Camtree Digital Library (Univ. of Cambridge)
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Developing self-leadership in the context of primary school statistics in a bilingual school in Brazil
No full textContext: This research was conducted at Aubrick School in São Paulo, Brazil, which provides bilingual education. It was part of the ISP-Camtree Life Competencies Research Project aimed at fostering essential skills such as empathy, effective communication, critical thinking, and teamwork. The study focused on how Year 2 students perceive factors impacting their learning in the context of statistics, specifically through graph interpretation.
Aims: The aim was to shift students' misconceptions about the use of graphs, which they initially thought were only for election results, towards understanding graphs as tools for data interpretation. In addition, the research sought to cultivate self-leadership skills among students through adapted lesson plans emphasizing interactive learning and open discussion of their educational experiences.
Methods: Teachers collaboratively planned and delivered a series of lessons focused on interpreting various datasets through graphs related to their school environment. Students worked in groups to analyze the data and articulate their understanding. Data was collected through observations and interviews regarding the learning process.
Findings: The implementation revealed that students gradually expanded their understanding of graph interpretation and reflected on their learning experiences. They actively engaged in discussions concerning the internal and external factors affecting their educational journeys. Despite some difficulties articulating their ideas about them, some students exhibited a capacity for reflection that surpassed initial teacher expectations.
Implications: This study highlights the potential for students to engage deeply with their learning when provided with structured opportunities for discussion and reflection. The model encouraged active participation and deeper cognitive engagement, suggesting that fostering an inclusive environment where students feel empowered to share their thoughts can enhance learning outcomes. Future similar projects may benefit from continued emphasis on vocabulary development and self-evaluation in fostering student autonomy in learning
Peer Dialogue as a Pedagogic Tool in Foundation Year Study
Get PDFBackground and purpose: In the UK, a Foundation Year is a preparatory year taken before an undergraduate degree, designed to support students who may not yet meet standard entry requirements. Research shows that Foundation Year students are less likely to graduate than direct- entry undergraduates and often report lower confidence in linguistic and academic skills. This project investigated whether an intervention focused on training and structured practice could strengthen Foundation Year students’ use of educational dialogue.
Aims: The aim of the project was to support students’ use of educational dialogue through a) developing a Toolkit for Educational Dialogue, b) providing pair discussion sessions over the course of an academic year.
Design and methodology: The study used an experimental approach across three FY disciplines at six institutions. Data included pre and post recordings of discussions, and semi-structured interviews with Foundation Year students and staff. The pre- and post-recording transcripts were analysed using six codes from the (Scheme for Educational Dialogue Analysis) SEDA and Toolkit for Systematic Educational Dialogue Analysis scheme (T-SEDA) and the interview transcripts were analysed using thematic analysis.
Findings: The findings revealed that students who participated in the intervention groups used a) more dialogic moves and b) a greater range of dialogic moves. Findings also highlighted disciplinary differences in the use of dialogic moves. Qualitative data revealed awareness of the importance of educational dialogue and awareness of the use of dialogic moves in peer discussions.
Conclusions, originality, value and implications: This study highlights the value of an intervention in training students (and teachers) in using educational dialogue in peer discussions. The implications for practice are two-fold: one is to incorporate training in educational dialogue in the Foundation Year curriculum and two, to be cognizant of training Foundation Year students in disciplinary appropriate dialogue, as well as raising awareness of all dialogic moves for interdisciplinary interaction
Making invisible learners seen through practitioner research: A close to practice study of student participation in maths discussion
Get PDFContext: In England, recent governmental initiatives have emphasized evidence-based decision-making in schools, highlighting the influence of large-scale randomized controlled trials on educational practices. While this approach aims to improve teaching quality, it risks undermining educators' professional judgment and creativity, particularly as it often positions external researchers as authoritative figures in the classroom, while teachers may feel pressured to follow a singular pedagogical model.
Aims: The small-scale, close-to-practice research investigated student participation in mathematics discussions, focusing specifically on girls' engagement in a Year 9 classroom setting. The study aimed to explore the relationship between participation and attainment and to gain an authentic student perspective on factors affecting participation.
