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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 21 1 Storytelling in early childhood : enriching language, literacy and classroom culture Cremin, Teresa; Flewitt, Rosie; Mardell, Ben. - London [u.a.] : Routledge, 2017 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 2 Introduction Cremin, Teresa; Flewitt, Rosie; Mardell, Ben... In: Storytelling in early childhood : enriching language, literacy and classroom culture (2017), S. 1-12 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 3 Paley's approach to storytelling and story acting: Research and practice Flewitt, Rosie; Cremin, Teresa; Mardell, Ben In: Storytelling in early childhood : enriching language, literacy and classroom culture (2017), S. 29-48 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 4 Apprentice story writers: Exploring young children's print awareness and agency in early story authoring Cremin, Teresa In: Storytelling in early childhood : enriching language, literacy and classroom culture (2017), S. 67-84 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 5 Laying the foundations: Narrative and early learning Cremin, Teresa; Flewitt, Rosie In: Storytelling in early childhood : enriching language, literacy and classroom culture (2017), S. 13-28 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 6 Afterword to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 7 Introduction to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 8 Storytelling in Early Childhood: Enriching language, literacy, and classroom culture Cremin, Teresa; Flewitt, Rosie; Mardell, Ben. - : Routledge, 2016 BASE Show details 9 Introduction Flewitt, Rosie; Mardell, Ben; Cremin, Teresa. - : Routledge, 2016 BASE Show details 10 Laying the foundations: Narrative and early learning Cremin, Teresa; Flewitt, Rosie. - : Routledge, 2016 BASE Show details 11 Paley’s approach to storytelling and story acting: Research and practice Flewitt, Rosie; Cremin, Teresa; Mardell, Ben. - : Routledge, 2016 BASE Show details 12 Teaching creatively and teaching for creativity Cremin, Teresa. - : Springer, 2016 BASE Show details 13 Writer Identity and the Teaching and Learning of Writing Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 14 Exploring the discursively constructed identities of a teacher-writer teaching writing Cremin, Teresa; Baker, Sally. - : University of Waikato, 2014 BASE Show details 15 Teachers researching literacy lives Cremin, Teresa. - : Routledge, 2013 BASE Show details 16 Drama Cremin, Teresa; McDonald, Roger. - : Routledge, 2013 BASE Show details 17 Literacy and curriculum: language and knowledge in the classroom Freebody, Peter; Chan, Eveline; Barton, Georgina. - : Wiley-Blackwell Publishing Ltd., 2013 BASE Show details 18 Language learning at Key Stage 2: findings from a longitudinal study Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernadette; Martin, Cynthia; Hiens, Barbara. - 2012 Abstract: This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children's attitudes towards language learning and children's achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language learning and teaching in English primary schools. URL: https://doi.org/10.1080/03004279.2012.691371 http://oro.open.ac.uk/47066/ BASE Hide details 19 Exploring teacher-writer identities in the classroom: conceptualising the struggle Cremin, Teresa; Baker, Sally. - : University of Waikato, 2010 BASE Show details 20 Pedagogy and possibility thinking in the early years Cremin, Teresa; Burnard, Pamela; Craft, Anna. - : Elsevier, 2006 BASE Show details Page: 1 2

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