As part of their programme, our student teachers complete two modules focusing on academic research. Their final piece of work they complete is their dissertation – a research project of their own choosing. As in previous years, we have selected the strongest dissertations to form a Primary Education Research Showcase. Below you will find some examples from our 2025 leavers.
We have not gone through a full process of editing as would be normal for an academic journal, but have preserved the reports in near original submission form. The student teachers were asked to proof-read their work again, but only address technical matters of spelling, grammar, unclear phrasing, referencing etc. Therefore, they are not perfect, but our intention is to preserve most of the authenticity of the original submission.
So, we have a selection of quality undergraduate research dissertations that are almost the same as the original submissions. There is a wide range of topics, all applicable to current primary school practice. We hope that current and prospective student teachers and tutors will find them inspiring and raise expectations of what can be done, whilst balancing the pressures of a dissertation and a final school placement. We hope that alumni, teachers and tutors, will also find them interesting and thought provoking for their own research and practice.
Research Dissertations
Elliot Callow – Exploring Primary School Perspectives on the Value of Extrinsic Motivation
Sarah Chapman – What is the impact of mindfulness practices on pupil engagement and academic performance in primary school?
Danielle Firth – An exploration into the psychology behind seating arrangements:
Do school perspectives agree with the literature?
Milli Hartley-Fish – An Action Research Investigation into the Effects of Reflective Goal Journaling on Pupils’ Self-Regulation and Metacognition in Upper Key Stage Two
Caitlin Hogarth – How effective is the Zones of Regulation curriculum, as a social-emotional learning programme, in developing children’s emotional and behavioural regulation within a Year 2 class over an eight-week period?
Honor Reed – A contextualised case study on teacher perspectives on teaching science practicals
Catherine Ruddick – What are teachers’ perspectives of post COVID-19’s effects on children’s ability to self-regulate?
Millie Spedding – A study on the frequency and efficacy of formative versus summative approaches for future planning/teaching