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Conclusion: Implications of social and learning relationship studies for classroom practice

Blackmore, Karen ORCID: https://orcid.org/0000-0002-0266-6311 and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2020) Conclusion: Implications of social and learning relationship studies for classroom practice. In: Social and Learning Relationships in Primary Schools. Bloomsbury Academic, London, pp. 259-263. ISBN 9781350096066 (hardback) 9781350096073 (ebook) (In Press)

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Abstract

This volume presents a total of twelve empirical studies focusing on four aspects of social and learning relationships; social interaction and the curriculum, classroom relationships and learning, professional identity and professional development, and individual differences and inclusion. A number of different stakeholders were involved in the research, including pupils, teachers, university tutors, school-based mentors, leaders and student teachers. In addition, a range of research methods were utilized in the collection and analysis of data. In spite of these differences, each of the studies included in this book highlights to varying degrees potential considerations for practice, aimed at improving social and learning relationships in primary schools.

Item Type: Book Section
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Uncontrolled Discrete Keywords: social and learning relationships, classroom practice, learning, professional identity, professional development, individual differences, inclusion
Divisions: College of Arts, Humanities and Education > School of Education
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Depositing User: Karen Blackmore
Date Deposited: 17 Jul 2020 14:26
Last Modified: 17 Jul 2020 14:26
URI: https://eprints.worc.ac.uk/id/eprint/9582

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