Camtree Digital Library (Univ. of Cambridge)
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Exploring listening skills in pre-intermediate students
Get PDFContext: This study takes place in Akhaltsikhe Public School No.5 in Georgia, which serves a diverse student population. The teacher recognized that students faced significant challenges with listening tasks due to limited interaction with native speakers, leading to issues with understanding specific information and maintaining engagement during listening activities.
Aims: The inquiry aimed to explore the difficulties students encountered during listening tasks and the strategies the teacher employed to support them. The focus was on identifying students' feelings and perceptions about listening exercises, as well as gaining insights into effective teaching practices that could enhance listening comprehension.
Methods: To achieve these aims, qualitative methods were employed, including a focus group, a reflective journal, and an anonymous questionnaire directed at eighth-grade students. The questionnaire included 12 questions designed to gather input on students' experiences, while the focus group consisted of 12 students from various English proficiency levels to facilitate open discussion regarding their listening experiences.
Findings: The findings indicated that students benefited from various support strategies such as pre-, during-, and post-listening activities, which made tasks easier to comprehend. Despite these efforts, many students experienced anxiety when tackling listening tasks, reporting difficulties with vocabulary and the speed of recordings. It was noted that familiarity with the speaker could enhance motivation, while students also indicated a preference for circumstances that allowed greater control over the listening pace.
Implications: The outcomes of this study reveal the need for tailored listening tasks that consider student interests and provide varied levels of difficulty suited to their proficiency. Educators might learn the importance of fostering a safe learning environment that addresses emotional barriers related to listening comprehension, suggesting that adjustments to pacing and task formats could lead to improved engagement and understanding in similar classroom settings
A case study exploring students' conceptions of proof within a Year 10 Mathematics classroom
No full textThe difficulty in the transition to studying mathematics at university has been documented and studied by a number of previous authors. In this paper, one aspect of this transition – the study of mathematical proof – is examined in more depth through a case study of a high attaining Year 10 class. The results of this case study, whilst necessarily tentative, indicate that students exhibit a pattern of misconceptions regarding proof which is corroborated by larger-scale studies both nationally and internationally. Furthermore, data collected from student interviews during this case study is used to suggest a novel explanation of some of these misconceptions. This explanation connects mathematical proof to broader topics, such as maths anxiety, which potentially merits further investigation
Developing middle leaders of English and Science in the use of smart board technology
Get PDFContext: Lahore Grammar School, Sheikhupura, established in 2014, has seen significant growth, reaching over 800 students across two campuses. However, the school's technological infrastructure is inadequate, leading to a reliance on traditional teaching methods. This situation prompted the need for inclusivity and enhanced learning experiences through the integration of smart board technology and ongoing teacher training.
Aims: The primary aim of the research was to develop middle leaders and teachers, particularly in the English and Science departments, in their capacity to integrate smart boards into their instructional practices. This initiative sought to empower both educators and students to utilize technology effectively to enrich learning.
Methods: A qualitative methodology was adopted, which included focus groups, interviews, observations, and surveys over an academic year. The program involved hands-on training workshops designed to improve teachers' technological proficiency in smart board usage. Continuous reflection through a digital journal was also employed to document personal experiences and observations throughout the implementation process.
Findings: Key findings indicated that while some teachers exhibited strong proficiency in integrating technology, others struggled due to limited exposure and experience. The study revealed a general enthusiasm about the potential of smart boards to enhance student engagement and learning outcomes. Nevertheless, technical difficulties and the need for extensive ongoing training were significant challenges. Parents expressed interest in understanding the technology integration, signaling the community's desire for collaboration and transparency.
