Camtree Digital Library (Univ. of Cambridge)
Not a member yet
601 research outputs found
Sort by
Investigating the Impact of Differing Levels of Autonomy on Learning and Motivation in a Key Stage 4 Science Class
No full textThis study investigated the impacts of autonomy-supportive interventions on student learning and motivation within a secondary school context. Employing Self-Determination Theory (SDT), the study aimed to understand how increasing student autonomy through choice in both the quantity and nature of work impacts learning outcomes and engagement. Interventions consisted of an autonomous homework model and an independent revision session. Homework completion rates improved modestly from a pre-intervention average of 84% to 92% during the intervention. Moreover, the quantity of homework completed showed a modest increase, and more students engaged in self-marking their work over time, indicating enhanced self-regulatory skills. The autonomous revision session resulted in mixed student feedback and slightly lower test scores compared to previous ones. However, positive signs of engagement were observed. Further research could focus on the long-term effects, sustainability of such interventions, and teacher perspectives to provide a more comprehensive understanding
Supporting EFL Classroom Interaction with a Dialogic Coding Framework
No full textContext: This study investigates the integration of dialogic teaching in English as a Foreign Language (EFL) classrooms in Türkiye using the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA). Dialogic teaching emphasises student engagement through meaningful interactions that build understanding collaboratively. Despite significant research in dialogic pedagogy, limited studies focus on its application in EFL settings, especially in foreign language preparatory programs in Türkiye.
Aims: The research aimed to assess the extent to which classroom interactions in an adult EFL preparatory program were dialogic. It sought to explore how T-SEDA codes could be applied to analyse and enhance classroom dialogue, thereby scaffolding student interactions and contributing to EFL pedagogical practices.
Methods: The qualitative case study involved six video-recorded lessons in a Turkish state university, with participants comprising 10 intermediate-level students. Data included transcripts of classroom interactions analysed using four T-SEDA codes: inviting students to build on ideas (IB), building on ideas (B), inviting reasoning (IR), and making reasoning explicit (R). The teacher also established ground rules for talk to facilitate dialogic engagement, which were collaboratively accepted by students.
Findings: The application of T-SEDA codes revealed that classroom interactions exhibited dialogic characteristics, with the frequent use of IB and R codes. Dialogic moves encouraged students to elaborate on their ideas, reason their choices, and engage in collaborative discussions. Examples from lessons on topics like happiness and films demonstrated active student participation facilitated by teacher-led and peer-directed dialogic moves. The findings underscore the utility of T-SEDA in identifying and fostering dialogic interactions in EFL contexts.
Implications: The study highlights the potential of T-SEDA codes to guide EFL teachers in promoting dialogic teaching. Educators might learn how structured dialogic frameworks can enrich classroom interaction and support foreign language learning. Whilst the study's sample was small, the approach offers insights for adapting dialogic strategies in similar contexts and provides a foundation for further research on their long-term impact on language proficiency
Social Fiction as a close-to-practice research approach
Get PDFContext: Close-to-practice research in educational settings has evolved through various approaches, such as practice-led research, practice-based enquiry, and close-to-practice research. These methodologies emphasize the active involvement of researchers within their own practices, blending research, teaching, and activism. The trend towards using creative and arts-based methods in social sciences and education has led to new forms of inquiry and dissemination. This research situates itself within these developments by exploring Social Fiction as a unique form of close-to-practice research that integrates these roles.
Aims: The study aims to explore Social Fiction as a method for integrating and reflecting on the varied roles of academic life, such as teaching, research, and creative expression. The objective is to provide a platform for academic dialogue that addresses the complexities and challenges researchers face when using Social Fiction. The initiative seeks to understand how Social Fiction can challenge existing academic and methodological norms, encourage deeper engagement with societal issues, and foster a more inclusive and reflexive research community.
