Camtree Digital Library (Univ. of Cambridge)
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Adaptive Teaching: Frayer Model
No full textContext: The study investigates the use of the Frayer Model in supporting students with Special Educational Needs and Disabilities (SEND) within an Inclusion and Special Educational Needs and Disability (ISEND) framework. The research occurred within a mainstream secondary school setting, focusing on its effectiveness in enhancing independent writing skills among students on the SEND register.
Aims: The primary objective of this study was to evaluate the impact of the Frayer Model on students' extended writing capabilities and their overall academic performance, as well as to explore the model's potential for fostering greater independence in their learning processes.
Methods: The study employed a lesson study approach, which involved planning, implementing, and reflecting on lessons designed with the Frayer Model as a pedagogical tool. Ethical consent was obtained for the anonymous publication of the findings. The implementation included feedback mechanisms to assess both academic and emotional development over a set timeframe.
Findings: Results indicated that participants demonstrated significant academic improvement alongside enhanced confidence and self-esteem throughout the case study. Students expressed positive feedback regarding the support provided by the Frayer Model and noted their desire to continue using this technique and associated tools, such as the iPad, in their future learning.
Implications: The findings suggest that the Frayer Model can be beneficial not only for students on the SEND register but may also be extended to benefit all learners within the school. The study highlights the potential for this tool to be integrated across various subjects, showcasing its versatility in accommodating diverse educational needs. Other educators may consider the application of the Frayer Model as a means to support independent learning and foster positive self-perceptions in students
Transition: A school approach
No full textContext: The study focuses on the transition processes for children with Special Educational Needs and Disabilities (SEND) within a mainstream primary school context. It emphasises the importance of maintaining accurate records of reasonable adjustments for individual students, which are crucial for ensuring effective transitions.
Aims: The primary aim of the action research is to refine and enhance the school's approach to transitioning children with ISEND. This includes examining the current practices, using data to inform decision-making, and ensuring that the needs of these children are adequately met during crucial transition periods.
Methods: The research employs an action research methodology, encompassing multiple cycles of planning, action, observation, and reflection. Ethical consent was obtained to publish anonymous data. The first and second research cycles included a thorough literature review to shape the inquiry, detailed planning stages to create actionable steps, and two review phases to assess the effectiveness of implemented strategies.
Findings: The findings indicate that a well-structured approach, involving the participation of year group staff, significantly contributes to smoother transitions for children with ISEND. The creation of tools such as SEND transition forms and spreadsheets detailing reasonable adjustments proved effective in communicating required information to new teachers, fostering better preparedness and understanding of individual needs.
Implications: The study highlights the potential benefits of systematic planning and information sharing as critical components of effective transition strategies for children with ISEND. Other educators may find that adopting similar frameworks and leveraging data management tools can enhance their practices around transitions, ultimately promoting inclusivity and tailored support for this student demographic. This could lead to a more cohesive school environment that adequately addresses the diverse needs of students
Examining the impact of social-emotional learning on academic achievement through CPD
Get PDFContext: The study examines the integration of social-emotional learning (SEL) within the curriculum at Salahaldin International School in Alexandria, Egypt, highlighting its impact on academic achievement, student engagement, and emotional expression. The school has implemented a comprehensive K-12 British curriculum, focusing on fostering individual growth and creating an inclusive, supportive environment.
Aims: The primary aim of the research is to investigate the effects of SEL on students' academic performance and emotional well-being. It seeks to understand teachers' perceptions and the overall implementation challenges within this educational framework.
Methods: A mixed-methods approach was utilized, incorporating focus group discussions, surveys of students and teachers, and individual interviews. Data collection involved engaging multiple stakeholders to capture various perspectives on the effectiveness and challenges of SEL in enhancing academic outcomes.
Findings: Results indicate a positive correlation between SEL competencies and academic performance, with over 70% of students reporting improvements in their academic efforts linked to SEL initiatives. There was a noted increase in student engagement by 25%, and students expressed greater comfort in emotional expression - approximately 70%. However, challenges persisted, including inconsistent implementation, with 40% of teachers feeling unprepared and 60% expressing the need for ongoing professional development.
Implications: The findings suggest that while SEL integration can positively influence student engagement and academic performance, challenges related to teacher training and support must be addressed. Other educators might consider the importance of continuous professional development and curriculum adaptability to meet diverse student needs and improve the implementation of SEL strategies. Additionally, the active involvement of the school community and ongoing adjustments based on student feedback may enhance SEL effectiveness in fostering a holistic educational environment
Development of students’ argumentative skills through higher order thinking questions
Get PDFBackground and purpose: Developing critical thinking and analytical skills is a key priority in education. Higher-Order Thinking Questions (HOTQs) are questions that require students to engage in deep thinking processes such as analysis, evaluation, and creation, rather than simply recalling facts. Based on Bloom’s Taxonomy, these questions encourage critical reasoning, problem-solving, and argumentation skills by prompting learners to interpret information, justify opinions, and explore multiple perspectives. Research shows that higher-order thinking questions significantly foster these skills and improve students' ability to present arguments effectively (Bloom, 1956; Anderson & Krathwohl, 2001). This study examines how such questions help students construct arguments, support claims, and critically analyze different perspectives.
