Camtree Digital Library (Univ. of Cambridge)
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Overcoming Mathematics anxiety through CPD interventions and implementation
Get PDFContext: The study focuses on addressing Mathematics anxiety through Continuous Professional Development (CPD) interventions at Deeper Life High School, a hybrid education institution in Nigeria. The initiative emerges from the observation that teachers need to effectively demystify Mathematics phobia among students, especially given the diverse socio-economic backgrounds of the students and educational staff across the school's campuses.
Aims: The research aims to explore the relationship between CPD for teachers and students' experiences with Mathematics, understand students' perceptions of Mathematics, and investigate teachers' strategies for addressing students' struggles in Mathematics. The overarching goal is to improve teacher practices and, consequently, student outcomes regarding Mathematics anxiety.
Methods: An exploratory action research approach was employed, involving focus groups with up to 30 teachers, surveys administered to approximately 180 students, and individual interviews with 12 teachers. These methods were designed to collect qualitative and quantitative data on the experiences and perceptions of both teachers and students in relation to Mathematics teaching and anxiety.
Findings: The findings indicate that the CPD programs resulted in heightened confidence and competence among teachers in addressing Mathematics phobia. Teachers reported enhanced skills in differentiated instruction and technology integration, contributing to a more supportive classroom environment. Despite successes, challenges such as time constraints and varying levels of teachers' technological proficiency remain. Moreover, approximately 17% of students still experience significant Maths anxiety, which is essential to address through continuing CPD efforts.
Implications: The study reveals that targeted CPD can positively influence teachers' efficacy in recognizing and addressing Maths anxiety, potentially leading to improved student learning experiences. The emphasis on practical tools, technology integration, and collaborative learning can be beneficial for similar educational settings. The research highlights the necessity of ongoing support and development for teachers, particularly in integrating differentiated instructions and handling emotional aspects related to Mathematics instruction
Adaptive Teaching: Assess, Review
Get PDFContext: This document outlines a Lesson Study focused on Inclusion and Special Educational Needs and Disability (ISEND) within a mainstream secondary school setting. The study aimed to improve student engagement and learning outcomes through adaptive teaching methods that facilitate assessment and review processes.
Aims: The primary objective of the Lesson Study was to explore the effectiveness of small, reasonable adjustments in classroom teaching to better understand students' needs and address barriers to their learning. Specific case study pupils were chosen for targeted observations and interventions throughout the study.
Methods: The Lesson Study was conducted over a ten-week period, entailing the formation of a research team, identification of focal pupils, and a series of lesson planning and review sessions. These sessions included teaching and observing multiple lessons, followed by reflective meetings to discuss outcomes and modifications. Tools such as RAG cards (Red, Amber, Green) for self-assessment and a buddy system for peer support were employed to facilitate student engagement and monitoring.
Findings: The study reported noticeable positive effects on case study pupils' engagement and coping strategies. Leah, one of the pupils, effectively used RAG cards to communicate her feelings, which helped her avoid escalating situations that led to leaving the classroom. The buddy system enhanced James's support, promoting his writing skills and social interaction, though some feedback indicated a need for refinement during independent tasks. Both students expressed different levels of satisfaction with the support strategies, highlighting areas for further development.
Implications: The results suggest that using tools like RAG cards and buddy systems can effectively promote student well-being and engagement in learning. However, the feedback indicates a need for ongoing adjustments to these systems to cater to individual preferences and the demands of various classroom activities. Teachers engaging in similar initiatives might find the combination of structured support and student feedback valuable for refining their pedagogical approaches in inclusive settings
Adaptive Teaching: Secondary School English lesson
Get PDFContext: This lesson study was conducted in a mainstream secondary school to explore adaptive teaching strategies that support learners with Special Educational Needs and Disabilities (SEND) in English. The study focused on developing inference and extended writing skills using Shakespeare's female characters as a thematic anchor.
Aims: The study aimed to evaluate the impact of tailored strategies - including scaffolding, dual coding, metacognitive modelling and memory recall - on pupil engagement, cognition and independence in written responses.
