Small-scale Research in Primary Schools provides guidance and inspiration for students and practitioners undertaking practical investigations and workplace enquiry in the primary school. The 30 chapters are carefully selected to illustrate a range of approaches to educational enquiry, and are particularly relevant to the range of practitioners who may carry out school-based research as part of a course of study: teachers, trainee- and newly-qualified teachers, teaching assistants, learning mentors and staff who support children with individual needs.
Research topics addressed in chapters include children’s learning in the core curriculum subjects as well as themes central to teaching and learning. Important concepts and terminology are highlighted throughout. More specifically, areas of research explored include:
- Special Educational Needs
- Working with parents and families
- English as an Additional Language
- Language development
- Learning environments
Small-scale Research in Primary Schools provides a straightforward, highly accessible introduction to enquiry approaches and research methodologies, and the questions and challenges adults in schools encounter about children’s learning. It shows how small-scale research in primary education can impact on professional thinking and learning. It aims to provide constructive support for students and practitioners in extending their knowledge and understanding through workplace enquiry.
Table of Contents
Introduction Kimberly Safford Part 1: Contexts for small-scale research: learning lives and professional roles 1. Approaches to small-scale enquiry and research in primary schools Kimberly Safford and Roger Hancock 2. Workforce remodelling: the view from the school Linda Hammersley-Fletcher and Michelle Lowe 3. Children’s views of teaching assistants Clare Fraser and Sara Meadows 4.Adult learning lives and biographies Michael Tedder and Gert Biesta Part 2: Contexts for small-scale research: understanding children’s experiences and learning environments 5. Knowledge exchange activities for home-school communication Martin Hughes and Pamela Greenhough 6. Children in transition from play to ‘work’ Gabrielle White and Caroline Sharp 7. Children’s experiences of domestic violence Helen Buckley, Stephanie Holt and Sadhbh Whelan 8. Walking and cycling to school Joanna Kirby and Joanna Inchley 9. Gender roles in children’s television commercials Jenny Lewin-Jones and Barbara Mitra 10. Children’s views on physical activity and healthy eating Rachael Gosling, Debbi Stanistreet and Viren Swami 11. Children representing themselves through photographs Michelle Newman, Andree Woodcock and Philip Dunhan Section 3: Contexts for small-scale research: understanding diversity, inclusion and barriers to learning 12. The distinctive contribution of additional staff Joan Stead, Gwynwdd Lloyd, Pamela Munn, Sheila Riddell, Jean Kane and Gale Macleod 13. Breakfast clubs and school lunches: their impact on children The School Food Trust 14. What languages do you speak? Linguistic journeys in school Raymonde Sneddon 15. Achieving successful home-school links with refugees Jill Rutter 16. Support for children with physical disabilities Snaefridur Thora Egilson and Rannveig Traustadottir 17. Including children with disabilities in the playground Helen Woolley, Marc Armitage, Julia Bishop, Mavis Curtis and Jane Ginsborg 18. The inclusion of children with attention difficulties Neil Humphrey 19. Using objects and touch cues to communicate Anna Kilberg and Ros How 20. Individual management plans in inclusive classrooms Simon Knight Section 4: Contexts for small-scale research: children, adults and the primary curriculum 21. Collaborative choreography Sue Cottam 22. Singing together Gitika Partington 23. Mentor support for music and performance Ruth Wright 24. Analysing and presenting information Min Wilkie 25. Discussing friction Anna Traianou 26. Understanding evaporation and condensation Georgina Harcourt-Brown 27. Knowing children’s literature Sue McGonigle and Olivia O’Sullivan 28. Children’s online writing Alison Kelly and Kimberly Safford 29. Creativity and language development Ann Bailey and Brita Little 30. Who should ask the questions? Developing critical thinking Adam Hickman
Kimberly Safford is Head of Awards, Primary Teaching and Learning in the Faculty of Education and Language Studies at The Open University, UK.
Mary Stacey is a writer and educational consultant working with teaching assistants and early years practitioners.
Roger Hancock is a Senior Lecturer and Researcher in the Faculty of Education and Language Studies at The Open University, UK.