Methods: The study engaged a class of 25 Year 9 students (13-14 years old) from a secondary school in Nottingham, employing participant observation, analysis of test data, and creative methods such as a comic strip to collect student insights on their classroom participation. The participant observations were conducted over a week, and the comic strip was used to facilitate discussions about barriers to participation.
Findings: The observations indicated that girls participated less frequently than boys in classroom discussions, which correlated with their lower engagement levels. However, it was noted that girls scored higher on mathematics tests, suggesting no direct link between class participation and academic success. The comic strip exercise revealed students cited fear of making mistakes, self-consciousness, and peer perception as barriers to their participation.
Implications: The study underscored the importance of adopting a teacher-led research approach that values students' perspectives on participation. Findings highlighted the need for adaptive teaching strategies that create safer classroom environments, enabling students to engage more freely. By incorporating student insights, this research illustrates potential pathways for addressing barriers to participation and fostering a more inclusive classroom dynamic
Fitzwilliam Museum: Happy Place - Young Adults, Museums & Wellbeing
No full textContext: The "Happy Place" project addresses the growing mental health concerns among young adults, particularly the rising levels of anxiety and depression in this demographic. The Fitzwilliam Museum has recognized the need to create an inclusive and inviting environment for young adults who often do not perceive museums as relevant to their well-being.
Aims: The project seeks to explore how museums can enhance young adults' well-being through participatory research. Specific objectives include understanding young adults’ definitions of well-being, identifying engaging aspects of museum spaces, and discovering which human stories resonate with them.
Methods: The approach involved participatory action research, recruiting a diverse group of 49 young adults through community partnerships and open calls. The methodology included focus groups, case study analyses, and creative engagement activities that emphasized mindfulness, empathy, and participation.
Findings: The pilot project led to the creation of an immersive space dubbed "Happy Place," where 403 visitors participated over four days. Feedback revealed that all surveyed participants reported improved mood and joy, while the experience was characterized by a sense of calm, creativity, and social connection. Five emerging themes highlighted the importance of comfort, self-expression, mindfulness, sensory experiences, and community building.
Implications: The findings suggest that museums can successfully integrate well-being into their programming, moving beyond traditional roles to become spaces that foster joy, creativity, and community connection among young adults. The positive shift in participants' perceptions indicates that through collaborative efforts, museums can enhance their relevance and impact in addressing mental health issues. Other educators and cultural institutions could learn from this study by exploring similar participatory frameworks to engage their communities in meaningful ways
Fitzwilliam Museum: Connections Through Collections
Get PDFContext: This document summarises the "Connections Through Collections" project conducted by the Fitzwilliam Museum. It addresses how participatory research can place communities at the core of museum practices, aiming to enhance local relevance and achieve organizational change. Grounded in the International Council of Museums’ ethos of ethical and community-participative work, the project showcases co-created initiatives that challenge traditional curatorial norms.
Aims: The research sought to center participant agency, knowledge, and lived experiences, fostering active collaboration between museum staff and community co-researchers. It aimed to explore how participatory methodologies can transform museum practices, broaden audience engagement, and integrate community perspectives into collection development and exhibition design.
Methods: Employing participatory action research, the project involved 30 workshops with 10 community co-researchers and 25 museum staff. Activities included co-curating the "Tensions of Belonging" display, delivering family and public events, and gathering qualitative data through interviews, surveys, and interactive responses. Collaborative analysis was conducted to ensure community-led insights and decisions.
Findings: The project enhanced the Fitzwilliam Museum’s relevance and accessibility for local audiences, as evidenced by increased local attendance and the success of the "Tensions of Belonging" exhibition. It fostered co-researcher agency, skill development, and well-being, with participants engaging in exhibition curation, public speaking, and research. Institutionally, the project catalyzed methodological shifts, integrating participatory practices into exhibitions and contributing to organizational and cultural change.
Implications: The initiative demonstrates the potential of participatory research to democratize museum practices, enriching both community and institutional experiences. Other cultural practitioners might consider its emphasis on care, empathy, and community agency as an avenue for creating inclusive, dynamic museum spaces. Long-term impacts include the embedding of participatory models into institutional frameworks and increased accessibility to diverse audiences
Listening to Teaching Assistants: What CPD is most useful to you?
