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This paper considers the impact of the NEAB GCSE anthology on the poetry teaching of a small sample group of practitioners in a range of 11-18 schools in one LEA over a two-year period. While some teachers in the sample embraced the opportunities they believe the anthology offered them, others appeared more resistant, perceiving the anthology as reductive and an imposition on their established poetry teaching practices. The process of adjustment, which occurred as teachers began to make the poetry element of the GCSE syllabus their own, is illustrated, with the implications of these findings for classroom practice. [ABSTRACT FROM AUTHOR]

This research investigated the use of poems for reflection. Participants (n = 16) were enrolled upon a Foundation Degree in Sports Coaching. Part modular assessment saw the students create an action plan that provided key indicators as to their ability within a range of study skills. The entire cohort failed to implement the plan. Whilst there exists a prevailing wind of poetic embrace within the social sciences, limitations are evident within the domain of sport and physical activity. The research questions whether poems may be implemented as a means to initial reflection and reorientation and as a consolidation of prior learning. Findings suggest poetry may aid initial reflection and reorientation and a consolidation of prior learning, that the writings were enjoyable, at times frustrating, developmental and that such creativity might be advocated elsewhere across the HE curriculum. Implications for the learner are discussed and I suggest a framework for practitioners (‘Reflective Facilitation’), which considers how we may assist our learners in a process of guided discovery in which their reflections may become critical and self-governed. The paper then considers the limitations of the research process and offers considerations for future practice. [ABSTRACT FROM PUBLISHER]

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Focuses on the place of poetry in the primary curriculum in Great Britain. Importance of poetry in children's learning; Practice in the selection of poetry for primary school; Importance of selecting poems for their intrinsic quality and potential as a resource in a curriculum for equality.

Following the publication in the 1840s of two political economy tracts, William T. Thornton had come to be seen as an influential social reformer and economic commentator. The 1850s were marked, in turn, by the publication of three books of verse. These works form a bridge linking his political tracts of the 1840s to the economic and philosophical works he penned in the 1860s and 1870s. Thornton's poetical compositions also serve to illustrate how the creative work of an economist can shed light on matters treated only cursorily in his earlier political tracts and later economic treatises. [ABSTRACT FROM AUTHOR]

The practice of reflection in teacher education is a contentious area. Debates have focused on the nature of reflection and how to evidence that it is taking place. Students training to be teachers in the UK are expected to be taught about reflection and incorporate it into their practice. This qualitative study took place in response to difficulties trainee teachers had in grasping abstract concepts. The study explores the use of reading poetry as a tool for facilitating reflection. Data were gathered by observing groups at work with the poems and by interviewing the participants. The findings were that poetry particularly encourages students to venture to areas that they may not address unprompted. It also encouraged a particular form of reflection, to do with the nature of teacher identity and the value of teaching. We suggest that further studies with larger sample groups could be carried out to test these findings. [ABSTRACT FROM PUBLISHER]

An interview is presented with Sir Andrew Motion, who is Chair of Museums, Libraries, and Archives Council (MLA). He discusses why he accepted the position with the MLA and about his parents' reading habits. He also discusses the Poetry Archive, which he created and discusses any issues of archiving the poems that he has encountered.

The Cromwellian invasion of Ireland has not been famed for the value of its poetry, yet some of the soldiers, civil servants and divines that have been identified with and resisted the Cromwellian invasion and administration of Ireland did produce a discernable body of religiously orientated verse. This article outlines a context for this body of writing within the changing mentalities of Cromwellian Ireland, and offers a new model for the interpretation of Faithful Teate's Ter Tria (1658), alongside a reading of other principal texts, which emerged out of even as they shaped the experiences of invasion and administration in Cromwellian Ireland. [ABSTRACT FROM AUTHOR]

The article examines poetry written by students and graduates of the British private schools known as endowed public schools during the late 19th and early 20th centuries prior to World War I. The poetry's themes are considered in terms of the educational philosophy of those schools, which stressed the development of moral and ethical values, with sports playing a vital role in process, over intellectual achievement and scholarship. Poetry which made the sport of cricket and its rules a metaphor for British civilization is considered. The poetry of a headmaster of a public school written to commemorate graduates who were killed during World War I is said to reflect mourning for the values of public schools, with their implicit endorsement of self-sacrifice, as much as grieving for the dead students.

Learners' pronunciation errors when reading aloud in the L2 often suggest an inability to use the language's sound - symbol relationships, or grapheme - phoneme correspondences (GPCs). UK teaching methodology has failed to provide systematic instruction in L2 phonological decoding, and there is an absence of research on the effectiveness of teaching L2 GPCs. The present study evaluates a GPC training programme delivered to a mixed-ability Year 7 class of 28 beginner learners. The GPC training is based on the use of short poems in conjunction with a sequence of cognitive and metacognitive strategies which I have labelled 'referring back'. Essentially, this encourages learners to derive the pronunciation of unknown words by making analogies with familiar ones. Pre- and post-test scores showed a small but significant improvement in pronunciation accuracy for the experimental group, but not the comparison group, when reading unknown L2 words aloud. Evaluation questionnaires, interviews and field-notes highlighted the popularity of the GPC training materials with pupils. However, there is also evidence that more time was needed in order for training in the 'referring back' strategy to be effective. Overall, the study suggests that the approach to GPC training evaluated here can be effective, but that a longer-term intervention study is desirable. The article includes a brief account of the teaching methods and a copy of the poems used, in the hope that others may wish to try them out in their own classrooms. [ABSTRACT FROM AUTHOR]