Camtree Digital Library (Univ. of Cambridge)
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Learning to Play and Communicate Together
Get PDFContext: This action research project was conducted in a mainstream Year 1 setting and focused on supporting a learner with autism who communication in pictures and gestures. The study explored how combining the JASPER approach (Joint Attention, Symbolic Play, Engagement and Regulation) with the Picture Exchange Communication System (PECS) could enhance engagement, communication, and symbolic play.
Aims: The primary goal of the research is to assess how adapting activities according to individual children's interests can influence levels of engagement, symbolic play, and communication abilities. By engaging children in ways that resonate with their preferences, the study seeks to identify effective approaches to promote inclusion within educational settings.
Methods: The research utilises action research cycles, beginning with an exploration of existing literature to refine the focus of the inquiry. Ethical considerations were paramount, with consent obtained from participants for the anonymous publication of data. The methodology encompasses planning, action, and review stages across two distinct cycles, allowing for iterative development based on observed outcomes.
Findings: The implementation of personalised activities, alongside the integration of JASPER and PECS, resulted in notable increases in engagement and communication for the focus child. These findings highlight that tailored interventions can lead to improved social interactions and symbolic play, suggesting that when children's interests are at the forefront, their willingness to engage in communicative activities is enhanced.
Implications: The insights gathered from this study suggest that employing child-centred approaches in educational practice may lead to meaningful improvements in social communication skills for children with autism. Teachers and educators might consider the potential benefits of adapting their strategies to align with involved children's interests, which could foster a more inclusive environment and facilitate developmental progress in play and communication
Disaggregating EAL and SEND
Get PDFContext: This action research case study explores the intersection between English as an Additional Language (EAL) and Special Educational Needs and Disabilities (SEND) in a mainstream junior school. It addresses the challenge of accurately identifying learning needs in pupils who may present with overlapping or misinterpreted barriers, particularly in contexts of high deprivation and mobility.
Aims: The study aimed to investigate how a holistic view of pupil data could support more accurate identification of SEND among learners with EAL. It sought to refine school processes to distinguish between language acquisition needs and learning difficulties, ensuring appropriate support and inclusion.
Methods: Using a two-cycle action research model, the study involved data analysis, staff consultation, and scrutiny of school documentation. Whole-school assessment data and contextual information were reviewed to identify pupils consistently working below age-related expectations. Staff meetings and one-to-one discussions informed the development of a new monitoring tool. Ethical consent was obtained for anonymous data publication.
Findings: The research revealed that existing systems were largely effective but lacked a mechanism for tracking pupils with persistent learning concerns not yet on the SEND register. A'monitoring list' was developed to capture contextual factors - including EAL status - and support early intervention. Staff valued the holistic approach and contributed to refining SEND procedures.
Implications: The study highlights the importance of disaggregating EAL and SEND through careful data analysis and collaborative practice. Other teachers might explore similar methodologies to enhance their understanding of individual student requirements, leading to improved educational practices and inclusivity
Emotional Regulation: SCERTS
No full textContext: The study focuses on the integration of Emotional Regulation strategies within the SCERTS model in a mainstream nursery setting, aiming to enhance the understanding of children with Inclusion and Special Educational Needs and Disabilities (ISEND). The research was conducted in the context of developing effective communication methodologies for children exhibiting dysregulated behaviours.
Aims: The primary aim of the research is to explore how synthesising the trajectory schema with a focus on emotional regulation can provide staff with deeper insights into the communicative functions underlying dysregulated behaviours in children. This holistic understanding is intended to improve the educational experience for children with ISEND.
Methods: Action Research was employed to facilitate a cycle of continuous improvement in practice. The research consisted of multiple cycles, with each cycle involving stages of planning, execution, and review. Ethical consent was sought from participants, including parents, ensuring the anonymity of the data collected. The research questions were revised and refined throughout the cycles in response to findings from each phase.
