Improving academic outcomes in poor urban schools through nature-based learning.

• Authors : Camasso, Michael J.¹, ; Jagannathan, Radha²

• Source: Cambridge Journal of Education; Apr2018, Vol. 48 Issue 2, p263-277, 15p, 1 Illustration, 5 Charts

Record details

The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science.

• Authors : Gillies, Robyn M.¹, ; Nichols, Kim¹; Khan, Asaduzzaman¹

• Source: Cambridge Journal of Education; Dec2015, Vol. 45 Issue 4, p427-449, 23p, 1 Color Photograph, 6 Charts

Record details

'We don't read in science': student perceptions of literacy and learning science in middle school.

• Authors : Scholes, Laura¹ ; Stahl, Garth²; Comber, Barbara³

Subjects: *INQUIRY-based learning; *SCIENTIFIC literacy; *SCIENCE education

• Source: Cambridge Journal of Education. Aug2021, Vol. 51 Issue 4, p451-466. 16p.

• Abstract: Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as ... Copyright of Cambridge Journal of Education is the property of Routledge and its content may not be copied or emailed ...

Record details

Group work and whole-class teaching with 11- to 14-year-olds compared.

• Authors : Galton, Maurice¹, ; Hargreaves, Linda; Pell, Tony²

• Source: Cambridge Journal of Education; Mar2009, Vol. 39 Issue 1, p119-140, 22p, 6 Charts, 4 Graphs

Record details

The Student Teacher and the School Community of Practice: a consideration of 'learning as participation'

• Authors : Maynard, Trisha

Subjects: *STUDENT teachers; *LEARNING assessmentUNITED Kingdom

• Source: Cambridge Journal of Education. Mar2001, Vol. 31 Issue 1, p39-52. 14p.

• Abstract: In the UK, government reforms over the past two decades have ensured that initial teacher training is now school based. This ... Copyright of Cambridge Journal of Education is the property of Routledge and its content may not be copied or emailed ...

Record details

Digital connections: transforming literacy in the primary school.

• Authors : Burnett, Cathy¹, ; Dickinson, Paul¹; Myers, Julia¹

• Source: Cambridge Journal of Education; Mar2006, Vol. 36 Issue 1, p11-29, 19p, 3 Black and White Photographs, 4 Charts

Record details

A review of five African board games: is there any educational potential?

• Authors : Bayeck, Rebecca Yvonne¹,

• Source: Cambridge Journal of Education; Oct2018, Vol. 48 Issue 5, p533-552, 20p, 4 Color Photographs, 1 Black and White Photograph, 1 Chart

Record details

Contextual challenges of implementing learner-centred pedagogy: the case of the problem-solving approach in Uganda.

• Authors : Sikoyo, Leah¹ (AUTHOR)

Subjects: *PROBLEM-based learning; *SCIENCE education; *EDUCATIONAL technologyUGANDA

• Source: Cambridge Journal of Education. Sep2010, Vol. 40 Issue 3, p247-263. 17p. 1 Chart.

• Abstract: This article explores teachers' experiences of implementing the problem-solving approach; a learner centred pedagogic innovation prescribed by a centrally mandated curriculum in Uganda. It presents ... Copyright of Cambridge Journal of Education is the property of Routledge and its content may not be copied or emailed ...

Record details

Can the Enhancement of Group Working in Classrooms Provide a Basis for Effective Communication in Support of School-Based Cognitive Achievement in Classrooms of Young Learners?

• Authors : Kutnick, Peter; Berdondini, Lucia

Subjects: Group Activities; Cooperative Learning; Foreign CountriesUnited Kingdom

• Source: Cambridge Journal of Education, v39 n1 p71-94 Mar 2009.

• Abstract: This quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in "... As Provided

Record details

Towards the Transformation of Practice in Early Childhood Education: The Effective Provision of Pre-School Education (Eppe) Project

• Authors : Siraj-Blatchford, Iram; Taggart, Brenda; Sylva, Kathy

Subjects: Early Childhood Education; Young Children; Rating ScalesUnited Kingdom

• Source: Cambridge Journal of Education, v38 n1 p23-36 Mar 2008.

• Abstract: The introduction of the Foundation Stage and its associated legislation has constituted a radical innovation that is transforming early childhood education. In this paper we ... Author

Record details