Camtree Digital Library (Univ. of Cambridge)
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Development of critical thinking competencies in grade 9 biology students through effective use of laboratory experiments to positively affect skill levels
No full textBackground: In laboratory lessons, problematic situations related to life are presented as scenarios, and the students' desire for finding solutions ensures that they can effectively use the knowledge they have acquired outside the classroom, in any situation. Research indicated a lack of correlation between student learning and practical work. The main improvement focuses on understanding how students can optimise practical learning.
Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills.
Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress.
Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons.
Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses
Pedagogy or Andragogy? An exploration into Teaching and Learning in the Sixth Form Sector and Implications for Curriculum
Get PDFBackground and purpose: The rationale for the inquiry was to explore the principles of andragogy in the context of a 6th form college and to investigate if 6th form students are more aligned in their learning preferences to how children learn (pedagogy) or how adults learn (andragogy). This research was needed to address an understudied area of sixth form instruction as post-16 teacher training courses usually use principles of pedagogy even though students in this sector are not children, therefore this topic required further exploration.
Aims: The inquiry aims to investigate a significant challenge in post-16 teaching which is supporting students transition from school into college and the delivery of a curriculum that enables students to develop the confidence and independence to move from teacher-directed to self-directed learning. The focus of the inquiry is to establish to what extent 6th form students share the same characteristics as adult learners using the 5 assumptions of andragogy as a framework.
Design or methodology: The inquiry was implemented as a Learning Preferences questionnaire which was devised to measure the extent to which students agreed with statements relating to the 5 assumptions of andragogy. 873 sixth form students responded to an online questionnaire that was anonymously completed independently, in class or during tutorial. Quantitative analysis compared descriptive statistics on each dimension of andragogy.
Findings: The inquiry found that 6th form students showed preference for andragogy across all dimensions, there was no significant difference between students enrolled on level 3 & 2 courses. Level 2 students demonstrated views more aligned with pedagogy in relation to Readiness and there was a significant difference in Motivation between sixth form and FE students with regards to Motivation.
Conclusions, originality, value and implications: In the context of sixth form teaching andragogy is more relevant than pedagogy, explicit use of these principles within the curriculum can help students to make the transition from school and recognition of motivation, experience and readiness to learn in the post-16 classroom may be a more suitable approach to teaching adolescent students than theories devised for the teaching of children
Reading Technology: A focus on Horticulture, health and nutrition
Get PDFContext: This study explores the integration of technology in educational settings focused on inclusion and special educational needs and disabilities (ISEND) within a post-16 curriculum. It particularly emphasises the impact of using reading technology, like QR codes linked to a reading app, to enhance student engagement in specific subjects such as horticulture, health, and nutrition.
Aims: The research aimed to investigate how integrating QR codes and assistive reading technology into practical learning activities could enhance literacy engagement, confidence and motivation among learners with SEND. It also explored the impact on peer collaboration and independent learning.
Methods: Two action research cycles were completed. Eight learners aged 16-18 participated in the study, all enrolled in a Level 1 Award in Horticulture. Data collection included classroom observations, learner interviews, self-assessments, caregiver feedback and usage tracking via the EasyReader app. Ethical consent was obtained for anonymous publication.
Findings: The integration of QR codes and the EasyReader app increased learner engagement with reading tasks. Students reported improved confidence and greater independence in accessing information. Peer mentoring emerged as a valuable strategy, with learners supporting each other in navigating digital tools. Caregivers noted increased reading interest at home. Challenges included initial difficulties with digital navigation, highlighting the need for structured support.
Implications: The findings provide insights into how technology can be effectively utilised to foster inclusion and improve participation among learners with special educational needs and disabilities. Other educators may learn from this case study that incorporating supportive technologies could lead to enhanced engagement and collaboration in diverse learning environments, potentially transforming teaching practices in areas like horticulture, health, and nutrition
Technology to Access Literature and Develop Comprehension
No full textContext: This action research was conducted in a secondary special school with students aged 14-16, many of whom are working at pre-entry or entry level in literacy. The study focused on using technology to support reading engagement and comprehension among learners with special educational needs and disabilities (SEND), particularly those who had become disengaged from phonics-based instruction.
Aims: The research aimed to explore how the Dolphin EasyReader app, could foster a love for literature and improve comprehension skills for a Key Stage 4 male student. It sought to understand how increased autonomy and access to age-appropriate texts might support regulation, motivation and literacy development.
Methods: Two cycles of action research were undertaken. Data collection included phonics session observations, reflective journals, student interviews using word boards, and mood mapping. A case study approach was used to track one student's engagement before and after the introduction of the EasyReader app. Ethical consent was obtained to publish anonymised data.