Findings: The findings suggest that by applying the SCERTS model to the understanding of emotional regulation, staff were able to reinterpret dysregulated behaviours as communicative acts. Reading children's communication more effectively, they drew on their understanding of the trajectory schema. This shift in perspective fostered a more empathetic and supportive approach to managing such behaviours, allowing for better engagement with children and a greater understanding of their needs.
Implications: The study offers insights into the ways that understanding emotional regulation can influence teaching strategies in inclusive educational settings. Other educators may learn the potential effectiveness of applying the SCERTS model in their practice, seeing dysregulated behaviours through a communicative lens, which may enhance not only the educational outcomes for children with ISEND but also improve overall classroom dynamics. The iterative process of action research emphasises the importance of reflection and adaptation in teaching approaches
Establishing retrieval practice as a learning culture in A-Level Sociology
No full textBackground and purpose: The need to enhance student retention of Year 1 content during Year 2 independent study time motivated this research due to the linear model of the A Level Sociology exams. Prior to the research, Sociology students were encouraged to review Year 1 material independently, but the uptake was inconsistent, due to varied confidence in revision techniques. Existing literature suggests that retrieval practice, interleaving, and spaced learning are effective in improving memory retention, prompting research to explore strategies to cultivate a more consistent learning culture.
Aims: The research aimed to assess the impact of integrating Year 1 content review into Year 2 study routines through structured weekly quizzes.
Design or methodology: Ninety Year 2 Sociology students (aged 17-18) participated in this study for a duration of 5 weeks. The students sat a baseline test, followed by weekly knowledge quizzes, and concluded with a final test to assess the impact of the intervention. The students were provided with a schedule to revise independently for the knowledge quizzes. All assessments were implemented in a controlled classroom setting. Students were also issued with a questionnaire following the final assessment.
Findings: The data indicated a significant improvement in test scores from a mean of 61.73% in the baseline to 77.4% in the End-of-topic-test (Z = -7.7365, p < .01). The survey indicated that most students found the quizzes beneficial, with 68% reporting some level of revision prior to the tests.
Conclusions, originality, value and implications: This research contributes to understanding how structured retrieval practices can be implemented to improve long-term student knowledge retention in examined subjects. The findings suggest that regular quizzes can significantly enhance content retention. The introduction of structured revision plans proved crucial and increased student confidence in their independent revision. The teachers within the department have continued to embed such frameworks to support student learning and exam preparation
Dual Coding: Mainstream Secondary
Get PDFContext: The study examines the implementation of lesson study focused on Dual Coding within mainstream Secondary Education, particularly for pupils aged 14. This approach aims to enhance educational outcomes for students, especially those with Special Educational Needs and Disability (SEND). The research was conducted following ethical guidelines, ensuring anonymity for participants.
Aims: The primary aim of the study was to investigate the effectiveness of dual coding as a teaching strategy to improve academic performance and engagement among mainstream secondary students. The study sought to identify the potential impacts of incorporating dual coding techniques within lesson structures, especially to better support inclusion.
Methods: Using a Lesson Study model, the team collaboratively planned and delivered two lesson cycles. Resources were adapted to include simplified visual cues and structured layouts. Observations and pupil work were analysed to assess changes in engagement and performance. Ethical consent was obtained for anonymised publication.
Findings: Dual coding led to improved engagement and writing quality. One pupil showed a grade increase of nearly two levels. Teachers noted that the benefits were sustained beyond the initial novelty. Pupils responded positively to the visual scaffolds, and adjustments to layout and spacing further supported accessibility.
Implications: The study highlights dual coding as an effective strategy for supporting diverse learners in mainstream secondary settings. It recommends expanding its use across subjects and developing schemes of work that embed visual supports. Collaborative planning and ongoin
Development of argumentative statements through analysis of information and use of structured tables
Get PDFBackground and Purpose: This study examines the development of students' argumentative statements through the use of structured tables to analyse and organize information. The research was conducted as a Lesson Study with 12 Grade 10 students (aged 15–16) in the subjects of Kazakh, English, and World History. A key challenge observed was that students struggled to form well-reasoned statements, provide appropriate evidence and examples, identify key points in texts, and recognize cause-and-effect relationships. The study aimed to address these difficulties by introducing tables as a structured tool for organizing textual analysis and improving argumentation skills.
