Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’

Gripton, Catherine

doi:10.1080/0305764X.2020.1745149

All Outputs (4)

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

Purposeful Planning for Learning: Shaping Learning and Teaching in the Primary School (2020)
Book
Serret, N., & Gripton, C. (Eds.). (2021). Purposeful Planning for Learning: Shaping Learning and Teaching in the Primary School. Taylor & Francis (Routledge)

Purposeful Planning for Learning puts the passion and depth back into how teachers plan for learning in the primary classroom. Offering a unique perspective on what constitutes purposeful planning for learning, this book encourages a mindset where pl... Read More about Purposeful Planning for Learning: Shaping Learning and Teaching in the Primary School.

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’.