Dr Patricia Driscoll
| Name | Dr Patricia Driscoll |
|---|---|
| Job title | Honorary Research Fellow |
| Research institute | School of Humanities and Education Studies |
Research outputs
Cultural threads in primary schools
Driscoll, P. and Holliday, A. 2020. Cultural threads in primary schools. ITL International Journal of Applied Linguistics . (32).Considering the complexities of teaching intercultural understanding in foreign languages
Driscoll, P. 2017. Considering the complexities of teaching intercultural understanding in foreign languages. in: Enever, J. and Lingren, E. (ed.) Early Language Learning Complexity and Mixed Methods United States Multilingual Matters. pp. 37-60An introduction to foreign languages
Driscoll, P. 2015. An introduction to foreign languages. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE.Developing intercultural understanding in primary schools
Driscoll, P. and Simpson, H. 2015. Developing intercultural understanding in primary schools. in: Bland, J. (ed.) Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds London Bloomsbury Academic.The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills
Driscoll, P., Rowe, J. and Thomae, M. 2014. The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills. The Language Learning Journal. 42 (3), pp. 307-320. https://doi.org/10.1080/09571736.2014.917332Primary languages: the next phase
Driscoll, P. 2013. Primary languages: the next phase. in: Driscoll, P., Macaro, E. and Swarbrick, A. (ed.) Debates in Modern Languages Education London Routledge.Making the case for primary languages
Driscoll, P. 2001. Making the case for primary languages.The role of research in developing effective practice
Driscoll, P. 2002. The role of research in developing effective practice.Achieving consistency through effective transition
Driscoll, P. 2004. Achieving consistency through effective transition.The characteristics of effective practice: a report on the findings of the systematic review
Driscoll, P. 2004. The characteristics of effective practice: a report on the findings of the systematic review.Primary languages in England: implications for initial and in-service teacher development
Driscoll, P. 2004. Primary languages in England: implications for initial and in-service teacher development.Ensuring the professional development of primary languages teachers: the essential ingredient in best practice
Driscoll, P. 2005. Ensuring the professional development of primary languages teachers: the essential ingredient in best practice.Findings from 'baseline' research: language learning at key stage 2: where to now?
Driscoll, P. 2005. Findings from 'baseline' research: language learning at key stage 2: where to now?Hosting a student from overseas: the impact on the hosting teacher and children
Driscoll, P. and Dinvaut, A. 2006. Hosting a student from overseas: the impact on the hosting teacher and children.Transition: the key to success
Driscoll, P. 2007. Transition: the key to success.Language learning provision at key stage 2: implications for training teachers
Driscoll, P. and Sing, S. 2008. Language learning provision at key stage 2: implications for training teachers.Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!
Driscoll, P. 2009. Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation
Driscoll, P. and Sing, S. 2010. Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation.Building on firm foundations – what is happening in primary languages?
Driscoll, P. 2010. Building on firm foundations – what is happening in primary languages?The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P., Rowe, J. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.Languages in English primary schools: rationales and learning outcomes
Driscoll, P. 2011. Languages in English primary schools: rationales and learning outcomes.Language learning and intercultural development in English primary schools
Driscoll, P. and Earl, J. 2011. Language learning and intercultural development in English primary schools.Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music
Driscoll, P., Wheway, D. and Schulze, V. 2011. Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music.Creative teaching and training: same issues, new solutions
Driscoll, P. 2011. Creative teaching and training: same issues, new solutions.The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice
Driscoll, P. and Rowe, J. 2011. The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice.Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain
Driscoll, P. and Rowe, J. 2011. Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain.The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music
Driscoll, P., Schulze, V. and Wheway, D. 2012. Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music.Schools at the crossroads: innovating in a climate of uncertainty
Young, V., Driscoll, P. and Pagden, A. 2012. Schools at the crossroads: innovating in a climate of uncertainty.Early professional development and languages teaching in primary schools
Driscoll, P. and Griffiths, V. 2012. Early professional development and languages teaching in primary schools.What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children