Get PDFContext: The study investigates the professional development needs of Teaching Assistants (TAs) within the framework of Inclusion and Special Educational Needs and Disability (ISEND), focusing on how tailored Continuing Professional Development (CPD) can enhance their teaching effectiveness in special and Primary Education settings.
Aims: The study aimed to identify the most effective forms of CPD for TAs, focusing on how training could be tailored to meet their individual needs, build confidence, and improve pupil outcomes. It sought to understand what CPD formats and content were most valued by TAs and how these could be embedded within the constraints of part-time working patterns.
Methods: The study employed an action research methodology comprising two cycles of focused discussions with TAs. These discussions facilitated a collaborative exploration of their training needs and preferences. Ethical consent was obtained from participants to ensure anonymity, allowing for an open exchange of ideas and experiences.
Findings: TAs reported that small-group, context-specific CPD sessions delivered by professionals familiar with the setting were most impactful. Training that addressed sensory regulation, communication strategies, and behaviour support was particularly valued. Repetition of core strategies and opportunities to learn alongside experienced colleagues were seen as essential for embedding practice. The format and timing of CPD were also critical, as most TAs have limited time to engage with CPD and a number of TAs work part-time staff requiring flexible, accessible options.
Implications: The findings suggest that the structure and focus of CPD for TAs should be reconsidered to ensure it meets their practical needs. By prioritising small, targeted sessions, other educational institutions may enhance the capacity of TAs in fostering inclusive practices. This approach to CPD may lead to improved student outcomes in special education settings by equipping support staff with crucial skills and strategies
Deepening Productive Partnerships with Parents/Carers: A focus on support in the home
Get PDFContext: The research focuses on enhancing relationships between schools and parents/carers of learners with special educational needs and disability (SEND). It emphasises the significance of collaborative strategies to support families in managing their children's educational needs at home, specifically through structured meetings known as Assess, Plan, Do, Review (APDR) sessions.
Aims: The primary aim of the research is to explore effective ways to deepen productive partnerships with families of learners with SEND, facilitating their involvement in the educational process. This involves gathering insights during APDR meetings, utilising these insights to inform school practices, and ultimately creating a supportive environment for families to access the necessary resources.
Methods: The study employs an action research approach, organised into two cycles of planning, execution, and review. The first cycle revolves around developing and refining the research question based on initial findings, while the second cycle builds on the insights gained to enhance practices. Ethical consent was obtained from all participants to ensure anonymity throughout the research process.
Findings: The collected data reveal that engaging parents and carers in the APDR process contributes to a more holistic understanding of learners' needs. It highlights the role of school staff in fostering communication and facilitating access to external support resources, positioning the school as a central hub for family assistance and engagement.
Implications: Other educators may observe that establishing a systematic approach to involving families within the educational framework can yield constructive outcomes for learners with SEND. The insights gained from these partnerships may inform the development of similar collaborative practices in different educational contexts, aiming to strengthen the supportive network surrounding learners and their families
Enhancing differentiated classroom instruction through targeted CPD initiatives
No full textContext: The Universal Civilizations Academy (UCA) in Amman, Jordan, offers national and international curricula focused on academic excellence, character development, and global citizenship, while promoting a nurturing and inclusive environment. The school is accredited by esteemed international bodies and aims to prepare students for a globally oriented future. However, teachers face challenges in effectively implementing differentiated instruction, crucial for addressing diverse student needs.
Aims: This action research investigates the influence of targeted continuous professional development (CPD) initiatives on primary teachers' implementation of differentiated instruction. The study seeks to understand teachers' perceptions of CPD effectiveness, identify practical challenges in the classroom, and enhance overall teaching practices to improve student engagement and learning outcomes through more tailored CPD support.
Methods: The research employs a mixed-methods approach, utilizing classroom observations, a questionnaire, and focus group discussions with primary teachers. Data collected includes qualitative and quantitative insights regarding teachers' experiences, challenges, and perceptions of CPD effectiveness. The study aims to document these experiences to inform better CPD design and delivery.