Methods: The research involved a writing group where participants, including the authors, engaged in creating and sharing Social Fiction pieces. These narratives were used as a method to reflect critically on their professional roles and the issues encountered in educational and research settings. The process of writing, sharing, and revising fiction pieces was central to the methodology, merging data generation with analysis. This approach was coupled with regular group meetings to discuss and refine the narratives.
Findings: Participants reported that creating and sharing Social Fiction pieces allowed them to grapple with issues of voice, truth, and representation in a way that traditional research methods do not always permit. The exercise revealed common struggles with these issues and highlighted the potential of Social Fiction to provide new ways of expressing and understanding complex social realities. It was noted that while fictionalizing could risk distorting participants' experiences, it also offered a means to protect vulnerable subjects and engage more deeply with the unspeakable aspects of human experience.
Implications: The study suggests that Social Fiction offers a valuable addition to close-to-practice research by enabling a more nuanced and creative engagement with social issues. It challenges traditional boundaries between research and creative practice, proposing a more integrated and holistic approach. The findings also suggest that Social Fiction can empower researchers and participants by providing alternative avenues for expressing marginalized voices and experiences, thereby contributing to a more dynamic and inclusive research community
Developing students’ communication in the context of online ESL lessons
Get PDFBackground: The global pandemic introduced considerable challenges to both teachers and students. In the context of online learning students tend to be less enthusiastic and communicate mostly with a teacher only compared to a traditional classroom. Trying to support students’ communication, we decided to organise a lesson study project which would shed light on how teachers can encourage students’ communication and interaction during online ESL lessons.
Aims: We aimed to improve students’ communication in online ESL lessons and explore what approaches can support students’ communication in their in-class and out-of-class learning.
Study design or methodology: We developed a sequence of three research lessons aimed to develop students’ communication. A lesson study group planned, observed, and analysed these lessons. The research participants were 9th grade students who learned ESL online. The data were collected through observation, interview, and survey.
Findings: The use of group chats, role plays, and project work helped boost students’ confidence to communicate more with each other in their in-class and out-of-class learning. Group chats and role plays provided students with the opportunity to practise the target language authentically. Project work sparked students’ motivation and promoted active discussions.
Conclusions and implications: The current lesson study project made our online ESL lessons more engaging and enjoyable for students, supporting them in overcoming barriers in communicating online. Shy and quiet students claimed that the activities introduced in the lessons helped them to become more confident in their language abilities. Lesson study approach gave us useful insights into the ways we can analyse the effectiveness of our approaches to planning and teaching
Reasons behind students' lack of involvement in speaking activities
Get PDFContext: The study takes place in Tbilisi Green School in Georgia, where an English teacher with tenth-grade students explored the reasons behind their lack of participation in speaking activities. The teacher observed a disparity between students' good performance in other English tasks and their reluctance to engage verbally, leading to feelings of disappointment and a desire for improvement.
Aims: The primary aim of this exploratory research was to investigate factors contributing to students' non-participation in speaking activities despite their competence in reading, writing, and grammar. The research focused on understanding the opportunities provided for speaking, preferred types of activities, teacher responses to disengagement, and students' feelings when required to speak in English.
Methods: To gather data, a mixed-methods approach was employed, utilising both quantitative and qualitative techniques. These included a student questionnaire, peer observation of classroom dynamics, and reflective journaling. The questionnaire contained both closed and open-ended questions targeting experiences of speaking activities, preferences, and emotional responses. Observations concentrated on student engagement and teacher strategies, while the journal provided insights into the teacher's self-reflection on the lessons.
Findings: The findings indicated that while students appreciated various speaking opportunities, their lack of feedback, interest in topics, and uneven participation hindered engagement. Ten out of fourteen students felt insufficient feedback from the teacher contributed to their hesitance. Emotional responses varied, with many students expressing confidence or nervousness related to speaking tasks, heavily influenced by the familiarity of the environment and the relevance of topics.