Methods: Two lesson study cycles were completed with two pupils with. Strategies trialled included choral reading, visual prompts, and teacher-led modelling of thinking. Observations focused on pupil engagement, regulation, and written output. Ethical consent was obtained for anonymous publication.
Findings: Both pupils responded positively to adaptive strategies. Pupil X benefited from oral participation and teacher modelling, while Pupil Y showed improved regulation and engagement when given thinking time and structured prompts. Dual coding and vocabulary transformation techniques supported comprehension. Sharing teacher thinking aloud helped pupils initiate extended writing.
Implications: This study illustrates the potential of employing adaptive teaching techniques to create a supportive learning environment for students with SEND. Fostering a culture of kindness and structured feedback not only enhances student engagement but also encourages the development of metacognitive skills
Extended Writing: Engagement with familiar technology
Get PDFContext: The case study explores an innovative approach to enhancing extended writing for pupils with special educational needs and disabilities (SEND) through the use of familiar technologies. Conducted within an educational setting, the project leverages collaboration among staff and specific pupils, focusing on removing barriers to learning and boosting student engagement.
Aims: The primary aim of the Lesson Study was to co-create a strategy that facilitates the removal of obstacles to extended writing. It sought to foster pupil voice and engagement with technology, allowing students to articulate their learning challenges while identifying effective strategies to overcome them.
Methods: The study employed a Lesson Study framework, engaging a cross-section of educators from various career stages. The process included gathering student perspectives, joint planning, and executing two lesson cycles over a span of four weeks. Ethical consent was obtained for the research, and the team focused on utilising technology as a tool to enhance learning experiences.
Findings: The findings revealed that using creative techniques to elicit pupil voice enabled students to identify and communicate their learning barriers effectively. Familiarity with word processing software reduced anxiety regarding mistakes, leading to increased self-correction and independent learning. The responsible use of technology not only diminished cognitive load but also afforded pupils extra time to monitor and evaluate their work, resulting in sustained engagement and improved performance in extended writing.
Implications: The study highlights the potential for collaborative approaches to be integrated into ongoing professional development in schools. The findings suggest that the careful integration of technology can facilitate meaningful learning experiences for students with SEND by lowering the cognitive barriers associated with writing. Furthermore, the focus on co-production with teaching staff and aides in developing tailored toolkits underscores the importance of strategic planning in educational practices aimed at enhancing student success
运用’思考-对话-工具箱’补充发展技能提高小组合作学习有效性的行动研究
Get PDFContext: A primary school in Changchun City, China, implemented innovative teaching methods emphasizing student development through cooperative learning and process-based induction. The focus was on improving group collaboration and dialogue quality. in a fourth-grade class.
Aims: The study aimed to integrate strategies from the ‘Think-Talk-Toolbox’ into English lessons to enhance group collaboration effectiveness. Specifically, it sought to foster deeper engagement, orderly discussion, viewpoint integration, and critical thinking among students. Researchers also aimed to design and evaluate new teaching tools like dialogue prompt cards to support these goals.
Methods: Action research was conducted over two rounds. Initially, baseline teaching activities were observed, followed by implementing strategies through scaffolded tools like dialogue cards. Group activities were structured and roles assigned, and a focal group observed closely. Researchers adjusted methods iteratively based on observations and student feedback, with data collected via classroom recordings, student discussions, and surveys.
Findings: The new tools significantly improved participation in group activities. Students showed better engagement and collaboration, employing structured dialogues to share and extend ideas, although deeper analytical and creative discussions remained challenging due to linguistic limitations. Group leaders demonstrated enhanced organizational skills, though variability in participation persisted among less confident students. A less confident focal learner was better able to participate in discussions when discussions were more orderly and tailored scaffolding materials were provided.
