Preservation of learning outside the primary classroom: A comparison of policy and practice in Danish udeskole (outdoor school) and English primary Outdoor Education (OE)

This opinion piece advocates the benefits of incorporating Outdoor Education (OE) into primary education practice across the curriculum by evaluating OE policies and practices in Denmark and England. Using a literature-based auto-ethnographic informed approach we look at the benefits gained through participating in outdoor primary education in Danish folkskoler (weekly schools) which practise udeskoler (outdoor […]

“Children are more than just a statistic. Education is more than government outlines”: Primary teachers’ perspectives on the standards agenda in England

This paper focuses on qualitative findings from a study that investigated primary teachers’ perspectives on the standards agenda in England. Q-methodology was used to investigate the complexity of their perspectives. The study’s Q-methodology findings are published in Education 3-13 (Williams-Brown and Jopling, 2021). This paper focuses on qualitative responses from this study that were completed […]