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Thesis

Investigating the relationship between empirical evidence and teacher practice in the use of songs in early years settings and primary school education in the UK.

Abstract:

Songs are a ubiquitous feature of early education, with recent surveys reporting that teachers use songs every day or often in UK and international primary school settings. However, there is little rigorously-gathered empirical evidence of songs’ pedagogical benefits. The stark mismatch between carefully-controlled research and teacher intuition lead to this mixed-methods investigation into how UK early years and primary teachers use songs. An online questionnaire (n=103 participants) expl...

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Division:
SSD
Department:
Education
Role:
Author

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Role:
Supervisor
Type of award:
MSc taught course
Level of award:
Masters
Awarding institution:
University of Oxford

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