Implications: Other educators might draw from this study’s approach to scaffold cooperative learning through structured linguistic tools, fostering better engagement and dialogue in second-language contexts. The research highlights the need for tailored scaffolds, ongoing teacher training, and adjustments for varied student abilities to maximize learning outcomes
Designing adaptive lessons with GenAI to meet diverse learning preferences
Get PDFContext: The study investigates the use of Generative AI (GenAI) in designing adaptive lessons to cater to diverse learning preferences within an educational context, specifically at Aitchison College in Pakistan. This institution emphasizes academic excellence and aims to develop well-rounded individuals while facing challenges in accommodating varied learning styles.
Aims: The research aims to explore the integration of GenAI in lesson planning, focusing on its potential to enhance adaptability and engagement for diverse learners. It also seeks to understand teachers' and students' perceptions of AI's role in the learning process and to identify initial experiences of educators with this technology.
Methods: The action research involved qualitative and quantitative methods, including teacher shadowing, surveys, and focus groups with educators and students across different grade levels. A four-week professional development program was implemented to develop AI-integrated teaching strategies, focusing on diverse learning styles and ethical considerations.
Findings: The findings indicate that while teachers acknowledged AI's benefits for lesson personalization and differentiation, there are significant gaps in training and proficiency. Many teachers reported moderate AI skills, with 63% expressing a need for hands-on training. Despite 85% recognizing AI's utility in creating tailored activities, concerns about over-reliance on technology and insufficient subject-specific content were prevalent. Ethical issues, particularly related to AI-generated inaccuracies, further necessitated human oversight.
Implications: This study emphasizes the necessity for structured professional development that not only equips teachers with the knowledge and skills to integrate AI effectively but also promotes ethical usage. As AI evolves in educational settings, insights from this research may guide other educators in employing GenAI to enhance personalized instruction while maintaining educational integrity. Furthermore, the potential of AI in fostering engagement and adaptability suggests significant implications for future curriculum development and pedagogical strategies in diverse classrooms
Fitzwilliam Museum: The Creative Producers - Meaning Making and Action Research with Young Adults and a Fine Art Display
Get PDFContext: The Creative Producers is an action research project centered on how young adults, aged 18 to 25, construct meaning in the Fitzwilliam Museum in Cambridge. It addresses the museum’s need to better engage with local youth, particularly in light of the upcoming display National Treasures: Botticelli in Cambridge. The project sought to shift conventional museum practices, typically focused on accessibility and skill development, towards a model that values young adults as active participants and creators.
Aims: The project aimed to explore how young adults derive meaning from their experiences in the museum and to identify qualities of this meaning-making process. Specific questions included how young adults engage with the museum over time, what emotional and experiential qualities emerge, and how insights about their meaning-making can inform future participatory museum practices.
Methods: Employing participatory action research methodologies, the Creative Producers engaged in workshops, discussions, and co-design initiatives. The project included creative events like "Get the Gossip," interventions in the museum display with creative materials, and a range of qualitative data collection methods such as semi-structured interviews and ethnographic observations.
Findings: Analysis revealed five fundamental aspects through which young adults found meaning in the museum: a desire to undercut the sense of elitism typically associated with fine art, the importance of rest and relaxation, the fostering of community connections, the incorporation of playfulness, and a sense of safety and care within the museum environment. These aspects highlight how the museum was perceived as a welcoming space conducive to well-being and social interaction.
Implications: The findings suggest that museums can create spaces that foster community, promote restful engagement, and encourage play, thus broadening the understanding of meaning-making in cultural institutions. The study underscores the value of participatory projects in which young adults shape their experiences, potentially guiding future museum practices and collaborative projects with youth communities
Profound and Multiple Learning Disabilities (PMLD): Attention Autism
No full textContext: The study investigates the effectiveness of the Attention Autism programme as a strategy for enhancing attention and engagement among learners with Profound and Multiple Learning Disabilities (PMLD) in a special school setting. It aims to understand how structured interventions can nurture communication skills in children with special educational needs and disabilities (SEND).
Aims: The primary aim of the research is to explore the impact of focusing on attention as a means to foster spontaneous communication and engagement among students with PMLD. It seeks to determine whether the implementation of stages 1-3 of the Attention Autism programme can lead to improved periods of focused attention and responsiveness in classroom settings.
