Overview

One of the most important factors in pupils’ success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils. The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life. Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context.

Full Product Details

9781350096066

Table of Contents

Reviews

This collection of research on social and learning relationships brings about a fresh look at the importance of human interactions in education settings. Importantly, the book highlights the importance of multiple and diverse perspectives to build an understanding of the lived experiences of key education stakeholders. Highly recommended for anyone involved in education. * Robert Klassen, Professor of Psychology of Education, University of York, UK *

Author Information

Alison Kington is Professor in Psychology of Education at the University of Worcester, UK. Her research focuses on the development of relationships and identities in the classroom. Karen Blackmore is Senior Lecturer in Science Education at the University of Worcester, UK. Her work focuses on the development of science pedagogy through social interactions.

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