Camtree Digital Library (Univ. of Cambridge)
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Universal Offer and the Graduated Response
Get PDFContext: The study explores action research focusing on the intersection of inclusion and special educational needs and disabilities (ISEND) within a mainstream Primary Educational setting. A comprehensive and effective universal offer, coupled with the graduated response model, is positioned as critical for ensuring early identification and appropriate support for diverse learners.
Aims: The research aimed to evaluate whether the implementation of an additional layer of support - termed 'universal+' - within the graduated response would lead to more secure identification of SEND. It sought to improve consistency in inclusive practice and ensure that pupils receive the right support at the right time.
Methods: Two cycles of action research were undertaken. Data collection included staff questionnaires, learning walks, pupil voice activities, and analysis of SEND registers. A comprehensive audit of the universal offer was conducted, alongside feedback from a Multi-Academy Trust (MAT) SENDCo network. Ethical consent was obtained to publish anonymised data.
Findings: Action Research cycle 1 - The research identified inconsistencies in the universal offer, particularly for SEMH and Communication and Interaction needs. Staff understanding of the graduated response varied, and monitoring processes lacked structure. Action Research cycle 2 - A new 'universal+' stage was introduced to strengthen early identification. MAT-wide audits and SENDCo network feedback informed the development of a graduated response flowchart and provision map, improving consistency, clarity and inclusive practice across schools.
Implications: The findings highlight the importance of a robust universal offer and a clearly defined graduated response in securing accurate SEND identification. The study supports the development of consistent, inclusive practices across schools and emphasises the need for collaborative planning, ongoing assessment, and shared expertise. Embedding these systems can lead to more timely and effective support for learners with SEND
在小学英语教学中使用质疑技能提升学生的小组合作学习质量
No full textContext: This study was conducted in a primary school in Panshi City, China, focusing on improving the quality of group cooperative learning in sixth-grade English classes. It aimed to integrate questioning skills from the Think-Talk Toolbox (TTT) into teaching practices to foster students’ critical thinking, enhance classroom engagement, and transform the teacher's role from knowledge provider to enabler.
Aims: The study sought to address limitations in traditional English teaching methods by introducing questioning strategies to promote critical thinking. It also aimed to empower students to engage meaningfully in discussions, enhance their ability to express ideas, and improve group cooperative learning outcomes.
Methods: An action research approach was employed over a one-month period. Activities included structured group discussions with specific roles assigned to students, the use of TTT questioning techniques, and reflective practices. Classroom observations, pre-study preparation, and follow-up reflections were used to evaluate changes in students’ participation and thinking skills.
Findings: The study revealed that questioning skills facilitated more structured and meaningful group interactions. Students displayed improved participation, enhanced communication skills, and a greater ability to express critical viewpoints. Although challenges such as language barriers and uneven participation persisted, students showed progress in moving beyond rote learning to exploring and articulating more complex ideas.
Implications: This research highlights the potential of integrating questioning strategies into primary English teaching to develop critical thinking and cooperative learning skills. Teachers may learn that fostering an inclusive and dialogic classroom environment, even within short periods, can yield significant improvements in student engagement and learning outcomes
Improving students’ speaking skills in English classes by using open questions and interactive speaking methods
Get PDFBackground and purpose: Speaking English fluently is an essential skill in the 21st century, yet many students struggle with active participation in speaking tasks, often remaining passive during class discussions. Research indicates that open-ended questions encourage deeper cognitive engagement and critical thinking, leading to more meaningful verbal responses (Walsh, 2011). Additionally, interactive speaking methods are viewed highly effective in fostering oral communication skills, providing students with authentic, real-world speaking opportunities, which are crucial for language development (Ellis, 2003; Nation & Newton, 2009). However, the fact that only a few students express their opinions openly during class discussions requires a thorough study of the planning of each lesson. Therefore, to find an answer to the problematic question "How to develop students' speaking skills in English lessons?", it was decided to conduct a lesson study.
Aims: This study aimed to investigate how open-ended questions and interactive speaking methods influence the development of students' speaking skills. By integrating these strategies, the research sought to determine their impact on student participation in class discussions and on encouraging students to confidently express their views.
