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...
| Autor principal: | |
|---|---|
| Otros Autores: | |
| Formato: | Tesis |
| Lenguaje: | English |
| Publicado: |
2021
|
| Materias: |