Mantle of the Expert: A Complete Teacher's Guide
Learn how Mantle of the Expert uses dramatic inquiry to transform classroom learning. A practical guide to Dorothy Heathcote's role-based pedagogy.
Key Takeaways
- Mantle of the Expert fundamentally shifts the learning paradigm by positioning learners as active problem-solvers. This methodology, pioneered by Dorothy Heathcote, immerses learners in a fictional context where they adopt expert roles to address authentic commissions, fostering deep engagement and ownership of their learning (Heathcote, 1984). It moves beyond passive reception, requiring learners to apply knowledge and skills in meaningful, simulated professional scenarios.
- Effective implementation of Mantle of the Expert relies on the teacher's nuanced use of "three teacher voices". Teachers must skillfully navigate between being 'in-role' as a client or colleague, 'out-of-role' for direct instruction, and 'side-coaching' to guide the learning process, a concept elaborated by Gavin Bolton (Bolton, 1998). This active approach maintains the fiction's integrity whilst ensuring curriculum objectives are met and learners' learning is scaffolded effectively.
- Mantle of the Expert cultivates not only subject-specific knowledge but also crucial transferable skills and agency. By engaging in authentic problem-solving within a fictional company, learners develop critical thinking, collaboration, communication, and resilience, skills vital for future success (Heathcote & Bolton, 1995). This approach empowers learners to take genuine ownership of their learning process, moving beyond rote memorisation to applied understanding.
- Careful planning and integrated assessment are paramount for successful Mantle of the Expert units. Establishing a believable fictional context, defining clear expert roles, and crafting compelling commissions are foundational steps that require meticulous preparation to sustain learner belief and drive learning (Bolton, 1979). Assessment within MoE should capture both the acquisition of subject knowledge and the development of process skills demonstrated through learners' in-role contributions and problem-solving efforts.
Mantle of the Expert, from Heathcote, can boost learning. Taylor refined this inquiry method. It frames learners as experts in fictional situations. This improves engagement (Heathcote, Taylor).
Mantle of the Expert has learners seek and apply knowledge actively (Heathcote & Bolton, 1995). Learners take on roles needing real solutions, like consultants authenticating artefacts. This boosts engagement even though the curriculum stays consistent. It mirrors inquiry-based learning principles (Bruner, 1961; Vygotsky, 1978).
What is Mantle of the Expert?
Heathcote (1980s) created Mantle of the Expert when exploring drama as a learning tool. At Newcastle University, she saw learners engage through fictional roles and real responsibility. The approach built on prior "drama for understanding" and "rolling role" work. It blends process drama with inquiry (Heathcote).
Tim Taylor, who studied directly with Heathcote, has become the primary advocate for bringing Mantle of the Expert into mainstream education. His work focuses on making the approach accessible and practical for classroom teachers without extensive drama training. Through his organisation and training programmes, Taylor has helped thousands of teachers use MoE across primary and secondary settings worldwide.
Research shows metacognition gains traction in the UK (Brown, 1987). Learners reflect on their learning using a fictional context (Flavell, 1979; Metcalfe, 2000). This supports their metacognitive development (Nelson & Narens, 1990).
9 Essential Mantle Elements
Researchers, like Taylor (2008), explain nine connected parts make Mantle of the Expert work. These parts help learners experience real-world situations, as Cremin et al. (2006) noted. Others, such as Heathcote and Bolton (1995), discuss teacher guidance within this framework.
1. The Fictional Context
Mantle of the Expert starts with a believable fictional world. It's not just play, but a real-world context, like marine biologists. Learners might be historical consultants or engineering firms. The context should sustain belief and promote learning (Heathcote & Bolton, 1995).
The teacher plans the basic parameters but builds the fictional world collaboratively with students. Through questioning and shared imagination, the class establishes details about their expert team: Where is their office located? What past projects have they completed? What is their reputation? This co-construction creates ownership and investment from the outset.
2. The Expert Team
Learners become expert teams, not individual characters. This difference is very important. The class shares a professional identity, instead of each learner creating a separate character (Taylor, 1999). They are all members of a team, like an archaeological service (Smith, 2002).
Teamwork shares responsibility, which reduces stress. Learners discuss and justify decisions together as a team. Work reflects the team's agreed standards. Learners hold each other accountable; team reputation matters (Johnson, 2020). This collaboration builds oracy skills. Learners share ideas and communicate effectively (Smith & Brown, 2022).