Implications: The research illustrates the critical role of teacher development in successfully adopting technology in educational settings. Other educators may learn from the importance of structured training and the necessity for administrative support in transitioning to technology-integrated classrooms. Furthermore, addressing diverse training needs can foster inclusivity and significantly enhance learning experiences across various student demographics
Fitzwilliam Museum: Take a Walk in My Shoes
Get PDFContext: The research, conducted within the framework of sensory ethnography and participatory action research, investigates the experiences of individuals with non-visible disabilities in a museum setting. This approach emphasizes the importance of understanding sensory interactions within the museum environment and how these interactions can contribute to health and wellbeing.
Aims: The primary objectives include exploring diverse lived experiences in the museum, examining the sensory aspects of museum visits, and understanding how these experiences can support the health and wellbeing of visitors, particularly for people living with non-visible disabilities.
Methods: A multi-method approach was adopted, comprising sensory ethnography sessions, walking interviews with museum staff and adults with non-visible disabilities, focus groups, and a co-produced questionnaire. The data collection involved both qualitative sensory observations—captured through drawings, photographs, and transcriptions—as well as input from community participants who co-created the questionnaire.
Findings: The analysis revealed six key concepts impacting visitor experience: availability of places to sit and rest, clarity of label designs, accessibility of spaces, guided tour options, signage, and pre-visit information. The questionnaire results highlighted a desire for detailed, accessible information about artworks and preferred formats and styles for presenting that information. Variability in preferences for relaxing spaces reflected the need for diversity in seating options across the museum.
Implications: The findings indicate that applying the Social Model of Disability can enhance museum inclusivity by addressing physical, organizational, and attitudinal barriers that hinder participation. This research illustrates the potential for museums to adopt practices that accommodate diverse needs, fostering a more equitable and accessible environment for all visitors. Insights from the study may encourage museum staff and cultural institutions to rethink accessibility, equity and inclusivity in their spaces and programming, fostering deeper engagement for visitors with visible and non-visible disabilities
Sustaining positive classroom culture through teacher development
Get PDFContext: The research is set within the Pegasus School in Nigeria, known for its commitment to excellence, diversity, and inclusion. The school operates under both British and Nigerian curricula and has significantly adapted to changes brought on by the COVID-19 pandemic. It aims to enhance its educational offering through teacher development and continuous professional development (CPD) initiatives, particularly focusing on sustaining a positive classroom culture.
Aims: The study investigates strategies to maintain a positive classroom culture, addressing factors that lead to deviations from established norms. It emphasizes the role of teacher development and aims to identify both teachers' and students' perceptions regarding classroom behavior deviations, as well as the CPD needs required to facilitate a supportive learning environment.
Methods: A mixed-method approach was employed, utilizing focus groups, questionnaires, and self-reflection journals. The research involved 15 teachers and 39 Grade 4 students, ensuring diversity within the sample through intentional selection based on gender and experience. Data collection emphasized systematic procedures, including verbal and written consent from participants and piloting of tools prior to full implementation.
Findings: The results indicated that 78% of teachers attributed deviations in classroom culture to external influences such as lack of parental involvement and media effects. Conversely, 90% of students reported discomfort when class rules were breached, affecting their concentration and engagement. Teachers reflected on their practices, asserting that targeted CPD had fostered better classroom management and strengthened teacher-student synergy, particularly when students actively participated in establishing class rules.
Implications: This study underscores the necessity of tailored CPD to enhance teaching effectiveness in promoting a positive classroom culture. The findings suggest that actively involving students and parents in the educational process can improve adherence to classroom norms. Additionally, the research illustrates the importance of ongoing reflection and adaptive strategies for educators facing similar challenges in different educational settings
Benefits of Differentiation in a Science Lesson for Young Learners in Primary School
Get PDFBackground and Purpose: This study addresses the challenge of engaging diverse learners in primary education settings, focusing on a class of 20 learners aged 8-10 at an international school in Malaysia. These learners came from varied backgrounds, including those with learning disabilities, different levels of English proficiency, and varying prior knowledge in science.
Aims: The aim was to explore the impact of a range of differentiation strategies on student engagement in a science lesson about gravity, considering the diverse needs of the learners.
