This study was primarily undertaken by teachers for teachers, and focuses on the potential contribution of global learning and development education (DE) methodologies to a core aspect of curriculum provision, namely writing. The aim of the study is to explore whether using global learning and DE methodologies can have an impact on pupils'…

The National Literacy Trust's Premier League Reading Stars programme (PLRS) is a reading intervention for children aged 8 to 13 that captures the motivational power of football to inspire children and young people to read more and to improve their literacy skills. PLRS is delivered by teachers and librarians. The programme delivers statutory…

Studies with infants show divergence between performance on theory of mind tasks depending on whether "direct" or "indirect" measures are used. It has been suggested that direct measures assess a flexible but cognitively demanding ability to reason about the minds of others, whereas indirect measures assess distinct processes…

This paper examines the multiple ways in which health policy relating to obesity, diet and exercise is recontextualised and mediated by teachers and pupils in the context of social class in the UK. Drawing on a case study of a middle-class primary school in central England, the paper documents the complexity of the policy process, its uncertainty,…

This paper considers the case of Intercultural Understanding (IU) as a component part of foreign language learning and teaching in the upper stage of primary schools (roughly ages 7-11 years) in the UK. It is set within a specific context of curriculum innovation, namely recent policy changes which have introduced IU as a key part of primary…

Objective: To study the prospective link between involvement in bullying (bully, victim, bully/victim), and subsequent suicide ideation and suicidal/self-injurious behavior, in preadolescent children in the United Kingdom. Method: A total of 6,043 children in the Avon Longitudinal Study of Parents and Children (ALSPAC) cohort were assessed to…

Dialogic Reading (DR) is a form of interactive shared book reading which promotes children's active participation in reading. Previous studies have demonstrated that DR positively affects young children's literacy development. This small-scale study extends existing DR research to all-male dyads to examine whether DR has a greater impact on boys'…

The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities…

Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…

This study evaluated the school-based short-term, cognitive-behavioral group anger management programme, "Learning How to Deal with our Angry Feelings" (Southampton Psychology Service, 2003). Thirteen groups of children aged 7- to 11-years-old were randomly allocated to two different cohorts: One cohort ("n"?=?35) first…

The aim of this study was to investigate the suitability of different measures of listening comprehension for Years 2, 3 and 4 children with English as an additional language (EAL). Non-standardised uses of reading comprehension measures are often employed as proxy measures of listening comprehension, i.e. for purposes for which they were not…

The relation between skill in simple addition and subtraction and more general math achievement in elementary school is well established but not understood. Both the intrinsic importance of skill in simple calculation for math and the influence of conceptual knowledge and cognitive factors (working memory, processing speed, oral language) on…

Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age,…

This paper reports the findings of a small-scale qualitative inquiry into risk in the lives of children and young people. Conducted over a 12-month period in Birmingham and the Black Country in the United Kingdom, the study sought to elicit perceptions of risk from the perspective of children and young people in primary and secondary school…

Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and…