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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 95 1 Multilingual Through and Through Schafer, Isabelle. - 2022 BASE Show details 2 Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese Dulay, K. M.; Law, S. Y.; McBride, C.. - : Elsevier, 2021 BASE Show details 3 An investigation of the relationship between curriculum policy and assessment practice in Malaysian classrooms Abdul Aziz, Azima Binti. - 2021 BASE Show details 4 The role of classroom assistants: a case study in the context of an immersion school Rogan, Thomas. - 2021 BASE Show details 5 Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative Papadopoulou, Marianna; Sidorenko, Ewa. - : Taylor & Francis - Wiley & British Educational Research Association (BERA), 2021 BASE Show details 6 Nurturing bilingual children: the voice of Spanish-speaking families in the West of Scotland de Britos, Angela. - 2020 BASE Show details 7 Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning Costley, Tracey; Gkonou, Christina; Myles, Florence. - : Taylor & Francis, 2020 BASE Show details 8 Comparing story reading and video watching as two distinct forms of vicarious contact: An experimental intervention among elementary school children Cocco, Veronica Margherita; Bisagno, Elisa; Di Bernardo, Gian Antonio. - : Wiley, 2020 BASE Show details 9 Can inferencing be trained in preschoolers using shared book reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability Davies, C.; Rowland, C.; Matthew, D.. - : Cambridge University Press, 2020 BASE Show details 10 Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years Johnson, Samantha; Bountziouka, Vasiliki; Brocklehurst, Peter. - : Elsevier, 2019 BASE Show details 11 Learning English as a foreign language : eliciting young Chilean children’s views Tabali, Pía. - 2019 BASE Show details 12 Malaysian primary school teachers’ use of and cognitions about digital technology for English as a second language literacy instruction: a case-based investigation Zainal, Saiful Izwan Bin. - 2019 BASE Show details 13 Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children Law, Jeremy M.; De Vos, Astrid; Vanderauwera, Jolijn. - : Frontiers Media, 2018 BASE Show details 14 The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher Pitt, Sophie Louise. - 2018 BASE Show details 15 Matilda and the mythologisation of Miss Honey and Miss Trunchbull Bingle, Branwen. - : Unisa Press, 2018 BASE Show details 16 Student-led assessment in the primary classroom: facilitating student ownership and motivations towards assessment Brennan, Kate. - 2018 BASE Show details 17 ‘It ain’t (Only) What You Do, It’s the Way That You Do It’: A Mixed Method Approach to the Study of Inspiring Teachers Sammons, P.; Kington, Alison; Lindorff, A.. - : John Wiley & Sons, 2018 BASE Show details 18 Synthetic Phonics and Decodable Instructional Reading Texts: How Far Do These Support Poor Readers? Price-Mohr, R.; Price, Colin. - : Wiley-Blackwell, 2018 BASE Show details 19 Setting for English and Maths : 11 year olds' characteristics and teacher perceptions of school attitudes Hartas, Dimitra. - : Routledge, 2018 BASE Show details 20 An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles Moseley, Anne. - 2018 Abstract: This thesis explores the possibility of applying Scriptural Reasoning (SR) principles for promoting Intercultural Communicative Competence (ICC) in primary schools. It used storytelling and interfaith dialogue to encourage pupils to exercise these competences in classroom settings. It takes its philosophical position from the work of Ricoeur and combines a phenomenological and interpretive approach to Religious Education (RE) to develop pupils’ understanding of both the “other” and the “self.” From this theoretical position, an age-appropriate intervention was developed based on the principles of Scriptural Reasoning in collaboration with the Cambridge Interfaith Program (CIP). The resulting “Story Tent” themed day built on the established work of Julia Ipgrave’s dialogic and Esther Reed’s narrative approach to religious education. The underpinning work utilised Action Research (AR) methodology through a cyclical approach which took place over two iterative cycles in three different schools, each with its own distinctively-different religious ethos and demographic make-up. It was unusual in combining the contributions not only of teachers and researcher but also faith representatives from local communities. Data was collected through pupil self-assessments, group work, and research team interviews during the Story Tent Intervention day. Follow-up interviews were completed with a selection of pupils using a semi-structured interview – The Autobiography of Intercultural Encounter (AIE). The data was combined to produce pupil case study portfolios. ATLAS.ti was used to support the coding process and analysis of the data. The initial primary findings suggest that the genre of story; the pedagogic style of drama; and the process of interreligious dialogue were particularly effective approaches which provided an environment where pupils and adults could explore and exercise intercultural communication. The secondary findings indicate that the skills and attitudinal competences outlined by Michael Byram seemed to lie within a hierarchy, both cognitively and interactionally. There was evidence which suggested that pupils with a strong sense of identity and were also able to tolerate ambiguity demonstrated a range of intercultural competences including critical cultural awareness. Finally, the personal religious identity of the pupils also had an impact on the pupils’ responses to the encounters, which (in combination with other factors) could be associated with particularly positive or negative outcomes. Keyword: LB1501 Primary Education; P Philology. Linguistics URL: http://webcat.warwick.ac.uk/record=b3258239~S15 http://wrap.warwick.ac.uk/112822/1/WRAP_Theses_Moseley_2018.pdf http://wrap.warwick.ac.uk/112822/ BASE Hide details Page: 1 2 3 4 5

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