Aims: The primary goal was to develop students’ analytical thinking skills by improving their ability to compare, generalize, construct logical reasoning, fully comprehend texts, and draw conclusions based on textual analysis using structured tables.
Study Design or Methodology: This research followed a Lesson Study approach, involving the observation of three lessons. A qualitative research design was applied, including classroom observations, student interviews, and a pre-study survey. Before starting the research, a survey was conducted to assess students' challenges in working with texts, particularly in identifying key ideas, structuring arguments, and providing evidence-based reasoning. The term ‘difficulty working with texts’ refers to students’ struggles in extracting relevant information, organizing their thoughts logically, and articulating well-supported arguments.
Findings: The structured tables implemented for analysing information in texts were effective, as students learned to systematically identify key ideas, organize supporting evidence, and construct well-reasoned arguments. The study found that students developed critical thinking by recognizing their own opinions, reflecting on different perspectives, and using relevant argumentative evidence. Students generated their own argumentative statements based on the structured analysis, rather than relying on pre-prepared responses.
Conclusions, Originality, Value, and Implications: The findings suggest that structured tables can be a valuable tool for improving students’ argumentation skills across multiple subjects. The approach provided a clear framework that helped students move from basic comprehension to higher-order thinking skills, which are essential for academic success. These results indicate that similar strategies could be effectively applied in other disciplines and educational settings. The study highlights the need for structured scaffolding in teaching argumentation, with a gradual transition toward independent analysis and reasoning. Future practice will focus on refining this approach and exploring its effectiveness in different learning contexts
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model
Get PDFContext: This research was conducted at Nazarbayev Intellectual School of Science and Mathematics in Atyrau, Kazakhstan, focusing on improving differentiated instruction within an English teaching context. The initial approach to differentiation among the English department was often inconsistent, primarily aimed at adjusting content rather than fostering a variety of strategies to address the diverse needs of learners. Informal reflections occurred rarely, inhibiting significant instructional adjustments.
Aims: The primary goal of the study was to investigate how structured reflection using Gibbs’ Reflective Cycle could enhance both planning and implementation of differentiated instruction. The inquiry specifically aimed to explore the influence of this model on teachers’ lesson planning, attitudes toward differentiation, and the impact of varied strategies on student engagement across different proficiency levels.
Methods: A qualitative action research design was employed, involving two English language teachers working with Grade 10 students over five lessons. Data collection included reflective journals from teachers, lesson observations by an instructional coach, student feedback forms, and collaborative meetings aimed at comparing strategies and outcomes. The reflective process was guided by Gibbs’ six stages, promoting a systematic evaluation of lessons.
Findings: The implementation of Gibbs’ Reflective Cycle resulted in a notable shift in differentiation strategies throughout the lessons. By the final lesson, all lesson plans included a combination of content, process, and product differentiation. Student feedback indicated increased engagement, with a majority of lower-proficiency students benefiting from scaffolding supports, while higher-proficiency learners expressed a desire for more challenging tasks. Observational data corroborated these findings, highlighting greater collaboration and autonomy among students.
Implications: This study suggests that structured reflection through Gibbs’ model not only improved the quality of differentiated instruction but also fostered a collaborative teaching culture. Other educators may find that integrating reflective practices into lesson design promotes a more intentional approach to addressing diverse learning needs. Additionally, the success of this intervention may encourage educators to adopt similar reflective frameworks to deepen their professional development and enhance teaching efficacy within their own contexts
Adaptive Teaching: Creating a positive learning environment
Get PDFContext: Creating a positive learning environment is essential for inclusive education, particularly for students with special educational needs and disabilities (SEND). This study was conducted in a mainstream secondary school and focused on two Year 7 students - one with autism and one with a moderate learning difficulty - within the context of Drama lessons.
Aims: The aim was to explore how adaptive teaching strategies, informed by pupil voice, could foster a more inclusive and engaging classroom environment. The study sought to identify practical adjustments that would enhance communication, confidence, and participation for all learners.