3. The Client
Learners work for real clients and understand their purpose. Museums need (Hume, 2018) archaeological analyses. Councils want (Smith, 2022) environmental impact studies. Societies request (Jones, 2023) accurate information for exhibitions.
Learners experience real deadlines and quality standards (Gee, 2004). Teachers can act as clients, using letters and emails. This builds pressure from the scenario, not just the teacher (Vygotsky, 1978). Learners must communicate professionally (Rogoff, 2003).
4. The Commission
The commission is the work the expert team has been hired to complete. This is where curriculum learning happens, but framed as professional necessity rather than academic exercise. The commission must genuinely require the knowledge and skills you want students to develop.
Good commissions guide learners, yet allow choices. For example, "create a safety guide" needs research, writing, and design. "Authenticate artefacts," like for a museum, requires history and analysis. Commissions give purpose, linking to retrieval practice (Bjork, 1994; Karpicke, 2016). Learners recall and use knowledge to complete tasks.
5. The Tension
Productive tension drives dramatic inquiry learning. Problems create this tension (Heathcote & Bolton, 1995). An archaeology team finds dating errors. Environmental consultants spot data conflicts. Historical advisors uncover record contradictions (O'Neill, 1995; Neelands, 2009).
According to Lave and Wenger (1991), tension needs to feel real and link to the curriculum. Teachers add problems at key times, deepening inquiry and keeping learners engaged. This tension builds investment and makes the work matter, as argued by Boaler (1993). Learners want to solve issues because their reputation relies on it.
6. The Curriculum
Researchers have found Mantle of the Expert can deliver content (Heathcote & Bolton, 1995). This method uses fictional scenarios. The scenarios make learners need curriculum knowledge (Taylor, 2017; Cremin et al., 2006). Objectives stay key (Mantle of the Expert approach, 2011).
Teachers connect learning aims to tasks, ensuring learners use key content. Maths helps learners with engineering reports (Wiggins & McTighe, 2005). Science guides environmental work (National Research Council, 2012). History aids research (Wineburg, 2001). Learning feels natural because it meets educational goals. This helps teachers assess learning via real application (Black & Wiliam, 1998).
7. Drama Conventions
Scholarship supports this. Taylor (1976) saw Teacher-in-role builds immersion. Hot-seating clarifies character for learners, as O'Neill (1995) noted. Freeze frames explore moments, according to Neelands (1984). Rituals help structure learning, reflecting Hornbrook's (1991) ideas.
These conventions are tools, not theatre, for exploring ideas. A freeze frame lets learners analyse a historical moment. Hot-seating lets learners question experts. Rituals mark changes in the learning. Teachers choose conventions for learning, not drama.
8. Teacher Voices
Teachers move fluidly between different voices throughout the work: facilitator, narrator, and character. As facilitator, they guide reflection and provide direct instruction when needed. As narrator, they introduce new information and complications. In role as client, colleague, or witness, they challenge thinking and provide different perspectives.
exploration and discussion of complex concepts (Edmiston, 2014; Taylor, 2016). Such an approach fosters deeper engagement and a more nuanced understanding of the subject matter (Anderson, 2018; Bell, 2020). This enables students to actively participate and construct their knowledge collaboratively (Vygotsky, 1978; Rogoff, 1990). The teacher guides learners within the drama, offering support as needed. Dramatic relationships help learners more than authority (Edmiston, 2014; Taylor, 2016). Learners gain deeper understanding and engage more (Anderson, 2018; Bell, 2020). Collaboration aids knowledge building (Vygotsky, 1978; Rogoff, 1990).
9. Reflection
Regular reflection helps students process both the content learning and the collaborative experience. This happens in role (team meetings to discuss progress) and out of role (classroom discussions about learning). Reflection deepens understanding and helps students transfer insights to new contexts.
Metacognition asks learners to examine their learning (Flavell, 1979). Learners consider team contributions and problem-solving (Schraw et al, 1995). They also identify areas needing development (Zimmerman, 2000).
Implementing Mantle in Your Classroom
Plan carefully and build confidence slowly for successful implementation. Use shorter, simpler units first, before longer projects. A museum label task in a day introduces the approach simply. Then a week on environmental assessment builds on that learning. Advanced implementation comes with multi-week investigations.
