English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Standardized literacy assessments that place emphasis on testing and attainment of results have caused many students, particularly in middle years schooling to be disenfranchised by literacy teaching and learning practices. This study employed an action research methodology to investigate whether an outdoor learning experience in a Year 7/8 English Writers Workshop course (including students aged 13–14 years) at a secondary school in Victoria, Australia enhanced creative writing capacity and engagement. This study was conducted in three stages, with qualitative and quantitative data collected. Wilcoxon signed-rank and Mann-Whitney U tests demonstrated significant improvement in creative writing from pre-intervention to post-intervention (z = −3.73, p &lt; 0.001, r = −0.58). Qualitative thematic analysis identified the learning environment, quiet space, and the instructional approach as key themes. The findings provide insight into more effective teaching practices and outline how outdoor learning could be integrated into English and other curriculum learning areas.

journal of adventure education and outdoor learning

The impact of an outdoor learning experience on the development of English creative writing skills: an action research case study of year 7 and 8 secondary school students in Australia