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dc.contributor.advisorGoodall, Mark D.
dc.contributor.advisorMcLellan, Ros
dc.contributor.advisorPerry, Becky
dc.contributor.authorFlorack, Franziska
dc.date.accessioned2018-05-16T08:43:42Z
dc.date.available2018-05-16T08:43:42Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10454/15901
dc.description.abstractDespite a constant rise in the attainment of Sats results year on year, the perception remains that British primary school children are underachieving and that they are reluctant readers and writers. In order to motivate their students, some teachers use films as a visual stimulus to provide students with ideas and create a personal and emotion connection with the written text. In the school years of 2013/14 I followed 21 primary classes which were taking part in a ‘film literacy’ scheme run by Bradford UNESCO City of Film. This initiative saw the training of teachers in the use of film as a tool in literacy lesson with the hope to raise attainment and motivation. Students and teachers completed questionnaires and interviews which were analysed in conjunction with observations and the students’ literacy grades. The research showed that both students and teachers recorded an increase in motivation. Further, significant progress in attainment also became evident: film literacy students raised their grades by 23.3% beyond the expected year-on-year increase. Improvements in inference, comprehension and vocabulary were especially praised. Students from schools with a low-income environment benefitted in particular. The research discusses six potential reasons for these changes, two of which are based on the belief that film is a particularly suitable medium for teaching as it engages students emotionally. Although the thesis acknowledges that Bradford involved a unique group of schools in the film literacy training and research, it nevertheless argues that film could be useful addition to primary classrooms due to its potential ability to raise standards and engage reluctant young writers.en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectLiteracyen_US
dc.subjectFilmen_US
dc.subjectMediaen_US
dc.subjectPrimary educationen_US
dc.subjectQuantitative researchen_US
dc.subjectAttainmenten_US
dc.subjectBradforden_US
dc.subjectUNESCO City of Filmen_US
dc.subjectWriting skillsen_US
dc.subjectMotivationen_US
dc.titleNurturing writing skills in the primary literacy lessons of the 'City of Film'. The impact of using moving images on attainment and motivationen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentFaculty of Engineering and Informaticsen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2016
refterms.dateFOA2018-07-29T01:53:05Z


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