View Vol 4 No 4 (2017): STeP Journal

Articles

Editorial

Alison Jackson
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1-3

An analysis of the significance of analogies and metaphors in education, linking to experiences in the science classroom

Oliver McGuinness
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4-8

What are students’ opinions of ‘Flipped learning’ in secondary science?

Jonathan C Acomb
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9-18

Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology?

Joanne Deane
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19-29

How can tinkering activities support the teaching of iterative design at key stage three in design and technology?

Harry Gowlett
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30-41

What influences children’s choice of musical instrument?

Katie Lynn
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42-51

To what extent are 5 children in a primary school in Kent with Autism Spectrum Disorder able to accurately recognise and regulate emotions?

Tamsin Adams
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52-60

A critical reflection on how information communication technology can facilitate high quality teaching and learning for dyslexic children and their spelling

Stacey Green
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61-69

A Critical Reflection on How Sensory Stories Facilitate High Quality Teaching and Learning for Children with Profound and Multiple Learning Disabilities (PMLD)

Phil Martins
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70-80

Investigating Current Practice: How are Year 2 pupils’ reactions to stories about children with ADHD influenced by the featured teachers’ response to symptoms?

Anna Stoten
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81-93

How do teachers reflect on their practice? A study into how feedback influences teachers’ reflective practice.

Joseph Lamb
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94-104

How can I develop an ‘Expandable Intelligence’ using Lucas and Claxton’s ‘Expansive Talking Framework’ in maths?

Jade Diebelius
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105-117

Teachers’ perspectives on the effectiveness of ‘Mantle of the Expert’ as a teaching strategy in the Early Years Foundation Stage

Lauren Smith
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118-135

Can Mindfulness Interventions Promote or Maintain the Well-being of my Year Eight Class in the Context of Whole School Closure?

Emma Fox
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136-144