Methods: The research utilised a Lesson Study framework that consisted of multiple cycles. Each cycle addressed specific themes, such as fostering a positive environment, implementing strategies like cold calling and hands-up questioning, and experimenting with instructional modelling techniques, including the 'I do - We do - You do' approach. Observations and student feedback were key components of the iterative process.
Findings: Initial adjustments based on pupil voice - such as font size and background colour - improved engagement. Over time, embedding structured routines like hands-up questioning and collaborative modelling led to increased confidence and participation from both focus students. The broader class also benefited from the inclusive strategies, with improved classroom behaviour and peer collaboration.
Implications: This study demonstrates that small, pupil-informed adjustments can significantly enhance classroom inclusivity. It suggests that creating a supportive learning atmosphere can foster individual student development and peer interaction. Future inquiries may investigate the impact of group dynamics on student resilience and adaptability within diverse classroom settings, offering insights into the benefits of varied collaborative experiences
The effect of social media on the learning environment - can AI provide part of the solution?
Get PDFContext: This study was conducted at Maadi Narmer School in Cairo, Egypt, a prominent educational institution addressing the effects of social media on the learning environment. The school emphasizes character development and skill enhancement, alongside academic education, recognizing the growing influence of social media on students' daily lives.
Aims: The primary aim of the research was to explore the impact of social media on the educational experience at Maadi Narmer School, assessing perceptions from students, teachers, and school stakeholders. The research also sought to determine how integrating artificial intelligence (AI) could enhance learning, while promoting responsible use of social media.
Methods: A mixed-methods approach was employed, including a reflective journal, student questionnaires, and focus group discussions. The student questionnaire obtained insights from 22 students, while the focus group comprised teachers and stakeholders who contributed to a comprehensive understanding of social media's implications for both students and educators.
Findings: The survey revealed that students spend significant time on social media but are increasingly aware of its potential drawbacks. Notably, while a majority recognized its influence on learning, they expressed intentions to manage their usage more judiciously. Teachers reported enhanced confidence in guiding students through issues like cyberbullying and effective online communication. All stakeholders acknowledged the critical need for a clear digital policy.
Implications: The findings indicated that responsible use of social media could create a more engaging learning environment, with AI tools offering a means to modernize educational practices. The research highlighted the importance of continuous professional development for teachers and the necessity of clear communication regarding digital policies within the school community. Other educators may take note of how structured awareness programs can effectively bridge the gap between students' digital lives and traditional classroom dynamics
Structured Conversations and Person-Centred Planning
Get PDFContext: This action research was conducted in a mainstream primary school with nursery provision, focusing on enhancing parental engagement in the support of children with Special Educational Needs and Disabilities (SEND). The study explored the use of Structured Conversations, underpinned by person-centred planning, to ensure that children's voices are central in the assess, plan, do, review process.
Aims: The primary aim of the research is to evaluate the efficacy of Structured Conversations in facilitating effective assessment and planning processes for children with SEND. The research seeks to understand how embedding children's perspectives can contribute to more meaningful and purposeful discussions during the assess, plan, do, review meetings.
Methods: The research was conducted in two action research cycles. In Cycle 1, the planning phase involved refining the research question based on the initial study and literature review, and obtaining ethical consent from participants for anonymous data publication. Similar steps were taken in Cycle 2, where further planning and implementation phases were executed following feedback and reflection on the initial cycle's findings.
Findings: Parents participating in Structured Conversations reported greater clarity, involvement, and satisfaction. They appreciated the child-centred, celebratory tone and felt more empowered to contribute. In contrast, traditional meetings were often perceived as one-sided and unclear in purpose. Including children in the meetings further motivated parental attendance and enriched the dialogue.
Implications: Other educators may find that adopting a person-centred approach in meetings can enhance parental engagement and input, thereby improving the overall decision-making process regarding children's support. The study highlights the benefit of structured methodologies when addressing SEND within educational settings, offering insights into the transformative potential of embedding children's voices in planning processes