Design and Methods: The research utilized the Tomlinson model for differentiation, covering content, product, process, and environment. Techniques included differentiated instruction, mixed-ability grouping, and tailored activities. Data collected included lesson observations, a reflective journal, and feedback from a mentor and the learners themselves.
Findings: Differentiation significantly enhanced engagement and inclusivity, allowing learners of all abilities to achieve the lesson's objectives. Feedback indicated that establishing pre-defined roles in group activities, and providing differentiated tasks and instructions contribute to improved learners' understanding and participation.
Implications for Practice: The study suggests that differentiation, when effectively implemented, can cater to the diverse needs of learners, fostering an inclusive and engaging learning environment. This approach could be extended across various subjects and educational contexts to enhance learner engagement and achievement, and could be extended through the use of learning technologies. Peer observation also has the potential to support continuing reflection on practice
How to foster autonomous learning skills in primary school students
Get PDFContext: The research was conducted at Zestafoni Public School No.4 in the Imereti region of Georgia, focusing on fourth-grade students who, after the Covid-19 pandemic, exhibited a decline in autonomy-related skills. The school, which caters to a diverse student population, had a specific interest in addressing the autonomy and motivation deficits observed among its fourth graders.
Aims: The study aimed to explore the extent of the decline in autonomous learning skills among students. The researcher sought to understand how much time students allocated to independent learning, the types of autonomous activities provided in class, and the level of independence displayed by students both at school and home.
Methods: A mixed-methods approach was employed, encompassing questionnaires, focus group interviews with students, and lesson observations by colleagues. The questionnaire aimed to gather quantitative data on students' learning habits, motivations, and independence, while focus group discussions provided qualitative insights into students' experiences regarding autonomous learning.
Findings: Results indicated that while some students engaged in independent study for several hours, many remained dependent on teacher guidance. The majority reported having some opportunities for autonomous activities, but the feedback from the teacher was inconsistent. Activities designed to promote independence were implemented but lacked the necessary stability and adaptation to meet all students' needs, particularly for those with special educational needs.
Implications: The findings highlight that although opportunities for autonomous learning exist, reliance on teacher support remains high. Other teachers may find that fostering autonomy requires not only engaging tasks but also consistent, differentiated support and structured guidance. Teachers might learn the importance of integrating varied, interest-driven activities and effective formative feedback to enhance students' independent learning habits. Sharing experiences among educators may also facilitate addressing common challenges in promoting student autonomy
How to improve speaking skills in learners
No full textContext: The research was conducted at Samtredia Public School No. 1 in the Imereti region of Georgia, focusing on a tenth-grade class of 22 students. The inquiry arose from observations of students' reluctance and lack of confidence in participating in speaking activities, such as discussions and presentations, despite their intermediate English proficiency and regular engagement with the language since early schooling.
Aims: The primary aim of the research was to explore the reasons behind students' hesitance to express themselves verbally in English, despite their knowledge of vocabulary and grammar. The study sought to identify effective fluency activities that could enhance student confidence and participation in speaking practices.
Methods: The investigation employed various data collection methods, including a reflective journal maintained over four weeks, student questionnaires with ten questions designed to uncover insights into speaking reluctance, and interviews with colleagues to gather perspectives on effective classroom practices. Observations of a colleague's lesson focusing on fostering student confidence were also conducted.
Findings: The study revealed that most students preferred role plays as a speaking activity, finding it enhances their confidence. However, many expressed significant shyness during presentations and encounters with debates, preferring to use new vocabulary in written tasks rather than orally. Colleagues reported using role-play, storytelling, and personalisation to engage students, reflecting a consensus that diverse activities could support learners' speaking skills. Ultimately, the research indicated that the students' reluctance stemmed not from a lack of vocabulary but from shyness and insecurity surrounding speaking tasks.