Study design or methodology: Participants included 25 students of Grade 11 from Nazarbayev Intellectual School of Chemistry and Biology, aged 16-17. A mixed-methods approach was utilised, combining pre- and post-intervention speaking assessments, classroom observations, and qualitative feedback from students. Data were collected through video recordings, teacher observations, and post- lesson student interviews to measure changes in speaking skills.
Findings: The study revealed that student engagement and confidence heightened when participating in discussions; peer interaction increased, and low-performing students exhibited significant gains, moving from hesitant responses to more confident participation.
Conclusions, originality, value and implications: The findings underline the value of combining traditional teaching with interactive speaking methods and questioning to improve speaking skills. This approach can guide educators in modernising their teaching practices, emphasising student-centred learning and active participation
Alternative Augmentative Communication as a Universal Offer
Get PDFContext: This study investigates the implementation of Alternative Augmentative Communication (AAC) as a universal offer in a special secondary academy school with a specialist outreach service for Assistive Technology. The research addresses the gap between teachers' perceptions of their classroom support for communication and the actual practices in place, aiming to enhance communication opportunities for all students, including those who do not regularly use an AAC to communicate.
Aims: The research aims to refine the process of embedding AAC within classroom settings to promote better communication access for all students. It seeks to understand how action research can deepen teachers' practices and shift their understanding of inclusive communication strategies, with a focus on achieving consistency in the universal offer of power-based AAC across the Academy.
Methods: An action research methodology was employed, consisting of two main cycles involving planning, doing, and review. Data collection included teacher questionnaires, observations, staff feedback, interviews, and reflection sessions. Training sessions, classroom 'chat sessions' led by AAC users, and parent engagement were integral to the process. Ethical consent was obtained from all participants.
Findings: The study found a discrepancy between teachers' perceptions and the actual implementation of AAC in classrooms. While some classes integrated AAC seamlessly, others faced challenges due to staff changes and varying levels of engagement. Celebrating successes and sharing positive stories of student progress proved highly effective in motivating staff and raising aspirations. Universal access to AAC led to improvements in children and young people's communication, language, and social engagement.
Implications: The findings indicate that action research can facilitate a significant shift in teachers' approaches to AAC. Ongoing training, peer mentoring, and celebrating success are crucial for embedding AAC as a universal offer. The study highlights the importance of tailored support, reflective practice, and involving role models with lived experience of AAC. These approaches can inspire staff, improve consistency, and enhance communication outcomes for a diverse student population
A Study on the Implementation of Interdisciplinary Lessons utilising Astrophysics in Elementary Schools and their Impact on Students’ Views of Science
Get PDFContext: In today’s society, the relationship between science and daily life is rapidly intensifying, raising questions about how science is taught in elementary schools. While curricula emphasise inquiry skills, classroom practice often remains limited to textbook-based memorisation or replication of standard experiments. This gap highlights the need for lessons that connect fundamental learning with the intellectual excitement of science as a living discipline.
Aims: This study aimed to address the scarcity of interdisciplinary and abstract content in science education by exploring the potential of astrophysics to captivate elementary students. The central research questions focused on how students perceive advanced scientific concepts and what cognitive and emotional changes occur post-lesson, particularly across different grade levels.
Methods: Two 90-minute lessons were conducted at Tokyo Gakugei University Elementary School with one Grade 4 class (aged 9–10, n=33) and one Grade 6 class (aged 11–12, n=32). The lessons incorporated demonstrations (e.g., adiabatic compression experiment, soap-film minimal surfaces) and dialogic questioning. Data were collected through questionnaires, open-ended reflections, and classroom observations, analysed using a mixed-methods approach.
Findings: The study found that all participating students demonstrated high levels of engagement and understanding. While 4th graders expressed enthusiasm tied to direct experiences, 6th graders reflected more on abstract concepts. The results indicated developmental differences in responses, revealing that even young learners could grasp complex scientific ideas and develop their questioning capabilities.
Implications: The study suggests that incorporating interdisciplinary and advanced topics into elementary curricula can not only enhance student interest in science but also support deeper cognitive and emotional engagement with scientific inquiry. Additionally, the results underline the importance of tailoring lesson content to align with developmental stages, which merits further exploration in educational practices to cultivate a questioning mindset among students. Achievement in such areas could foster a meaningful connection between scientific learning and the broader world
Children and Young People's Well-being
No full textContext: This study explores the use of the Individual Profile of Emotional Well-being (IPEW) as a framework for understanding the well-being of children and young people who communicate through pictorial and gestural means. Conducted within the context of Inclusion and Special Educational Needs and Disability (ISEND), it highlights the importance of effective approaches to well-being in educational settings.