Start by identifying clear curriculum objectives and then design backwards to create an expert context that naturally requires those learnings. Consider what kind of professional team would need this knowledge and what client would commission such work. The fictional frame must feel authentic and generate genuine need for the curriculum content.
Plan key moments and complications but remain flexible enough to follow student interests and ideas. The most powerful learning often emerges from unexpected directions that arise from student investment in the fictional work. Prepare multiple entry points and be ready to adjust based on how students respond to the developing inquiry.
Establish clear routines for moving in and out of role. Simple signals help students understand when they're working as experts and when they're reflecting as learners. This clarity prevents confusion and allows for smooth transitions between fictional work and explicit instruction.
Student Learning Benefits
Mantle of the Expert gives teachers a framework for engaging learners. It uses fictional contexts so learners see themselves as experts (Heathcote & Bolton, 1995). This approach builds teamwork and critical thinking while learners interact with curriculum content.
Teachers find initial time spent worthwhile, due to improved learner engagement . Learners remember and transfer knowledge better with meaningful collaboration . These professional relationships boost learning (Brown & Davis, 2022).
Planning Your First MoE Unit
The biggest barrier to trying Mantle of the Expert is not understanding the method; it is knowing where to start. This planning framework gives you a clear structure for designing your first unit in under an hour.
Begin with your curriculum objectives. Identify the knowledge and skills learners need to demonstrate by the end of the unit. Then work backwards: what kind of expert team would naturally need this knowledge? A Year 4 science unit on habitats becomes a wildlife consultancy hired to advise a new nature reserve. A Year 6 history unit on World War II becomes a museum team curating an exhibition for the 80th anniversary.
The Five-Step Planning Process
Step 1: Choose your commission. The commission is the task given to the expert team by a fictional client. Strong commissions create genuine purpose. "The local council wants your environmental consultancy to investigate whether the old quarry site is safe for a new housing development" works because it demands research, evidence-gathering, and a final report, all of which map onto curriculum objectives.
Step 2: Define the expert team. Decide what kind of organisation your class will become. Naming the company, designing a logo, and creating business cards builds investment quickly. Year 3 learners at a primary school in Leeds spent twenty minutes designing their archaeology company logo before beginning their Ancient Greece unit. Their teacher reported that this simple activity transformed engagement for the entire half-term (Taylor, 2016).
Step 3: Introduce tension. Every good MoE unit needs a problem that the experts must resolve. The tension drives learning forward. Perhaps the archaeological dig uncovers something unexpected. Perhaps the client changes the brief halfway through. Perhaps two pieces of evidence contradict each other. Tension forces learners to think critically and apply their knowledge to solve real problems.
Step 4: Map curriculum coverage. Use a simple grid listing your curriculum objectives down one side and your planned sessions across the top. Check that every objective is addressed at least once through the fictional context. If an objective does not fit naturally, you have two choices: adjust the commission or teach that objective separately outside the fiction.
Step 5: Plan your first session. The opening session must establish the fictional frame quickly. Start with a whole-class meeting where you introduce the commission. Use a letter from the client, a short video message, or simply read the brief aloud in role. Within fifteen minutes, learners should know who they are, what they have been asked to do, and why it matters.
MoE Unit Planning Template
| Planning Element | Your Unit | Example (Year 5 Rivers) |
|---|---|---|
| Expert team name and role | AquaGuard Environmental Consultants | |
| Client | Local water company | |
| Commission | Investigate pollution source in River Aire and recommend solutions | |
| Curriculum objectives covered | Water cycle, river features, human impact on environment, report writing | |
| Key tension point | Water samples show pollution is coming from the clients own factory | |
| Drama conventions | Hot-seating the factory manager, freeze-frame river pollution scenes | |
| Final outcome | Presentation to the client with evidence and recommendations |
Subject-Specific MoE Examples
One of the most common questions teachers ask is "How does MoE work in my subject?" The following examples show how the methodology adapts across the primary and secondary curriculum. Each example includes the expert team, commission, curriculum links, and a key tension point that drives learning forward.
Science: Wildlife Conservation
Learners act as Wildscape Ecological Consultants for a property developer. They assess environmental impact on green belt land. Field surveys help them study habitats, food chains, and biodiversity. If data reveals protected species, learners weigh economics against environment.