Findings: Prior to the intervention, the student frequently left phonics sessions and described reading as 'hard', 'boring' and 'sad'. After introducing the EasyReader app, he remained in class, chose relevant texts, and used the app independently during lessons and break times. He demonstrated improved regulation, increased engagement, and significant progress in comprehension. The app's audible features and highlighted text enabled access to literature beyond his current reading level.
Implications: The study highlights the potential of technology to empower students with SEND by offering autonomy, relevance and accessibility in reading. It suggests that shifting control over reading choices and formats can improve engagement and comprehension. These findings support the wider use of inclusive reading technologies and challenge traditional phonics-only approaches for older learners with SEND
Growth Mindset Intervention: Enhancing Student Engagement through Effort-Based Feedback on Physics Lessons
Get PDFBackground: Fostering a growth mindset is increasingly recognized as vital to student motivation and engagement. Drawing on the work of Dweck (2017), Sousa (2016), and Hattie (2007), this study explores how effort-based feedback can shift classroom culture from one focused on ability and performance to one that values persistence, progress, and collaborative learning. Within high-stakes educational contexts like Kazakhstan, where academic success is often equated with innate ability, the need for practical strategies to support student confidence and engagement is particularly pressing.
Aims: The study aimed to explore the question: How does effort-based feedback promote student engagement in learning? Specifically, it examined how praise focused on effort and persistence influenced students’ confidence, participation, and willingness to take risks in a 10th-grade physics classroom.
Design and Context: This lesson study was conducted with a class of 12 tenth-grade students (ages 15–16) at Nazarbayev Intellectual School of Physics and Mathematics (NIS PM) in Astana, Kazakhstan. The class was selected for its mixed academic performance and observable disengagement, particularly due to fear of making mistakes. The entire class participated in the intervention, which spanned three research lessons focused on radioactivity. Six teachers from multiple disciplines (physics, mathematics, English, and history) collaborated in planning and reflecting on each lesson. Activities were designed to encourage effort, collaboration, and comfort with learning through mistakes. Observations focused on three case students representing high, average, and low academic performance.
Methods: The research followed a three-cycle lesson study format: collaborative planning, classroom teaching and observation, and reflective discussion. Teachers prepared personalized effort-based praise statements in advance but adapted these based on real-time student responses. Feedback was delivered during and after group work and problem-solving activities. Observations and student interviews captured changes in engagement, confidence, and participation. All data were collected during regular classroom instruction.
Findings: The use of effort-based feedback led to visible increases in student engagement, particularly among students who had previously been hesitant or underperforming. Teachers also noticed a shift in classroom atmosphere: students took more risks, asked more questions, and supported one another. The collaborative, interdisciplinary approach enabled teachers to see how growth mindset strategies could be transferred across subjects.
Conclusions: Effort-based feedback is a powerful tool for increasing student engagement, especially in settings where fear of failure limits participation. This study highlights the importance of tailoring praise to students’ behaviours and developmental needs, and of using interdisciplinary collaboration to design supportive learning environments. Teachers reported that this approach led to more meaningful feedback, improved relationships, and a stronger sense of community in the classroom
Wellbeing and emotional support pathway for learners with SEND
Get PDFContext: This action research case study focusses on addressing the needs of learners with Special Educational Needs and Disabilities (SEND) who attend school but are finding it hard to engage in all lessons due to emotional and wellbeing-related barriers. The study focused on developing a structured wellbeing and emotional support pathway to improve engagement and reduce emotionally based absence from lessons.
Aims: The research aimed to identify effective strategies to support learners with SEND who experience difficulties attending lessons. It sought to create a responsive, pupil-led pathway that promotes emotional regulation, a sense of belonging, and gradual reintegration into classroom learning.
Methods: An action research approach was employed, structured around two distinct cycles. Each cycle involved planning, implementing, and reviewing steps that collectively informed the progression of the action research process. Ethical consent was duly sought from participants, ensuring the anonymity of all data collected. Key literature was analysed and integrated into the study's framework, guiding the development of the research questions and interventions.
Findings: The implementation of the wellbeing and emotional support pathway has led to observable improvements in student engagement and attendance in lessons. Pupils benefited from personalised support, key worker involvement, and graduated reintegration strategies. The pathway included 'Area 1' which involved supported emotional regulation, and 'Area 2' which provided a meaningful curriculum space. Parent/carer involvement was crucial in identifying barriers and celebrating progress.