Implications: Insights from the research suggest that teachers in similar contexts may recognise the importance of providing tailored support and encouragement to enhance student confidence in speaking activities. The findings indicate that fostering a diverse range of speaking tasks can be beneficial for student engagement and proficiency. Additionally, the study highlights the value of understanding individual student challenges to effectively address their needs and improve oral communication skills
A Phenomenological Analysis of Indonesian Primary School Teachers’ Experiences with Post-Classroom Observation Feedback
Get PDFBackground and purpose: Post-observation feedback situated within classroom observation systems, offers teachers insights into their practice and can be essential for their professional development. The existing literature underscores the multifaceted challenges confronting school principals in executing effective classroom observations. For example, administrative duties often overshadow their capacity to conduct regular observations. In addition, cultural factors associated with the aversion to criticism, tend to dilute the efficacy of feedback, rendering it superficial or incongruent with actual classroom dynamics. Despite the regulatory shift in Indonesia exemplified by Director General of Teachers and Education Personnel Regulation No. 7607 of 2023, which underscored the pivotal role of classroom observation in improving teaching quality and adherence to the new Emancipated Curriculum (Kurikulum Merdeka) there remains a lack of explicit directives governing post-observation feedback protocols.
Aims: This study, which is the first of its kind in Indonesia, was conducted in Kediri Municipality and explored the form and delivery of post-classroom observation feedback given to primary school teachers.
Design or methodology: Employing Interpretative Phenomenological Analysis for its methodological framework, semi-structured interviews were conducted with six teachers who had recently undergone classroom observation.
Findings: The results found evidence of a delicate balance which recognised positive features of the lessons being observed while also identifying areas for development. However, due to the absence of post-observation feedback guidelines, the sessions resulted in a performative form of assessment rather than fostering a reflective dialogue between school principals and teachers, as advocated in the literature.
Conclusions, originality, value and implications: The research concludes by recommending two essential changes to current practice. The development of standard of post-classroom observation feedback guidelines; and targeted training for school principals to equip them with instruction leadership techniques necessary for delivering constructive feedback and promoting a nurturing culture of personal improvement
Leveraging ChatGPT to enhance EFL reading skills for 10-12 year-old students
No full textContext: The study was conducted in an international school that prioritizes strong English proficiency among students aged 3 to 18. Despite the emphasis on English, traditional methods had not effectively enhanced reading skills among elementary students, prompting school leadership to explore technology-based innovations for English as a Foreign Language (EFL) instruction, specifically for students aged 10-12 years.
Aims: The primary goal of the research was to assess the effectiveness of ChatGPT in improving EFL reading instruction. This involved examining student attitudes towards ChatGPT, parental perceptions, and teacher insights concerning the integration of this technology into the classroom. The study aimed to provide personalized learning experiences and tailor instructions based on individual student needs.
Methods: A mixed-methods research design was employed, combining quantitative questionnaire data from 100 students and qualitative insights from focus groups with parents and interviews with eight EFL teachers. This approach allowed the researcher to triangulate findings and gain a more comprehensive understanding of ChatGPT's impact on EFL reading skills.
Findings: The results indicated that students generally viewed ChatGPT positively, finding it helpful in improving their reading and grammar skills. Parents expressed concerns regarding creativity loss, increased screen time, and the ethics of academic integrity related to AI use. While teachers recognized the potential benefits of ChatGPT for engagement and skill development, they also highlighted ethical considerations and the need for an AI policy that addresses originality and well-guided application of the technology.
Implications: This study's findings illustrated the diverse perceptions regarding ChatGPT in the educational context. It emphasizes the importance of collaborative policy development involving all stakeholders to ensure responsible integration of AI tools. The research suggests that schools can learn from this case study to create ethical guidelines for AI in education, fostering a balanced approach that enhances instruction while mitigating concerns about technology's impact on student learning and engagement. Regular evaluation and adaptation of AI policies are necessary to maintain relevance in pedagogy