Driscoll, P., Tupling, C., Summerson, M. and Thomae, M. 2012. What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children.The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning
Driscoll, P. and Marjanen, K. 2013. The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning.Enhancing schools through teacher development
Young, V., Pagden, A. and Driscoll, P. 2013. Enhancing schools through teacher development.Modern foreign languages in English primary schools: an investigation of two contrasting approaches
Driscoll, P. 2000. Modern foreign languages in English primary schools: an investigation of two contrasting approaches. PhD Thesis University of Kent EducationLanguages learning at Key Stage 2: a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2010. Languages learning at Key Stage 2: a longitudinal study. Department for Children, Schools and Families. https://doi.org/DCSF-RR198The role and nature of the cultural dimension in primary modern languages
Driscoll, P., Earl, J. and Cable, C. 2013. The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum. 26 (2), pp. 146-160. https://doi.org/10.1080/07908318.2013.799675Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe
Driscoll, P. and Rowe, J. 2012. Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 40 (4), pp. 417-431. https://doi.org/10.1080/03004279.2012.691375Language learning at Key Stage 2: findings from a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2012. Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 40 (4), pp. 363-378. https://doi.org/10.1080/03004279.2012.691371An introduction to primary languages
Driscoll, P. 2011. An introduction to primary languages. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach SAGE. pp. 211-234Language learning at key stage 2: a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Holmes, B., Martin, C. and Heins, B. 2010. Language learning at key stage 2: a longitudinal study. London Department for Children, Schools and Families.Languages, diversity and communities: language learning policies and primary practice in England
Griffiths, V. and Driscoll, P. 2010. Languages, diversity and communities: language learning policies and primary practice in England. in: Govaris, C. and Kaldi, S. (ed.) The educational challenge of cultural diversity in the international context Berlin Waxmann. pp. 37-56Language learning at key stage 2: a longitudinal study - interim findings from the first year
Cable, C., Heins, B., Driscoll, P., Mitchell, R., Hall, K., Batstone, C., Eyres, I., Jones, H., Rossade, K., Sing, S., Shi, L., Carlson, A., Earl, J., Knowles, C. and Holmes, B. 2008. Language learning at key stage 2: a longitudinal study - interim findings from the first year. London Department for Children, Schools and Families. https://doi.org/DCSF-RBX-08-08The interim report (1) of the longitudinal study: language learning at key stage 2
Cable, C., Driscoll, P. and Mitchell, R. 2007. The interim report (1) of the longitudinal study: language learning at key stage 2. London Department for Children, Schools and Families.The provision of foreign language learning for pupils at key stage 2
Driscoll, P., Jones, J. and Macrory, G. 2004. The provision of foreign language learning for pupils at key stage 2. Department for Education and Skills. https://doi.org/RR572A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11
Driscoll, P., Jones, J., Martin, C., Graham-Matheson, L., Dismore, H. and Sykes, R. 2004. A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11. London EPPI-Centre, Institute of Education.Les langues vivantes dans l’enseignement primaire au Royaume-Uni
Driscoll, P. 2003. Les langues vivantes dans l’enseignement primaire au Royaume-Uni. in: Nikolov, M. and Curtain, H. (ed.) Un Apprentissage Précoce: les Jeunes Apprenants et les Langues Vivantes en Europe et Ailleurs Strasbourg Editions du Conseil de l’Europe. pp. 185-199Ventures into uncharted territory
Driscoll, P. 2001. Ventures into uncharted territory. Times Educational Supplement.Reconstructing primary modern foreign languages: an inclusive process towards the development of competence
Driscoll, P. 2000. Reconstructing primary modern foreign languages: an inclusive process towards the development of competence. Early Language Learning Bulletin.Primary classroom teacher or specialist?
Driscoll, P. 2000. Primary classroom teacher or specialist? Times Educational Supplement.At what age should modern languages learning begin?
Sharpe, K. and Driscoll, P. 2000. At what age should modern languages learning begin? in: Field, K. (ed.) Issues in Modern Foreign Languages Teaching London Routledge. pp. 72-86Teacher expertise in the primary foreign languages classroom
Driscoll, P. 1999. Teacher expertise in the primary foreign languages classroom. in: Driscoll, P. and Frost, D. (ed.) The Teaching of Modern Foreign Languages in the Primary School London Routledge. pp. 27-48Modern foreign languages in the primary school: a fresh start
Driscoll, P. 1999. Modern foreign languages in the primary school: a fresh start. in: Driscoll, P. and Frost, D. (ed.) The Teaching of Modern Foreign Languages in the Primary School London Routledge. pp. 9-263651
total views of outputs445
total downloads of outputs126
views of outputs this month9
downloads of outputs this month