Titlebook: Children‘s Life-Histories in Primary Schools; Imagining Schooling Eleanore Hargreaves,Denise Buchanan,Laura Quick Book‘‘‘‘‘‘‘‘ 2025 The Ed

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An Introduction to Herbal Pharmacovigilance,dness. They highlight too how influences of a global performative schooling system influence individual children’s everyday experiences, often leading those who are lower-attainers in mathematics and English to experience status subordination. In this chapter, we present some implications of the lif

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,Motivational Orientations: Watkins’ Theory with Ryan and Deci’s Theories,ese children was likely to be whole-hearted engagement in intentional learning. Watkins (Learning, performance and improvement. Research Matters: The Research Publication of the International Network for School Improvement, 2010) has labelled this group of children as having a Learning Orientation;

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,Sense of Competence and CLIPS children’s Experiences of the Policy Focus on Mathematics and English. We portray some troubling descriptions by the children of the anxiety, distress and fear that accompanied many of their experiences of mathematics and English at school. We conclude by pointing out how policy documents emphasising grades in mathematics and English often fail to take account of the

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Sense of Agency and Status-Subordination,ut something they want to grasp. Being intentional, related to agency, suggests that a child grapples with challenging concepts or ideas because they . to better understand and interact with their world and people within it . This contrasts with having to carry out actions necessary for a pre-ordain

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Relatedness for Wellbeing,tion. This seemed to be exacerbated by a possibly lowered Sense of Competence as ‘lower-attainers’, which made relationships more tricky in various ways, including by being kept in class during playtimes to finish work and being split up from friends by Attainment Grouping. Despite the clear link be