Aims: The primary aim of the research is to assess the efficacy of the IPEW in enhancing staff understanding of the emotional well-being among children with specific communication needs. As the study progressed, the research question was refined and developed; actionable insights emerged through a structured action research cycle.
Methods: The research employs an action research methodology, organised into two cycles. Each cycle includes planning, implementation, and review stages to iteratively assess and refine the approaches taken. Ethical consent was obtained from all participants for the anonymous publication of the data, ensuring ethical standards were met throughout the research process.
Findings: The findings from the action research indicate that the IPEW framework can facilitate a deeper understanding of well-being in children who use non-verbal means of communication. It underscores the role that structured assessments can play in identifying individual needs and tailoring educational support accordingly. Limited details on specific quantitative or qualitative outcomes were provided in the text, focusing instead on the cyclical and iterative nature of the research process.
Implications: This study suggests that other educators working with children who communicate through non-verbal means may benefit from employing similar frameworks to assess and understand emotional well-being. The iterative process illustrated in the research emphasises the value of continual reflection and adaptation in educational practices, offering insights into the complexities of supporting diverse communication needs within inclusive settings
Enhancing Life Skills Through Science: A Case Study at El Altillo International School
Get PDFContext: The study was conducted at El Altillo International School in Spain, focusing on 5th-grade students who are English as an Additional Language (EAL) learners. It was set within the International Primary Curriculum (IPC) Natural Sciences framework and aimed to integrate science education with life skills development. The research involved 22 mixed-ability students and was structured to enhance cognitive and interpersonal skills through inquiry-based learning, collaboration, and real-world applications.
Aims: The study sought to develop students’ cognitive and interpersonal skills within the context of learning about cetacean adaptations to cold environments. Cognitive objectives included improving observational and critical thinking skills, as well as linking scientific learning to broader topics like the Sustainable Development Goals (SDGs). Interpersonal goals focused on strengthening communication, collaboration, and active listening through structured group work and oracy skills. The study also aimed to apply scientific concepts to real-world experiments, such as using margarine to simulate blubber’s insulating properties.
Methods: The research was carried out over three lessons. Three case students were observed in detail. Lesson 1 involved an experiment simulating blubber’s insulation properties. Lesson 2 encouraged students to connect their findings to an SDG goal through group discussions. Lesson 3 required students to consolidate their learning in a group video project. Data was collected through observations, student interviews, and analysis of students’ participation, written work, and oral contributions.
Findings: Students actively engaged in all lessons, with varying levels of participation and confidence. Case student A required more support to articulate ideas but benefited from group discussions. Case student B improved in communication and organizational skills, particularly in the video project. Case student C displayed strong leadership and critical thinking abilities but had to balance group dynamics to ensure others contributed. The study highlighted the importance of structured group work, clear expectations, and scaffolding to support student development. Teachers observed that students’ critical thinking improved significantly when they were given opportunities to explore ideas independently.
Implications: The findings suggest that structured group work, with clearly defined roles and expectations, can enhance both cognitive and interpersonal skills. The study also indicates that students benefit from repeated exposure to oracy structures and collaboration strategies. The insights gained will inform future planning, particularly in mapping life competencies and refining approaches to group work. Additionally, considering students’ social dynamics when forming groups may improve engagement and confidence
Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students
Get PDFContext: The Fitzwilliam Museum aims to foster independent, inquiry-based learning through experience of art and artefacts. The museum engages numerous school students annually, providing educational sessions designed to enhance their learning experiences within the museum context. This study involved collaboration with local primary schools to refine discussion methods that foster dialogue among young learners, emphasizing reasoning and respectful disagreement while exploring themes linked to ancient cultures.
Aims: The primary aim was to develop strategies that enhance dialogue among students by promoting reasoning, comparison, and contrasting of ideas related to ancient Egyptian and Greek artefacts. The goal was to encourage students to examine complex ethical considerations concerning provenance and the ownership of cultural artefacts, fostering an environment that supports shared ownership of opinions.
