Ellis, Sue and Safford, Kimberly eds. (2005). Animating Literacy: Inspiring children’s learning through teacher and artist partnerships. UK: Centre for Literacy in Primary Education and Creative Partnerships.
|Google Scholar:||Look up in Google Scholar|
Action research by teachers and artists provide a window on creative projects at work in classrooms from the Nursery to year 6, demonstrating how creative approaches to learning enhance pupils’ reading, writing, speaking and listening and how partnerships play a key role in teachers’ professional development. Contributions feature pupils’ own work and voices as well as reflections from practitioners.
Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494
Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459
|Item Type:||Edited Book|
|Project Funding Details:||
|Keywords:||teacher action research; teacher-partist partnership; creativty; creative partnerships;|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Kimberly Safford|
|Date Deposited:||03 Feb 2009 01:52|
|Last Modified:||02 Aug 2016 13:21|
|Share this page:|