrie Hedges


    Mark Brundrett is Emeritus Professor of Education Research at Liverpool John Moores University and Editor of Education 3–13: International Journal of Primary, Elementary and Early Years Education.

    Gary Beauchamp is Professor of Education at Cardiff School of Education and Social Policy at Cardiff Metropolitan University.

    Paul Latham is a former primary headteacher and LA Principal Adviser. He is now an international education consultant and Chair of the Association for the Study of Primary Education.

    Malini Mistry is Senior Lecturer in Education Studies (Primary and Early Years) in the School of Teacher Education at the University of Bedfordshire.

    Michelle Murray is Chief Executive Officer at the Education Learning Trust based in Gatley in Cheshire.

    Becky Taylor is Principal Research Fellow in the Centre for Teachers and Teaching Research at UCL Institute of Education.

    Peter Wood is a senior lecturer in Education in the School of Education at Liverpool John Moores University.