Implications: Subsequent findings from this research may inform educators who work within similar contexts concerning the importance of dedicated support pathways for students with SEND. It highlights the necessity for customisable approaches that address emotional well-being, potentially guiding other educational institutions in developing their frameworks for inclusivity. The case study underscores the collaborative nature of action research and its potential to create meaningful change in school environments
Alternative Provision: Curriculum
Get PDFContext: This study focuses on the effectiveness of Action Research in improving the integration of students with Special Educational Needs and Disability (SEND) within mainstream education settings, particularly in the realm of Alternative Provision. It reflects on how structured workbooks can aid in the transition of students from Alternative Provision back to mainstream lessons while addressing their educational needs.
Aims: The primary aim of the research is to evaluate how structured learning materials can facilitate the academic transition of students with SEND from Alternative Provision to mainstream education. Additionally, the study intends to analyse the effectiveness of the Action Research approach in enhancing teaching strategies for this specific demographic.
Methods: The research employs an Action Research methodology, which involves multiple cycles of planning, implementing, and reviewing practices with a specific focus on learning strategies tailored for children transitioning back to mainstream education. Ethical consent was obtained from all participants to ensure anonymity in data publication. The study includes key literature reviews that inform the two action research cycles and help refine the research focus over time.
Findings: The findings indicate that Alternative Provision workbooks are most beneficial when designed to align closely with mainstream lesson structures, facilitating continuity in learning experiences. However, there are indications that these workbooks are less effective for sustained teaching within mainstream secondary school settings, suggesting a limitation to their long-term utility.
Implications: The outcomes of this research highlight the importance of structured curricula that accommodate the transitional needs of students with SEND. Other educators may find value in the concept of aligning teaching materials with mainstream pedagogical practices, particularly for transitional phases, while also recognising the need for distinctive strategies for longer-term integration within mainstream settings. The study emphasises the potential benefits of Action Research in developing tailored educational interventions
Adaptive Teaching: Peer support
Get PDFContext: The lesson study aimed to explore the use of peer support as a means to help students remain focused during lessons within a mainstream secondary school setting. The study involved planning and implementation phases over several weeks, incorporating ethical considerations for data publication.
Aims: The main objective of the lesson study was to evaluate the efficacy of focus cards used in peer support pairings among students with and without special educational needs and disabilities (SEND). The study sought to determine the optimal pairing of students to maximise the effectiveness of these tools.
Methods: The research was conducted through a series of structured lesson observations and follow-up discussions, involving a team of educators in designated roles. The process included selecting students, conducting observations across multiple lessons, and discussing outcomes based on the implementation of focus cards. Adaptations were made, such as changing student pairings, to assess varying levels of success.
Findings: Observations revealed a mixed response to the use of focus cards. Successful outcomes were observed in some pairings, such as with a Year 10 student receiving effective support from a peer; however, negative interactions were noted in other pairings, where dynamics led to distractions rather than focus. The effectiveness of focus cards depended significantly on the careful selection of peers and, in some cases, the introduction of rewards to reinforce positive behaviours.
Implications: The findings suggest that while peer support and focus cards can be beneficial in managing student concentration, the selection of appropriate pairings is critical. The study highlights that the implementation of such strategies may require time for integration into classroom routines and underscores the importance of considering individual student needs. Moreover, positive social interactions may develop through peer support, fostering self-awareness and self-regulation in students with focus challenges. The insights gained may offer valuable considerations for educators seeking to enhance student engagement and the effectiveness of peer-supported learning
Post-16: Preparation for Adulthood
Get PDFContext: This case study focuses on the development of a college preparation for adulthood programme (PfA) aimed at young individuals with special educational needs and disabilities (SEND) in a mainstream college setting. The study addresses the implementation of strategies such as the creation of a Parent/Carer Forum, staff training initiatives, and the integration of person-centred approaches to enhance support for these students as they transition into adulthood.
Aims: The primary aim of the study was to investigate the effectiveness of these interventions in facilitating a smoother transition for students with SEND into adulthood. Specifically, the research sought to assess how the actions taken influenced the paths of employment, independent living, health, and social integration.
Methods: An action research framework was employed, comprising two cycles of research. Each cycle included planning, implementation, and review stages, designed to refine the interventions based on feedback and observations. Ethical considerations were made to ensure anonymity and consent from participants throughout the study.
Findings: The findings indicate that the establishment of the Parent/Carer Forum and the focus on person-centred practices played pivotal roles in enhancing the college's support framework. It was observed that these initiatives contributed to improved communication between families and staff, leading to more tailored support for students. The data collected suggests a positive shift in attitudes towards the aspirations of students with SEND, particularly in relation to their potential for independent living and employment.
Implications: The study highlights that incorporating person-centred approaches can significantly impact the preparation for adulthood for students with SEND. Other educators might learn from the successful integration of family involvement and targeted training for staff, demonstrating the importance of collaboration in promoting better outcomes. The ongoing work with local authorities and the development of resources can serve as a model for other institutions aiming to enhance their transition support programmes for young people with special educational needs