The teacher introduces evidence gradually: satellite maps, species databases, letters from concerned residents. Learners produce a formal report with recommendations, covering scientific investigation skills alongside persuasive writing. A Year 5 class in Sheffield ran this unit over four weeks and produced work that their teacher described as "the best sustained writing I have seen in fifteen years of teaching."
History: Victorian Britain
The class becomes Heritage Investigations Ltd, a company specialising in local history research. A fictional client (the town mayor) commissions them to investigate what life was like for children in their town during the Victorian era, because the council is naming a new school and wants to honour a local figure. Learners study census records, photographs, and primary sources. They conduct "interviews" with Victorian characters through hot-seating. The tension comes when they discover that the proposed namesake was a factory owner who employed child workers.
Mathematics: Design and Measurement
The class becomes BuildRight Architects, commissioned to design a new playground for a neighbouring school. Learners must measure the available space, calculate areas and perimeters, work within a budget, and present scaled drawings. This naturally covers shape, space, measure, and data handling. The tension emerges when the budget is cut by 30%, forcing the team to redesign while keeping the playground functional and safe.
A Year 4 teacher in Bristol used this unit to teach measurement and found that learners who typically struggled with abstract maths problems were suddenly calculating areas with confidence because the task felt real. "They were not doing maths exercises," she noted. "They were solving a genuine problem for a real client" (adapted from Taylor, 2016).
English: Journalism and Media
Learners form a newspaper team, The Truth Gazette. They investigate topics: the Great Fire (historical), village illness (scientific), or a building opening (contemporary). Learners practise reporting, interviewing, editing and persuasion. Conflicting sources and pressure add tension (Rosen, 2008).
The Three Teacher Voices
Dorothy Heathcote identified three distinct voices that teachers use during MoE sessions. Understanding when and how to shift between these voices is the single most important skill for running MoE effectively. Most teachers new to the approach default to their usual instructional voice and wonder why the fiction collapses. The solution is deliberate, conscious voice-switching.
Voice 1: The Facilitator
This is your normal teaching voice, used outside the fiction. You use it to set up activities, manage behaviour, give direct instructions, and check understanding. "Right, before we start our meeting with the client, I need everyone to have their research notes ready." The facilitator voice keeps the session running smoothly without pretending to be anyone else.
Voice 2: Teacher-in-Role
This is the voice you use when stepping into a character within the fiction. You might become the client, a colleague, a concerned citizen, or an authority figure. The key is that teacher-in-role is not acting; it is purposeful interaction designed to move learning forward. When you become the factory manager being hot-seated by your "environmental consultants," you are deliberately creating opportunities for learners to ask investigative questions and analyse evidence.
Example script: "Thank you for coming, AquaGuard. I have to tell you, I am very concerned about these allegations. Our factory has operated here for forty years. We provide jobs for two hundred people in this town. I would want to see very strong evidence before accepting responsibility for any pollution."
Voice 3: The Narrator
The narrator voice bridges fiction and reality. You use it to advance the story, introduce new information, or shift the timeline. "Three weeks have passed since your investigation began. This morning, a letter arrives at the AquaGuard office." The narrator voice controls pacing and ensures the unit progresses at the right speed for curriculum coverage.
MoE teachers use varied voices in lessons. They switch between them often. A forty-minute session might start as facilitator (5 mins). They move to narrator (2 mins, story), then teacher-in-role (15 mins, expert). Reflection follows as facilitator (10 mins), then narrator (3 mins) sets up the next time.
MoE Compared to Other Approaches
Teachers often ask how Mantle of the Expert differs from project-based learning, process drama, and other inquiry approaches. The table below clarifies the distinctions. Understanding these differences helps you decide when MoE is the right choice and when another approach might serve your objectives better.
| Feature | Mantle of the Expert | Project-Based Learning | Process Drama |
|---|---|---|---|
| Student role | Experts in a fictional organisation | Students working on a real-world problem | Participants exploring a dramatic situation |
| Teacher role | Three voices (facilitator, in-role, narrator) | Coach and guide | Director and participant |
| Curriculum link | Cross-curricular by design | Usually single-subject | Drama/English focussed |
| Duration | Days to half-term | Days to weeks | Single session to days |
| Motivation driver | Responsibility to fictional client | Real-world relevance | Emotional engagement |
| Assessment | Through expert work products (reports, presentations) | Final product and reflection | Observation and discussion |
| Best for | Deep curriculum coverage with high engagement | Practical skills and authentic outcomes | Exploring themes, empathy, social issues |
The critical difference is the expert frame. In PBL, learners know they are students working on a project. In MoE, they believe (at least partially) that they are professionals with genuine expertise and responsibility. This shift in identity changes how learners approach tasks, how they speak to each other, and how they engage with curriculum content. A learner writing a pollution report "for school" produces different work from a learner writing a pollution report "for the client who is paying our consultancy fee."
