Alison Kington is Professor in Psychology of Education at the University of Worcester, UK. Her research focuses on the development of relationships and identities in the classroom. Karen Blackmore is Senior Lecturer in Science Education at the University of Worcester, UK. Her work focuses on the development of science pedagogy through social interactions.

• List of FiguresList of TablesNotes on ContributorsForeword, Dame Alison PeacockAcknowledgements Introduction, Alison Kington and Karen Blackmore (University of Worcester, UK)Part I: Social Interaction and the Curriculum1. Collaborative Problem-Solving in Primary Mathematics: Developing Shape and Spatial Awareness, Louise Hoskins-Staples and Karen Blackmore (University of Worcester, UK)2. Social Learning for Student Teachers and Children: Findings from the Chatterbooks Reading Groups Initiative, Joy Stanton and Jane Whittenbury (University of Worcester, UK)3. Enabling Primary Science Inquiry: The role of Mobile Technologies to Support Peer Learning, Karen Blackmore (University of Worcester, UK)Part II: Classroom Relationships and Learning4. Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships, Rachael Paige (University of Worcester, UK)5. Early Career Teacher Relationships with Peers and Mentors: Exploring Policy and Practice, Kathryn Spicksley and Maxine Watkins (University of Worcester, UK)6. Developing Teacher-Pupil Relationships in the Classroom: The Influence of Primary Teachers’ Career Phase and Experience, Ben Looker and Alison Kington (University of Worcester, UK)Part III: Professional Identity and Professional Development7. The Role of the Built Environment in Schools: Developing Teachers’ Professional Identities and Motivation, Colin Howard (University of Worcester, UK)8. Knowing Me, Knowing You: An Exploration of the Social and Learning Relationships in Teacher-Education Partnerships, Linzi McKerr and Jill Turner (University of Worcester, UK)9. Teachers’ Professional Identity and Self-efficacy: A Study of Teachers with 4-7 Years of Experience, Andrew Townsend and Alison Kington (University of Worcester, UK)Part IV: Individual Differences and Inclusion10. Planning for Children’s Voice in Socio-Cultural Education: Findings from the We Are Europe Project, Branwen Bingle (University of Worcester, UK)11. The Role of Leadership Collaboration in Challenging Contexts: Building a Positive Community of Practice, Carla Solvason (University of Worcester, UK)12. The Story of Gender Differences in Transition from Primary to Secondary School: Expectations Versus Reality, Louise Beattie and Suzanne Horton (University of Worcester, UK)Concluding Remarks: Implications, Karen Blackmore and Alison Kington (University of Worcester, UK)Index

This collection of research on social and learning relationships brings about a fresh look at the importance of human interactions in education settings. Importantly, the book highlights the importance of multiple and diverse perspectives to build an understanding of the lived experiences of key education stakeholders. Highly recommended for anyone involved in education.