| How do librarians in schools support struggling readers? |
6 |
| Suddenly, I am part of the poem': texts as worlds, reader-response and grammar in teaching poetry |
5 |
| The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning |
5 |
| Death by PEEL? The teaching of writing in the secondary English classroom in England |
4 |
| Assigning and framing argument writing to foreground significance: comparing three approaches in secondary English |
3 |
| Teaching bad writing |
3 |
| Learning students' given names benefits EMI classes |
1 |
| Pakistani undergraduate students learning English fiction: an insight into perceptions of identity, rights and duties in relation to four novels |
1 |
| What, why and how - the policy, purpose and practice of grammatical terminology |
1 |
| Literary sociability: a transnational perspective |
1 |
| Reading as enactment: transforming Beowulf through drama, film and computer game |
1 |
| Adolescents' attitudes toward talking about books: implications for educators |
1 |
| Reading from nowhere: assessed literary response, Practical Criticism and situated cultural literacy |
1 |
| The dangling conversation: the location and function of author, text and reader in literary texts |
1 |
| The role of English in the conversation of humankind: humanism and creativity in Newbolt (1921) and the national curriculum (2014) |
1 |
| Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia |
1 |
| Learning as a teacher educator in and around teacher writing |
1 |
| The thought chronicle: developing a multimodal repertoire of response in teacher education |
1 |
| English teaching and imagination: a case for revisiting the value of imagination in teaching writing |
0 |
| Leila |
0 |
| A letter to my year 11 reluctant writer |
0 |
| English and meaning |
0 |
| You drew my Ghostbusters! (Kyle, 4 years) |
0 |
| The Teaching of English in England through the ages: how has the Newbolt Report been interpreted at different times? |
0 |
| The Newbolt Report, the problem of moral legitimacy and the turn to culture |
0 |
| Situating students as authentic writers outside the classroom |
0 |
| The writer as teacher: reflections from the margins |
0 |
| A reflection on the process of writing with other teachers |
0 |
| English-the torch of life: reflections on the Newbolt Report from an ITE perspective |
0 |
| Autobiography, talk and the power of the personal in the teaching of English |
0 |
| First love letter to conflicting marriages: exploration of ethnically diverse students' developing understanding during their reading of Romeo and Juliet using schema theory |
0 |
| Whose world and what knowledge? Reading comprehension and knowledge of the world |
0 |
| Creating links across the arts: how an art museum experience can be used to teach about the construction of meaning in texts |
0 |
| Responding to reform: how aware are higher education English providers of A level reforms and how have they responded to them? |
0 |
| To speak or remain silent: an examination of two English teachers' styles of leading whole-class discussion |
0 |
| Home-made poetry as pedagogical tool: an experience from the law classroom |
0 |
| Literacy constants in a context of contemporary change |
0 |