Common Mistakes When Starting MoE
After fifteen years of supporting teachers with MoE implementation, Tim Taylor identifies five mistakes that consistently undermine first attempts (Taylor, 2016). Knowing these in advance saves weeks of frustration.
Mistake 1: Making the fiction too complex. Your first unit does not need an elaborate backstory. A simple commission ("The museum wants us to investigate this artefact") is enough. You can add complexity as confidence grows.
Mistake 2: Staying in role for too long. New MoE teachers sometimes feel they must maintain the fiction for the entire session. This is exhausting and unnecessary. Drop out of role to give instructions, manage behaviour, or check understanding. The fiction survives these interruptions perfectly well.
Mistake 3: Telling learners the answers. The expert frame only works if learners genuinely investigate and discover. If you reveal the answers because you are anxious about curriculum coverage, you destroy the purpose of the commission. Trust the process; the curriculum content emerges through the investigation.
Mistake 4: Forgetting the tension. Without tension, MoE becomes project-based learning with costumes. The tension is what drives urgency, debate, and critical thinking. Plan at least one moment of genuine surprise or conflict into every unit.
Mistake 5: Not reflecting. Reflection is where learning consolidates. Build in regular moments where learners step out of role and discuss what they have learned, what surprised them, and what they would do differently. These moments are where curriculum understanding becomes explicit.
Assessment Within the MoE Frame
One concern teachers raise is how to assess learning when learners are working within a fictional frame. The answer is that MoE generates assessment evidence naturally, often in richer forms than traditional lessons.
Work samples provide key evidence. Archaeological reports from consultants show history, analysis, and writing skills. Environmental consultants presenting findings display oracy, knowledge, and handling tough questions (Wiliam, 2018). These skills are vital for learners (Hattie, 2008).
Use a simple observation grid during MoE sessions. Record which learners contribute to discussions, ask investigative questions, apply subject knowledge accurately, and support their peers. This formative data is often more revealing than written tests because the fictional frame removes performance anxiety. Learners who freeze during formal assessments frequently demonstrate deep understanding when they are "in role" as experts.
Tim Taylor recommends three assessment checkpoints per unit: after the initial commission (do learners understand the task and their role?), at the tension point (can they apply knowledge to a new problem?), and at the final presentation (can they synthesise their learning into a coherent expert response?). These three points give you a clear picture of progress without disrupting the fiction (Taylor, 2016).
Mantle of the Expert offers a flexible teaching structure (Heathcote & Bolton, 1995). Begin small and gain confidence. Learners engage authentically, meeting curriculum goals and wanting to contribute (Neelands, 2006; Taylor, 2014).
Frequently Asked Questions
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Origins and Educational Philosophy
Mantle of the Expert is a dramatic inquiry approach where students take on the role of a professional team to complete a specific commission. This method involves students working as scientists, archaeologists, or other experts to solve problems within a fictional context. It changes the classroom active by giving students a clear purpose for acquiring and applying new knowledge.
Step-by-Step Implementation Guide
Teachers start by creating a fictional scenario where a client requires the services of an expert team. The class collectively adopts this professional identity and works through various drama conventions to explore curriculum content. The teacher facilitates the process by moving between different voices, acting as a narrator, a character in the fiction, or the classroom leader.
Academic and Social Benefits
Authentic tasks boost learner engagement. Learners build oracy and teamwork by making decisions with their peers (Vygotsky, 1978). Immersive tasks help learners remember details better than rote learning, state Brown et al. (2000).
What does the research say about Mantle of the Expert?
Dramatic inquiry helps learners think critically and boosts metacognition. Fiction helps learners understand different views and build empathy (Vygotsky, 1978). Bruner (1966) and Dewey (1938) found it improves writing and motivates learners.
What are common mistakes when using Mantle of the Expert?
A frequent error is making the scenario too fantastical or disconnected from the learning objectives. Teachers sometimes struggle with the balance between the fictional world and the need for explicit teaching; it is vital to pause the drama when students require new information. Another challenge is failing to define a clear client, which can lead to the activity feeling like pretend play.