Findings: The findings reveal that teachers are motivated to implement differentiated instruction, leading to improved student engagement. However, they struggle with time management, class planning, and the creation of tailored materials, indicating the need for ongoing support. The CPD initiatives were reported positively, with 93% of teachers feeling more confident in using differentiation strategies, although 53% struggled to apply these techniques consistently across subjects.
Implications: The study highlights the importance of continuous support and personalized coaching in refining the CPD process. It suggests that developing a culture of collaboration and mentorship among teachers could further enhance their confidence and efficacy in differentiated instruction. Additionally, the positive impact seen in UCA may serve as a model for other institutions facing similar challenges, underlining the potential for CPD initiatives to foster more inclusive educational environments
Supporting different learning tasks with large language models – a field experiment in the course information resource development 利用大语言模型支持不同的学习任务——《信息资源建设》课的实证研究
Get PDFContext: The undergraduate course "Information Resource Development" at Peking University addresses the development and management of various types of information resources. It faces two persistent teaching challenges: the abstract nature of foundational concepts and the difficulty of simulating practical tasks within limited class time. With the rise of large language models (LLMs) such as ChatGPT, there is growing interest in exploring their role in improving learning engagement and personalisation.
Aims: This study explored how LLMs could enhance learning in the course, focusing on two core issues: making abstract content more engaging and supporting students in developing practical skills. A further aim was to examine how the integration of AI tools might contribute to students' AI literacy within the context of professional education.
Methods: A randomised controlled experiment was conducted with 37 students across four tasks reflecting different learning goals: factual knowledge, theoretical understanding, causal reasoning, and critical thinking. Students were divided into an AI-supported group using the LLM ‘Wenxin Yiyan (Ernie Bot)’ and a control group using traditional resources. Learning outcomes were assessed using t-tests and regression analysis. Post-experiment interviews explored students’ strategies and experiences.
Findings: Students using the LLM performed significantly worse on tasks requiring factual accuracy and critical thinking. AI often generated inaccurate data and produced repetitive viewpoints. However, no significant differences were observed in tasks involving theory or causal reasoning, where LLMs offered quick overviews and illustrative examples. Interview data reflected overall cautious attitudes toward AI, with students noting both potential and limitations.
Implications: The findings suggest that current LLMs may be helpful for introductory exploration of theoretical content but less effective for tasks requiring precision or original thought. Teachers might learn that thoughtful integration of AI tools depends on task type and critical guidance
Maths on the Move: Learning through movement
Get PDFContext: This case study was conducted in a mainstream secondary school and focused on two female pupils with Special Educational Needs and Disabilities (SEND). Using the Lesson Study model, the research explored how movement-based learning and manipulatives could support engagement and understanding in mathematics, particularly for learners with cognitive and social communication needs.
Aims: The study aimed to evaluate the impact of movement-based activities and tactile resources, specifically algebra tiles, on the mathematical performance of pupils with SEND. It sought to identify how spatial dynamics and kinaesthetic strategies could be used to enhance conceptual understanding and motivation in mathematics.
Methods: Three lesson study cycles were planned and observed collaboratively. Activities included learning about angles through movement in large spaces and solving algebraic problems using manipulatives. Observations focused on pupil engagement, comprehension and independence. Pupil voice was gathered to assess enjoyment and perceived learning. Ethical consent was obtained for anonymised publication.
Findings: Movement-based activities and manipulatives significantly improved engagement and understanding for both pupils. A larger space was essential for successful movement tasks. Pupil A showed strong conceptual grasp using algebra tiles but was reluctant to record answers. Pupil B required initial support but progressed to independent problem-solving, expressing enjoyment and pride in her success. The maths department has since invested in manipulatives for wider use.
Implications: The study highlights the value of movement and manipulatives in supporting inclusive maths teaching. It recommends considering spatial arrangements and differentiated resources to meet diverse needs. These strategies not only benefit pupils with SEND but also help close attainment gaps for disadvantaged learners more broadly