This paper challenges the reductive notion of children as "efferent" readers who learn to decode written language in order to "take away" knowledge. This anachronistic idea has become entrenched in current UK curriculum and education policy. However, it is well established that decoding letters and sounds is only one aspect of…

Possibly the largest qualitative study in RE policy and practice in many years, the AHRC/ESRC Religion and Society project "Does RE work? An analysis of the aims, practices and models of effectiveness in religious education in the UK", headed by the University of Glasgow, seeks to map the complex processes of curriculum formation as…

This paper argues that student voice and the active engagement of students in shaping their own educational experience are integral to the development of effective work-related learning (WRL) programmes. Through accessing the voice of disaffected and marginalised students, insight can be gained into what these students see as being the benefits of…

Alongside other forms of social software, wikis have been heralded as supporting more collaborative and democratic teaching and learning practices. This paper explores, through a case study approach, the use of wikis to support a collaborative research project undertaken in a UK secondary school. Findings are analysed in the context of research on…

Examined the use of "Writing Frames" to enhance ninth grade students' science investigations. Students were taught to use "Writing Frames" booklets and language cues booklets for "writing up" their science projects. Surveys of participants and nonparticipants indicated that participants had increased scores on various…