All Outputs (8)

Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England (2023)
Report
Greany, T., Noyes, A., Gripton, C., Cowhitt, T., & Hudson, G. (2023). Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England. Wellcome

Ensuring that all teachers engage in high-quality Continuing Professional Development and Learning (CPDL) has long been a policy priority in school systems worldwide, given evidence that this can lead to improvements in teaching quality and, thereby,... Read More about Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.

Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years (2023)
Journal Article
Bates, K. E., Williams, A. Y., Gilligan-Lee, K. A., Gripton, C., Lancaster, A., Williams, H., …Farran, E. K. (2023). Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years. British Journal of Educational Psychology, https://doi.org/10.1111/bjep.12579

Background: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. Aims: We aimed to understand practitioners' perspectives o... Read More about Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years.

Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds (2022)
Journal Article
Gripton, C. (2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds. European Early Childhood Education Research Journal, 31(3), 326-342. https://doi.org/10.1080/1350293x.2022.2108097

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, patte... Read More about Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.

Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England (2022)
Journal Article
Gripton, C. (2022). Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education, 25(1), 3-23. https://doi.org/10.1080/14794802.2021.2010237

Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum cha... Read More about Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England.

Spatial Reasoning in early childhood (2022)
Other
Gifford, S., Gripton, C., Williams, H., Lancaster, A., Bates, K. E., Williams, A. Y., …Farran, E. K. (2022). Spatial Reasoning in early childhood

This document is about how children develop spatial reasoning in early childhood (birth to 7 years) and how practitioners working with young children can support this. Spatial reasoning is a vital and often overlooked aspect of mathematics. So this t... Read More about Spatial Reasoning in early childhood.

Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching (2020)
Journal Article
GRIPTON, C., & KNIGHT, R. (2020). Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching. Forum: for Promoting 3-19 Comprehensive Education, 62(1), 31-40. https://doi.org/10.15730/forum.2020.62.1.31

Using small world toys for research: a method for gaining insight into children’s lived experiences of school (2020)
Journal Article
Gripton, C., & Vincent, K. (2020). Using small world toys for research: a method for gaining insight into children’s lived experiences of school. International Journal of Research and Method in Education, 44(3), 225-240. https://doi.org/10.1080/1743727X.2020.1753692

The importance of children’s perspectives is now well-established and there has been much attention afforded to appropriate methods for listening to children within the research. Whilst language-based research methods, such as interview, remain commo... Read More about Using small world toys for research: a method for gaining insight into children’s lived experiences of school.

Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’ (2020)
Journal Article
Gripton, C. (2020). Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’. Cambridge Journal of Education, 50(5), 559-578. https://doi.org/10.1080/0305764X.2020.1745149

Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young ch... Read More about Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’.