“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 […]

Homophobia in primary schools: does it exist?

This paper outlines research into homophobia in primary schools that was conducted with academics, support staff and students engaged in initial teacher training at a university in the North West of England and teaching staff from local primary schools. The research involved the use of questionnaires, semi-structured and unstructured interview to gain insight into the […]