Methods: The research employed an action research approach, consisting of cycles that included planning, implementing, and reviewing specific interventions linked to the Attention Autism framework. Ethical consent was obtained for the publication of anonymised data, ensuring the protection of participants' identities throughout the research phase.
Findings: Learners demonstrated increased periods of focused attention and greater responsiveness during sessions. Staff noted improvements in anticipation and engagement, aligning with the Engagement Model's assessment criteria. Although Stage ISCED Level 4 Post-secondary Non-tertiary Education was not reached due to time constraints, pupils showed readiness to progress. Learning Support Assistants reported positive impacts and identified practical considerations for scheduling.
Implications: The study supports the integration of Attention Autism as a quality-first teaching strategy across the school. It highlights the value of structured, visually engaging interventions in promoting attention and engagement for learners with PMLD. Future research will explore quantitative assessment tools and the Curiosity Programme as a precursor to Attention Autism
SEMH: Embedding an inclusive relational approach
Get PDFContext: This action research project was conducted in a federated mainstream primary school in response to a noticeable rise in pupils with social, emotional, and mental health (SEMH) needs. The school sought to explore more inclusive, trauma-informed, and relational approaches to behaviour management, moving beyond traditional systems to foster emotional regulation and positive relationships.
Aims: The research aimed to determine whether relational behaviour policies could effectively support the teaching of social and emotional skills in mainstream settings. It also sought to assess the impact of embedding the principles of being 'Ready, Respectful, and Safe' across the school community.
Methods: The research follows a cyclical action research framework that includes planning, doing, and reviewing stages, allowing for the continuous refinement of research questions and strategies. Ethical consent was obtained for data publication to ensure anonymity and integrity throughout the research process.
Findings: The study emphasises the significance of positive relationships and language in addressing students' behaviour, and this includes teachers greeting children at the classroom door. The school's behaviour policy refers to children's underlying needs rather than 'misbehaviour'. Pupil voice is integrated into the decision-making process to enhance engagement and responsiveness.
Implications: The findings suggest that effective behaviour management requires an understanding of the broader context influencing students' behaviours, particularly for those with special education needs and disabilities. Teachers may glean insights into the importance of relational approaches and restorative practices in managing behaviour while emphasising emotional safety and personal connection. The emphasis on clear communication and consistency in language is likely to inform teachers' approaches to fostering a positive classroom environment and supporting children's positive behaviour
Disciplinary Literacy: Teaching subject-specific literacy
Get PDFContext: In secondary education, the increasing complexity of subject-specific language demands a strategic approach to teaching disciplinary literacy. This case study explores what it means to focus on subject-specific literacy within a school setting, and why this focus is essential for promoting inclusion, particularly for learners with special educational needs and disabilities (ISEND).
Aims: The primary aim of the research is to develop effective methods for teaching disciplinary literacy within the framework of ISEND. The study seeks to refine research questions and improve pedagogical strategies through iterative action research cycles, highlighting the importance of effective vocabulary and reading practices in specific subject areas, particularly in science education.
Methods: The research employs a cyclical action research approach consisting of two primary cycles. Each cycle begins with a planning phase where literature informs the research focus and evolves through data collection and ethical considerations regarding participant consent. The research includes both the planning and reviewing of teaching practices, ensuring systematic reflection and adaptation based on gathered evidence.
Findings: Initial findings showed that subject-specific language is not always taught and unpacked for children prior to teaching. In science, teachers tended to focus on the subject content over supporting pupils to understand the language used in texts and questions. Training highlighted the importance of teaching key vocabulary before asking children to apply it in lessons. The findings suggest a need for a more strategic approach to teaching subject-specific vocabulary as part of a strengthened school universal offer.
Implications: Embedding disciplinary literacy within a school may require a strategic review of the curriculum, with careful consideration of when vocabulary is introduced and how cognitive load is managed. A consistent approach that helps learners understand, retain, and apply subject-specific vocabulary will also be needed