Methods: The study focused on Year 3 and 4 students visiting the museum for sessions centred on ancient Egypt and Greece. Educators employed the T-SEDA self-audit framework of dialogue, utilizing structured group discussions without direct intervention from facilitators. Students were provided prompts to encourage reasoning and reflection on their ideas, which facilitated deeper discussions. Discussions were documented through transcription of audio recordings and facilitator observations to analyse students' engagement and reasoning processes.
Findings: Analysis revealed that students actively engaged in reasoning and respectfully challenged each other's opinions during discussions. While a lack of formal baseline data limited quantitative insights, qualitative observations indicated students increasingly expressed diverse viewpoints. The physical museum environment influenced student engagement, with more open spaces promoting richer conversations. However, some organizational challenges arose, such as dominant voices within groups and external interventions disrupting dialogue.
Implications: Insights from the inquiry indicate that structured dialogue can enhance student engagement in challenging discussions about artefacts, aiding their ability to articulate differing opinions. Educators may consider adapting elements of the T-SEDA model in their own practices, reinforcing the importance of student-led dialogue while being aware of environmental influences and the dynamics of group discussions. The study highlights the value of collaborative practice and reflection among educators in fostering meaningful learning experiences
To what extent is the use of flipped learning in A level Biology suitable for students with lower prior attainment?
Get PDFBackground and Purpose: Flipped learning has gained attention for its potential to enhance student engagement and learning by shifting content delivery outside the classroom and prioritising interactive activities during lessons. However, concerns remain about its suitability for students with lower prior attainment. This study examines the effectiveness of flipped learning in supporting such students within the context of A-level Biology at a co-educational sixth-form college in Somerset, United Kingdom.
Aims: The research aimed to evaluate whether flipped learning could enhance engagement and understanding for students with lower prior attainment.
Design or Methodology: Using Lesson Study as an investigative framework, teachers collaboratively planned, observed, and refined a flipped learning lesson on "Plant Responses." Students completed preparatory tasks, including structured textbook activities and watching videos, before engaging in interactive classroom activities. Case study students with the lowest prior attainment were observed, and feedback was collected through student feedback and teacher reflections.
Findings: Flipped learning positively impacted all students, including those with lower prior attainment. Teachers observed higher-quality questions, answers, and practical task engagement amongst all students compared to traditional lessons. Case Study students reported feeling more confident than usual due to the completed preparation work, which increased their willingness to participate in class discussions. Teachers valued the collaborative planning process, which led to the development of highly effective teaching resources and activities, although the increased preparation time was a notable challenge.
Conclusions, Value, and Implications: The study highlights flipped learning's potential to fostering deeper understanding and confidence amongst students with lower prior attainment, provided that preparatory tasks are well-structured and accountability is maintained. While effective, the model demands significant teacher preparation time, suggesting incremental implementation. Expanding this approach across a full module and scaling it to other disciplines could offer further insights
Adaptive Phonics Teaching: A focus on children with autistic traits
Get PDFContext: The study focuses on the barriers that children with autistic traits encounter when engaging with phonics teaching. These barriers include session length, structure, and response to the term'phonics' itself. This action research was conducted in a Key Stage 1 classroom, and it explored how phonics teaching could be adapted to better support the focus group children.
Aims: The research aimed to identify the specific barriers to phonics engagement for children with possible or diagnosed autism and to trial adaptive strategies that could enhance their participation and learning outcomes.
Methods: The study followed two action research cycles. In Cycle 1, data were collected through staff questionnaires, pupil interviews, and classroom observations. In Cycle 2, three adapted phonics sessions - each 10 minutes long and delivered through games, videos, or story reading - were trialled with one child. Observations focused on engagement and emotional regulation.
Findings: Children reported finding phonics 'boring', with writing being a particular barrier. Staff confidence in adapting phonics varied. The adapted sessions were more successful when they avoided the term 'phonics', were short and focussed, and aligned with the child's interests.
Implications: The outcomes of this study underline the potential for adaptive teaching strategies in enhancing literacy for children with autism. Other educators may find value in tailoring instructional practices to meet the specific needs of learners with similar traits. The insights gained may advocate for further exploration of adaptive phonics methods and encourage reflective practice among teachers working with diverse learners. Limitations in the study's data and methodology invite consideration for broader applications and further research in this area