Aims: The purpose of this study was to investigate the role of higher-order thinking questions in developing argumentative skills in secondary school students, with a particular focus on question frameworks that promote critical discussion and evidence-based reasoning.
Study design or methodology: The study involved 25 secondary school students, aged 15 to 17, from various socioeconomic backgrounds. Conducted over one academic semester in a classroom setting, data collection included pre- and post-assessments, classroom observations, and structured interviews with students and teachers. A question bank based on Bloom’s Taxonomy was used to promote higher-order thinking. Data were analysed using thematic coding.
Findings: The results showed that students exposed to higher-order questions demonstrated some improvement in their argumentative skills, including clearer argument structure, better use of evidence, and more thoughtful evaluation of different viewpoints. These findings suggest that structured questions may support the development of students' critical thinking and argumentation, though further research with a larger sample would be needed to confirm the extent of this impact.
Conclusions, originality, value and implications: This study enhances the understanding of instructional approaches that support higher-order thinking. Using Bloom’s Taxonomy as a question framework provides educators with a valuable tool for fostering critical thinking in the classroom. The findings offer important implications for curriculum design, instructional practices, educational policy, and teacher training (Pellegrino & Hilton, 2012), reinforcing the need to integrate such questions into the educational process to encourage deep learning and critical reasoning
Centring Pupil Voice in Transition
Get PDFContext: This action research case study explores how pupil voice can be meaningfully embedded in transition planning for children with Special Educational Needs and Disabilities (SEND). Conducted in a mainstream all-through school, the study focuses on Year 6 pupils preparing to move to secondary education, using a person-centred approach through the 'This is Me' project.
Aims: The research aimed to evaluate how person-centred meetings, supported by pupil-led resources, could enhance children's ability to express their views during Phase Transfer Annual Reviews. It also sought to understand how this approach influenced parental engagement and confidence in the transition process.
Methods: The research employs an action research framework, consisting of two cycles: Action Research Cycle 1 and Cycle 2. Each cycle includes planning, implementing, and reviewing phases to refine the research question and actions based on the feedback and data collected from participant experiences. Ethical consent was obtained from all participants to ensure confidentiality in the data dissemination.
Findings: The findings reveal that the 'This is me' project significantly enhances children's ability to communicate their thoughts and feelings regarding their transitions. It demonstrates that children feel more secure and understood, which allows parents to engage more meaningfully in the discussions of their children's aspirations and concerns.
Implications: The study suggests that centring pupil voice in transition planning could reshape the approach to reviews and discussions involving children with ISEND. Other educators may observe the benefits of involving students actively in conversations about their educational journeys, potentially leading to improved engagement from both children and parents in similar contexts. This may inform future practices in educational settings focused on inclusion and participatory decision-making
Transition: A focus on attachment
Get PDFContext: Focussed on transition at the end of the Summer term, this study was conducted in a mainstream primary school setting and aimed to address the needs of a child with insecure and disorganised attachment. The focus on attachment recognises the importance of emotional connections in facilitating smoother transitions for children.
Aims: The primary aim of the research was to explore and understand how planning tailored provisions for a child with attachment needs could enhance their transition experiences. By examining the skills required for successful transitions, the research sought to identify strategies that could be implemented to support the pupil effectively.
Methods: Two action research cycles were conducted. Cycle 1 involved focus groups, solution circles, and literature review to identify gaps in current transition practices. Cycle 2 focused on developing and trialling the "Attachment and Transition Case Study" tool, which outlined key skills for transition and matched them with RAG-rated strategies based on attachment needs. Data was gathered through staff discussions, observations, and ongoing review of the tool's effectiveness. Ethical consent was obtained from participants to present this data anonymously.
Findings: The tool proved effective in identifying and tracking progress in key transition skills such as feeling safe, seeking help, concentrating, and maintaining peer relationships. However, some targets shifted over time, highlighting the need for flexibility. Staff found the visual and structured format helpful, and the child's feedback and behaviour informed ongoing adjustments. Crucially, the research team found that adjustments made for children with SEND, can gradually develop into approaches that create a more inclusive environment for all children in our school.
Implications: The study highlights the potential benefits of integrating attachment theory into transition planning for children with special educational needs and disabilities (SEND). Other educators may learn the importance of understanding a child's emotional needs and individual skills required for transitions, providing a framework that can be adapted to similar contexts. Additionally, the structured action research approach showcases how iterative cycles of planning, execution, and review can lead to effective adaptations in educational practices
The impact of OSS modules on teacher effectiveness
Get PDFContext: This study examines the impact of the Online Support for Schools (OSS) modules on teacher effectiveness at Charles Dale Memorial International School in Port Harcourt, Nigeria. The institution is a multicultural secondary school aiming to foster comprehensive development in students while integrating a blended curriculum that includes Nigerian and Cambridge secondary education.
