Small-scale Research in Primary Schools provides guidance and inspiration for students and practitioners undertaking practical investigations and workplace enquiry in the primary school. The 30 chapters are carefully selected to illustrate a range of approaches to educational enquiry, and are particularly relevant to the range of practitioners who may carry out school-based research as part of a course of study: teachers, trainee- and newly-qualified teachers, teaching assistants, learning mentors and staff who support children with individual needs.

Research topics addressed in chapters include children’s learning in the core curriculum subjects as well as themes central to teaching and learning. Important concepts and terminology are highlighted throughout. More specifically, areas of research explored include:

  • Play
  • Special Educational Needs
  • Working with parents and families
  • English as an Additional Language
  • Creativity
  • Language development
  • Learning environments

Small-scale Research in Primary Schools provides a straightforward, highly accessible introduction to enquiry approaches and research methodologies, and the questions and challenges adults in schools encounter about children’s learning. It shows how small-scale research in primary education can impact on professional thinking and learning. It aims to provide constructive support for students and practitioners in extending their knowledge and understanding through workplace enquiry.

chapter |4 pages


ByKimberly Safford

part |26 pages

Contexts for small-scale research

chapter 1|5 pages

Approaches to small-scale enquiry and research in primary schools

ByKimberly Safford, Roger Hancock

chapter 2|5 pages

Workforce remodelling

The view from the school
ByLinda Hammersley-Fletcher, Michelle Lowe

chapter 3|7 pages

Children's views of teaching assistants

ByClare Fraser, Sara Meadows

chapter 4|7 pages

Adult learning lives and biographies

ByMichael Tedder, Gert Biesta

part |46 pages

Contexts for small-scale research

chapter 5|7 pages

Knowledge exchange activities for home–school communication

ByMartin Hughes, Pamela Greenhough

chapter 6|8 pages

Children in transition from play to ‘work'

ByGabrielle White, Caroline Sharp

chapter 7|5 pages

Children's experiences of domestic violence

ByHelen Buckley, Stephanie Holt, Sadhbh Whelan

chapter 8|6 pages

Walking and cycling to school

ByJoanna Kirby, Joanna Inchley

chapter 9|5 pages

Gender roles in children's television commercials

ByJenny Lewin-Jones, Barbara Mitra

chapter 10|6 pages

Children's views on physical activity and healthy eating

ByRachael Gosling, Debbi Stanistreet, Viren Swami

chapter 11|7 pages

Children representing themselves through photographs

ByMichelle Newman, Andree Woodcock, Philip Dunham

part |66 pages

Contexts for small-scale research

chapter 12|7 pages

The distinctive contribution of additional staff

ByJoan Stead, Gwynedd Lloyd, Pamela Munn, Sheila Riddell, Jean Kane, Gale Macleod

chapter 13|11 pages

Breakfast clubs and school lunches

Their impact on children
ByKimberly Safford, Mary Stacey, Roger Hancock

chapter 14|8 pages

What languages do you speak?

Linguistic journeys in school
ByRaymonde Sneddon

chapter 15|8 pages

Achieving successful home–school links with refugees

ByJill Rutter

chapter 16|7 pages

Support for children with physical disabilities

BySnaefridur Thora Egilson, Rannveig Traustadottir

chapter 17|5 pages

Including children with disabilities in the playground

ByHelen Woolley, Marc Armitage, Julia Bishop, Mavis Curtis, Jane Ginsborg

chapter 18|8 pages

The inclusion of children with attention difficulties

ByNeil Humphrey

chapter 19|5 pages

Using objects and touch cues to communicate

ByAnna Kilberg, Ros How

chapter 20|5 pages

Individual management plans in inclusive classrooms

BySimon Knight

part |73 pages

Contexts for small-scale research

chapter 21|4 pages

Collaborative choreography

BySue Cottam

chapter 22|3 pages

Singing together

ByGitika Partington

chapter 23|3 pages

Mentor support for music and performance

ByRuth Wright

chapter 24|13 pages

Analysing and presenting information

ByMin Wilkie

chapter 25|7 pages

Discussing friction

ByAnna Traianou

chapter 26|9 pages

Understanding evaporation and condensation

ByGeorgina Harcourt-Brown

chapter 27|10 pages

Knowing children's literature

BySue McGonigle, Olivia O’Sullivan

chapter 28|6 pages

Children's online writing

ByAlison Kelly, Kimberly Safford

chapter |1 pages

Creativity and language development

Who should ask the questions? Developing critical thinking
ByAnn Bailey, Little Brita, Adam Hickman

chapter 29|7 pages

Creativity and language development

ByAnn Bailey, Brita Little

chapter 30|8 pages

Who should ask the questions?

Developing critical thinking
ByAdam Hickman