JoTTER - volume 15
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Item Open Access Interpersonal relationships in the primary classroom: a comparative study of year 2, 4 and 6 children’s perspectives on how relationships in the classroom influence learning(Faculty of Education, University of Cambridge, 2024-05-01) Yu Ka-Rei, Jewel; Alderton, JulieSchools, as social ecosystems, are complex environments in which a plethora of emotional experiences are generated and negotiated through interpersonal exchanges. With the importance of interpersonal relationships in the primary classroom, this research proposal seeks to gain deeper insight in the domain, examining especially if differences exist in relation to age. The study will propose the use of graphical elicitation, coupled with focus groups and individual interviews, in order to capture the varied ways in which children express themselves. Ultimately, in proposing research in interpersonal relationships, this paper acknowledges the central position teachers hold in shaping the future of their students through an understanding of emotions in the classroom.Item Open Access Letting the cat out of the bag: developing and evaluating strategies to promote audiation in the Year 8 pop/rock composition classroom(Faculty of Education, University of Cambridge, 2024-05-01) Sargent, Annabel; Alderton, JulieMany students lack confidence in composition at GCSE, stemming partly from a lack of direction in how to compose at Key Stage 3. Building on Edwin Gordon’s (1989) research, which identifies audiation – the ability to think in sound – as a foundational component of musical creativity, I developed strategies to promote audiation skills in my students and implemented them as part of a pop/rock scheme of work with a Year 8 mixed-ability Music class. There is evidence to suggest that these strategies provided my students with a clear process to follow and that they harnessed audiation as a central tool in creating their final compositions, supporting motivic development and awareness of stylistic conventions. Findings indicate that developing students’ audiation skills holds great promise in improving outcomes and enjoyment of composition at Key Stage 3 and beyond.Item Open Access “I don’t know why, I just love it!” What are the factors that influence children to identify a favourite subject within the primary classroom?(Faculty of Education, University of Cambridge, 2024-05-01) Mulholland-Cox, Siobhan; Rigby, KateWhilst children will happily vocalise a list of school subjects they love - they struggle to explain why. Where research does include primary age pupils’ perspectives, reductive thinking regarding subjects is already apparent at age six. This proposed study adopts a case study methodology, utilising mixed methods to capture quantitative as well as qualitative data, to explore what influences Year 2 children (Key Stage 1, age 6-7), when it comes to having a favourite subject at school and considers the implications for practitioners.