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Children's life-histories in primary schools = imagining schooling as a positive experience /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Children's life-histories in primary schools/ by Eleanore Hargreaves, Denise Buchanan, Laura Quick.
Reminder of title:	imagining schooling as a positive experience /
Author:	Hargreaves, Eleanore.
other author:	Buchanan, Denise.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xxii, 228 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1: Introductory chapter: life-history methodology used in the Children's Life-histories In Primary Schools (CLIPS) study -- CHAPTER 2: Imagining schooling as a positive experience -- CHAPTER 3: Social justice as parity of participation: Fraser's theory -- CHAPTER 4: Wellbeing -- CHAPTER 5: Motivational Orientations: Watkins' theory with Ryan and Deci's theories -- CHAPTER 6: The life-histories -- CHAPTER 7: Sense of Competence and CLIPS children's experiences of the policy focus on mathematics and English -- CHAPTER 8: Sense of Agency and status-subordination -- CHAPTER 9: Relatedness for wellbeing -- CHAPTER 10: Imagining schooling as a positive experience: conclusions and practical recommendations CHAPTER 9. Imagining schooling as a positive experience: conclusions and practical recommendation.
Contained By:	Springer Nature eBook
Subject:	Education, Primary - Great Britain. -
Online resource:	https://doi.org/10.1007/978-3-031-69445-5
ISBN:	9783031694455

Children's life-histories in primary schools = imagining schooling as a positive experience /
Hargreaves, Eleanore.

Children's life-histories in primary schoolsimagining schooling as a positive experience /[electronic resource] :by Eleanore Hargreaves, Denise Buchanan, Laura Quick. - Cham :Springer Nature Switzerland :2025. - xxii, 228 p. :ill. (some col.), digital ;24 cm. - Palgrave critical perspectives on schooling, teachers and teaching,2662-2793. - Palgrave critical perspectives on schooling, teachers and teaching..

Chapter 1: Introductory chapter: life-history methodology used in the Children's Life-histories In Primary Schools (CLIPS) study -- CHAPTER 2: Imagining schooling as a positive experience -- CHAPTER 3: Social justice as parity of participation: Fraser's theory -- CHAPTER 4: Wellbeing -- CHAPTER 5: Motivational Orientations: Watkins' theory with Ryan and Deci's theories -- CHAPTER 6: The life-histories -- CHAPTER 7: Sense of Competence and CLIPS children's experiences of the policy focus on mathematics and English -- CHAPTER 8: Sense of Agency and status-subordination -- CHAPTER 9: Relatedness for wellbeing -- CHAPTER 10: Imagining schooling as a positive experience: conclusions and practical recommendations CHAPTER 9. Imagining schooling as a positive experience: conclusions and practical recommendation.

Open access.

This open access book explores schooling from the perspective of children via data from a longitudinal life-history study. It questions whether schooling creates an environment where all children to flourish; or whether a policy focus on attainment in mathematics and English hinders some children's wellbeing and learning. By drawing on the children's life-history narratives and their ideas, the chapters also portray children's realistic suggestions for practices that meet the needs of diverse children and strengthen their comprehensive wellbeing and learning within schooling. Eleanore Hargreaves is Reader in Learning and Pedagogy at the UCL Institute of Education, UK. Denise Buchanan is Research Associate at the UCL Institute of Education, UK. Laura Quick is Research Associate at the UCL Institute of Education, UK.

ISBN: 9783031694455

Standard No.: 10.1007/978-3-031-69445-5doiSubjects--Topical Terms:

585266
Education, Primary
--Great Britain.

LC Class. No.: LA633 / .H37 2025

Dewey Class. No.: 372.941

Children's life-histories in primary schools = imagining schooling as a positive experience /
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506 $a Open access.
520 $a This open access book explores schooling from the perspective of children via data from a longitudinal life-history study. It questions whether schooling creates an environment where all children to flourish; or whether a policy focus on attainment in mathematics and English hinders some children's wellbeing and learning. By drawing on the children's life-history narratives and their ideas, the chapters also portray children's realistic suggestions for practices that meet the needs of diverse children and strengthen their comprehensive wellbeing and learning within schooling. Eleanore Hargreaves is Reader in Learning and Pedagogy at the UCL Institute of Education, UK. Denise Buchanan is Research Associate at the UCL Institute of Education, UK. Laura Quick is Research Associate at the UCL Institute of Education, UK.
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