Aims: The research aims to evaluate teacher awareness and engagement with OSS modules, their perceptions of the relevance of OSS to their professional development, and the extent to which learning from these modules translates into enhanced teaching effectiveness, particularly focused on classroom management.
Methods: The data were collected through questionnaires administered to teachers, combined with reflection journals, and focus group discussions with heads of departments. A follow-up physical workshop focused on the OSS module 'Understanding lesson management' was also organised to facilitate knowledge sharing and practical application of skills learned.
Findings: Results indicated that 97% of teachers accessed OSS modules, with many taking multiple modules. Teachers reported improvements in various aspects of classroom practice. However, challenges were identified, including time constraints due to heavy workloads (81.8% of teachers) and poor internet access (51.5%). The workshop revealed that many classrooms lacked visible rules, contributing to behavioral management challenges.
Implications: The findings suggest that for continuous professional development (CPD) initiatives like OSS to be impactful, explicit steps must be taken to connect learning with practice. It may also be beneficial for school leaders to foster a structure that encourages teachers to translate OSS learning into effective classroom management strategies. Enhanced collaboration among teachers and structured feedback mechanisms could further support the ongoing application of learned skills in educational settings
Attendance for children with profound and multiple learning disabilities
No full textContext: The study focuses on attendance issues faced by children with profound and multiple learning disabilities in a Special School setting. Multiple factors impacting attendance are considered, including transportation challenges, the necessity of attending medical appointments, reporting of illnesses, and enhancing the understanding of school activities among parents and carers.
Aims: The primary aim is to systematically investigate the various elements affecting school attendance for these children. The research seeks to refine questions pertinent to inclusion and special educational needs to develop actionable strategies that can improve attendance patterns.
Methods: The research employs an action research methodology, structured in cycles that allow for iterative planning, implementation, and review. Data is collected through detailed planning phases and subsequent actions, with ethical considerations guiding the anonymization of participant information. Each cycle informs the next, allowing for a responsive approach to addressing identified barriers to attendance.
Findings: The findings indicate that transportation and communication with parents significantly influence attendance rates. Strategies developed during the research cycles suggest that increased awareness and engagement from parents and improved logistical support can lead to better attendance outcomes. Each action research cycle refines the understanding of these challenges, highlighting the complex interplay of factors affecting school attendance.
Implications: The study offers insights into how a focused action research approach can reveal critical factors influencing attendance for children with special educational needs. Other educators may find that similar methodologies can be applied to investigate and address specific challenges in their own contexts. The outcomes suggest that fostering collaboration between schools and families, while considering logistical challenges, can enhance school attendance for students with disabilities
Improving the quality of laboratory work in chemistry by replacing printed instructions with video instructions
No full textBackground and purpose: During the teaching of chemistry, a problematic situation was identified: students experience difficulties in performing laboratory work and tasks aimed at the ability to analyse information. Students inattentively read the instructions for performing laboratory work, which subsequently leads to improper use of the equipment and unreliable results. Therefore, our goal was to determine what changes needed to be made so that students would more accurately follow instructions to improve the overall performance of the work. The curriculum states that chemistry lessons should provide students with the opportunity to develop their abilities: "...to plan, execute, interpret and present the results of experiments and observations." To make the lab work easier, the students were asked to follow the video instructions during the lab instead of the instructions they are used to.
Aims: The aim of the study is to study the impact of the use of video instructions in chemistry practical lessons on academic performance, and the level of argumentation of students in grades 7-8 of the Nazarbayev Intellectual School in Petropavlovsk.
Study design or methodology: The study was conducted during the third quarter of the 2022-2023 academic year. The study group consisted of 13-14 year-old students of grades 7-8 of the Nazarbayev Intellectual School of Petropavlovsk . A total of 89 students took part in the study. At the first stage of the study, the students were divided into 2 groups (experimental and control). The experimental group included 24 students from 7th grade and 21 people from 8th grade. The control group consisted of 21 7th grade students and 23 eighth graders. Students' oral and written responses, interviewing, observation, description, and plotting were used to conduct qualitative and quantitative analysis.
Findings: Most of the students indicated that the video instructions were more interesting to watch, that the practical work helped them to better understand and remember the processes of the experiments. In addition, laboratory experiments are important and give students the opportunity to develop practical technical skills needed in the workplace.
Conclusions, originality, value and implications: Based on the study, we can conclude that students in the experimental group, after using video instructions, began to perform laboratory work better. When performing work, they clearly follow the algorithm of the stages of the experiment, correctly name the equipment and use it for its intended purpose, and note visual signs of reactions occurring. This contributed to the formation of a higher level of argumentation of observations and the formulation of conclusions, more effective advancement of each student along his educational trajectory. Teachers should diversify laboratory assignments and provide them with a choice