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.
<p>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 bet...
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| Format: | Thesis |
| Language: | English |
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2021
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