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Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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Children's literature in the classroom and the curriculum

Smith, Vivienne (2015) Children's literature in the classroom and the curriculum. In: The SAGE Handbook of Curriculum, Pedagogy and Assessment. Sage, London, pp. 606-620. ISBN 9781446297025

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This chapter argues that although children's literature enjoys a relatively high profile in popular culture in the UK, its place in the curriculum is less secure. The chapter explores a number of possible reasons for this, including the effect of frequent legislation and curriculum change, an emphasis on literacy, rather than literature in the minds of teachers and policy makers, and an underdeveloped understanding of why children’s literature matters. The chapter argues that because of the cognitive gains that can result from reading literary fiction, children's literature in the curriculum has the potential to be the engine for social mobility and the closing of the achievement gap between advantaged and disadvantaged children. It calls therefore for a radical reassessment of the place of children’s literature in the curriculum and a development of a pedagogy that marries deep knowledge of children’s texts with an understanding of the developing cognitive of young readers. It argues that children's literature should be at the core of the curriculum.