James Biddulph – författare

This new book from the only university-run primary school in the UK helps schools design their own curricula by providing access to the latest education research along with supporting ideas and questions for how this can be applied successfully.

Co-written by practising teachers and research academics it combines practitioner expertise with the latest world class academic research. Each chapter includes examples of how schools approached designing their own curricula and shows how an evidence-informed approach can lead to new ideas that are bold, innovative and imaginative.

Packed with innovative ideas and practical suggestions, this book highlights the importance of using research evidence to develop teachers'' practice in the realities of their own classrooms and schools. It is a key read for teachers, school leaders, teaching assistants and student teachers, especially those who recognise the important role of research in developing excellence in their practice.

This new book from the only university-run primary school in the UK helps schools design their own curricula by providing access to the latest education research along with supporting ideas and questions for how this can be applied successfully.

Co-written by practising teachers and research academics it combines practitioner expertise with the latest world class academic research. Each chapter includes examples of how schools approached designing their own curricula and shows how an evidence-informed approach can lead to new ideas that are bold, innovative and imaginative.

Packed with innovative ideas and practical suggestions, this book highlights the importance of using research evidence to develop teachers'' practice in the realities of their own classrooms and schools. It is a key read for teachers, school leaders, teaching assistants and student teachers, especially those who recognise the important role of research in developing excellence in their practice.

As the world begins to emerge from the COVID-19 pandemic and grapples to find ways to respond to climate change, there is growing recognition of the need to give space and time in primary schools to hear children’s experiences, ideas and perspectives on these matters and to promote their active participation in democratic solutions. This book presents vibrant examples from professional educators and researchers across the globe who are demonstrating how primary schools can nurture the conditions for new democratic education through empowering educators’ and children’s voices and agency.

Written as a genuine partnership between research experts and experienced classroom teachers, the book delves into historic and contemporary theories and evidence about the children’s voices movement, and new democratic education, helping to root teachers’ practices to strong educational theoretical concepts. The second section presents a set of diverse and detailed examples drawn from primary classrooms and schools that illustrate how these ideas are taking shape in teaching and learning across the world; chapters will bring to life the principles upon which schools have empowered young voices, sharing examples of success and thriving students. Finally, a set of thought-provoking manifestos will offer new opportunities and fresh theories for educators to explore, with the purpose and intention to take forward in their own primary school contexts.

This is a vital resource for any new or experienced teacher or school leader looking to take research-informed and principled approaches to changes in schools so that teaching and learning ignites the social imagination for 21st-century educators and learners.

As the world begins to emerge from the COVID-19 pandemic and grapples to find ways to respond to climate change, there is growing recognition of the need to give space and time in primary schools to hear children’s experiences, ideas and perspectives on these matters and to promote their active participation in democratic solutions. This book presents vibrant examples from professional educators and researchers across the globe who are demonstrating how primary schools can nurture the conditions for new democratic education through empowering educators’ and children’s voices and agency.

Written as a genuine partnership between research experts and experienced classroom teachers, the book delves into historic and contemporary theories and evidence about the children’s voices movement, and new democratic education, helping to root teachers’ practices to strong educational theoretical concepts. The second section presents a set of diverse and detailed examples drawn from primary classrooms and schools that illustrate how these ideas are taking shape in teaching and learning across the world; chapters will bring to life the principles upon which schools have empowered young voices, sharing examples of success and thriving students. Finally, a set of thought-provoking manifestos will offer new opportunities and fresh theories for educators to explore, with the purpose and intention to take forward in their own primary school contexts.

This is a vital resource for any new or experienced teacher or school leader looking to take research-informed and principled approaches to changes in schools so that teaching and learning ignites the social imagination for 21st-century educators and learners.