Andrew Burrell
Biographic Data
| ID | 1666445 |
|---|---|
| NAME | Andrew Burrell |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Burrell |
| SIGNATURE | BURRELL A |
| AFFILIATIONS | University of London |
| ORCID | 0000-0002-1690-7542 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The exclamation mark in children’s writing
Playful punctuation in primary children’s narrative writing
Framed within the fields of applied linguistics and language play, the writing of three attainment groups of 9–11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an imaginative narrative. The scripts were from a larger repeat-design study of writing development that addressed a range of linguistic features. It became apparent that the scripts contained a range of language play features, inc…
Towards a photographic representation of the experience of seeing
This article looks at the emerging technology of the neural radiance field (NeRF) and suggests that this means of digital image production, when used by a creative practitioner, produces an emergent aesthetic - a result of the affordances inherent in the digital materiality of the NeRF and its processes. The use of this machine-learning technology as a material for creating images can lead to an entirely new way of creating photographic represent…
Playful punctuation in primary children’s writing
The writing of three attainment groups of 10‐ to 11‐year‐old children was used to investigate their use of ludic (playful) punctuation in the composition of an advertisement for a new dessert. Framed within a consideration of language play in general, and children’s use of punctuation in particular, the investigation revealed the ways in which primary children use playful punctuation in order to achieve their persuasive aims. There were clear dif…
Developing the spoken language skills of reception class children in two multicultural, inner‐city primary schools
This article describes a small‐scale study which emanated from the concern of the head teachers and staff of two primary schools serving deprived, multicultural areas of an inner city. The concern of the staff related to the level of their pupils' spoken language skills through the schools and the perceived impact that this has on pupils learning more widely. The article explores the nature and importance of oral language development in the early…
Evaluation of a Focused Literacy Teaching Programme in Reception and Year 1 Classes
Systematic observation was carried out in 12 classrooms (six in an innovative literacy programme which was a precursor to the Literacy Hour and six comparison classes) to explore teaching and learning which occurred after an intensive in‐service programme for reception teachers. Altogether 216 children were observed in an inner‐city authority, each for 15 minutes according to a schedule of time‐sampled and event‐sampled categories. Teaching behav…
Evaluation of a Focused Literacy Teaching Programme in Reception and Year 1 Classes
Systematic observation was carried out in 12 classrooms (six in an innovative literacy programme which was a precursor to the Literacy Hour and six comparison classes) to explore teaching and learning which occurred after an intensive in‐service programme for reception teachers. Altogether 216 children were observed in an inner‐city authority, each for 15 minutes according to a schedule of time‐sampled and event‐sampled categories. Teaching behav…
Playful punctuation in primary children’s writing
The writing of three attainment groups of 10‐ to 11‐year‐old children was used to investigate their use of ludic (playful) punctuation in the composition of an advertisement for a new dessert. Framed within a consideration of language play in general, and children’s use of punctuation in particular, the investigation revealed the ways in which primary children use playful punctuation in order to achieve their persuasive aims. There were clear dif…
Developing the spoken language skills of reception class children in two multicultural, inner‐city primary schools
This article describes a small‐scale study which emanated from the concern of the head teachers and staff of two primary schools serving deprived, multicultural areas of an inner city. The concern of the staff related to the level of their pupils' spoken language skills through the schools and the perceived impact that this has on pupils learning more widely. The article explores the nature and importance of oral language development in the early…
Evaluation of a Focused Literacy Teaching Programme in Reception and Year 1 Classes
Systematic observation was carried out in 12 classrooms (six in an innovative literacy programme which was a precursor to the Literacy Hour and six comparison classes) to explore teaching and learning which occurred after an intensive in‐service programme for reception teachers. Altogether 216 children were observed in an inner‐city authority, each for 15 minutes according to a schedule of time‐sampled and event‐sampled categories. Teaching behav…
Developing the spoken language skills of reception class children in two multicultural, inner‐city primary schools
This article describes a small‐scale study which emanated from the concern of the head teachers and staff of two primary schools serving deprived, multicultural areas of an inner city. The concern of the staff related to the level of their pupils' spoken language skills through the schools and the perceived impact that this has on pupils learning more widely. The article explores the nature and importance of oral language development in the early…
Playful punctuation in primary children’s writing
The writing of three attainment groups of 10‐ to 11‐year‐old children was used to investigate their use of ludic (playful) punctuation in the composition of an advertisement for a new dessert. Framed within a consideration of language play in general, and children’s use of punctuation in particular, the investigation revealed the ways in which primary children use playful punctuation in order to achieve their persuasive aims. There were clear dif…
Playful punctuation in primary children’s narrative writing
Framed within the fields of applied linguistics and language play, the writing of three attainment groups of 9–11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an imaginative narrative. The scripts were from a larger repeat-design study of writing development that addressed a range of linguistic features. It became apparent that the scripts contained a range of language play features, inc…
Towards a photographic representation of the experience of seeing
This article looks at the emerging technology of the neural radiance field (NeRF) and suggests that this means of digital image production, when used by a creative practitioner, produces an emergent aesthetic - a result of the affordances inherent in the digital materiality of the NeRF and its processes. The use of this machine-learning technology as a material for creating images can lead to an entirely new way of creating photographic represent…
The exclamation mark in children’s writing
Psychology (4 works) · Reading and Literacy Development (4 works) · Computer Science (3 works) · Linguistics (3 works) · Art (2 works) · Class (philosophy) (2 works) · Language, Metaphor, and Cognition (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Punctuation (2 works)