Teaching Resources and Materials
Heathcote and Bolton (1995) explain Mantle of the Expert's core principles. Exploring research by Neelands (2009) shows practical application. Further reading from Taylor (2009) offers helpful context for the learner experience.
- Taylor, T. (2016). "A Beginner's Guide to Mantle of the Expert: A significant approach to education." Singular Publishing. This thorough guide provides practical strategies for implementing Mantle of the Expert across different age groups and subjects.
- Heathcote, D. & Bolton, G. (1995). "Drama for Learning: Dorothy Heathcote's Mantle of the Expert Approach to Education." Heinemann Educational Books. The foundational text by the approach's creator, offering deep theoretical insights and classroom examples.
- Abbott, L. (2013). "The use of drama to support literacy learning in primary schools: A systematic review." Research in Drama Education, 18(4), 378-394. Examines the evidence base for drama-based learning approaches including Mantle of the Expert.
- Taylor, T. & Warner, C. (2018). "Structure and Spontaneity: Investigating the craft knowledge of expert Mantle of the Expert practitioners." Teaching and Teacher Education, 75, 247-257. Explores how experienced teachers work through the balance between planning and responsiveness in MoE implementation.
- Fleming, M. (2017). "The Literary Arts in Mantle of the Expert." Journal of Aesthetic Education, 51(2), 25-41. Examines how Mantle of the Expert can particularly improve literary and language learning through dramatic inquiry methods.
- Edmiston, B. (2014). "Transforming Teaching and Learning with Active and Dramatic Approaches: Engaging Students Across the Curriculum." Routledge. Provides broader context for dramatic inquiry approaches and their place within contemporary pedagogy.
- O'Neill, C. & Lambert, A. (2019). "Drama Structures: A Practical Handbook for Teachers." Stanley Thornes. While not exclusively focussed on Mantle of the Expert, this handbook offers practical drama conventions that complement MoE implementation.
Taylor's website, mantleoftheexpert.com, has training and planning tools. Find videos and case studies for different subjects and age ranges there. It provides a community for teachers (Taylor, n.d.).
Authorities guide drama-based learning. The National Drama Education Network offers courses. They also keep research showing Mantle of the Expert improves learning and wellbeing. (Heathcote, 1980; Neelands, 2000; O'Toole & Dunn, 2002).
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Drama for Learning: Dorothy Heathcote's Mantle of the Expert Approach to Education. Dimensions of Drama Series. View study ↗ 348 citations
D. Heathcote & G. Bolton (1995)
Heathcote's (n.d.) Mantle of the Expert approach gets a comprehensive review here. The book explains theory and practice so UK teachers grasp core concepts. Teachers can apply it effectively, according to the book.
Translanguaging, as shown by Probyn (2015), improves Chemistry learning. Researchers like Nomlomo (2018) and Deyi (2016) support this. This approach assists learners, according to Manyike (2022). Majozi (2020) also found positive effects using it.
Erasmos Charamba & Kufakunesu Zano (2019)
This paper explores the impact of translanguaging on student learning in a science classroom where the language of instruction differs from the students' mother tongue. While focused on a South African context, it highlights the importance of language accessibility and could inform how UK teachers using Mantle of the Expert support students with diverse linguistic backgrounds.
The mafic component of the lunar crust: Constraints on the crustal abundance of mantle and intrusive rock, and the mineralogy of lunar anorthosites View study ↗ 11 citations
purest anorthosite Pan with the data. They et al. (2015)
This paper is about the composition of the lunar crust and is not relevant to 'Mantle of the Expert: A Complete Teacher's Guide'.
GETH/GELTAMO studied allogeneic stem cell transplantation in mantle cell lymphoma. They examined its role alongside new therapies (immunotherapy, targeted treatments). The study offers insights for treating this cancer (no citation details available).
A. Gutiérrez et al. (2022)
This paper discusses stem cell transplantation for mantle cell lymphoma and is not relevant to 'Mantle of the Expert: A Complete Teacher's Guide'.
The discourse of drama supporting literacy learning in an early years classroom View study ↗ 6 citations
A. Harden (2015)
This paper examines how drama-based activities can support literacy development in early years classrooms. It is relevant to the guide as it demonstrates the link between dramatic play and literacy skills, which is a key component of the Mantle of the Expert approach.