Implications: This study highlights the need for teachers to enhance feedback mechanisms and engage students actively through targeted strategies, such as nominating quieter students to participate. The research contributes to understanding how emotional factors and classroom dynamics affect student participation, allowing educators to tailor speaking activities that foster greater involvement and confidence in students. Implementing these insights may encourage more effective communication skills among learners in language-based tasks
Teaching writing in large classes
Get PDFContext: The research was conducted at Batumi Public School No.14 in Georgia, where the teaching environment comprises approximately 2,000 students from various backgrounds, many of whom face challenges due to their rural origins and familial disengagement. The study focused specifically on a ninth-grade class of 27 students, all aged 14-15, with mixed proficiency levels in English, particularly struggling in writing.
Aims: The primary aim of the study was to investigate the reasons behind students' lack of motivation and low performance in writing tasks. The researcher sought to understand the difficulties students faced, the effectiveness of the support provided, and what measures could engage all students during writing exercises.
Methods: To address these aims, three exploratory questions were framed, focusing on students' challenges in writing, feedback mechanisms from the teacher, and engagement strategies. The methodology included the administration of student questionnaires, reflective journaling by the researcher, and classroom observations conducted by a colleague.
Findings: Data analysis revealed that while 17 out of 26 students felt motivated, they faced numerous writing challenges, primarily linked to grammar, vocabulary, and structuring their thoughts. A significant number of students expressed a tendency to avoid writing tasks altogether. Observational notes suggested that while some students received support, others did not, indicating a gap in encouragement during writing lessons.
Implications: The findings highlight the complex nature of students' writing difficulties, particularly the need for improved grammar and vocabulary knowledge. They also suggest that personal engagement and tailored feedback are essential for student motivation in writing. Other educators may glean insights regarding the importance of individualised attention in diverse classrooms to enhance writing skills and bolster student confidence during writing tasks. As the researcher continues to implement an action plan targeting identified challenges, positivity in student participation suggests potential pathways for improved outcomes in writing proficiency
Impact of online professional development on teacher practice in a secondary school
Get PDFContext: The study is situated within Dayspring International Academy, an expanding international school in Accra, Ghana, which aims to cultivate independent and critical thinkers through a broad curriculum leading to IGCSE and AS/A level certifications. The research focuses on continuous professional development (CPD) for teachers, particularly regarding the effectiveness of online training initiatives.
Aims: The primary aim of the research is to explore teachers' perceptions of effective professional development and how these perceptions influence the application of learned skills and knowledge in improving student learning outcomes. The study investigates the contributions of the British Council Online Support for Schools (OSS) platform in enhancing teachers' professional practices.
Methods: Employing a mixed-methods approach, the research used questionnaires, lesson observations, and focus group discussions. A total of nine teachers from various subject areas participated in the study. Data was collected regarding teachers' perspectives on CPD, their implementation of training, and factors affecting engagement with online professional development.
Findings: The findings reveal a generally positive perception of the CPD programs among teachers, with 78% rating current opportunities as moderately effective. Increased teacher engagement and varied instructional strategies were noted post-training, although challenges with technology and practical application of new skills were emphasized. Classroom observations indicated heightened student engagement and a shift from traditional teaching methods to more interactive approaches.
Implications: The study suggests that CPD initiatives should prioritise teachers' needs and preferences, integrating flexibility and incentives such as certification. The positive impact of online CPD highlights its potential to address classroom challenges and improve teaching practices. Potential pathways for future professional development models could include better logistical planning, subject-specific training, and structured follow-up sessions to sustain teacher engagement and enhance learning outcomes
Perspectives on a participatory action research project
No full textContext: Following the COVID-19 pandemic, there has been a growing focus on the importance of developing children’s cognitive, social, and emotional skills. The Mini Mind programme was created to help children improve self-awareness and self-regulation. This participatory action research (PAR) project aimed to implement the Mini Mind programme in schools to address these needs. The programme was trialled in primary schools in the North East of England, in collaboration with the University of Sunderland and Global Spirit Ed CIC.
Aims: The project aimed to: (1) implement the Mini Mind programme to support children’s self- regulation and emotional development, (2) empower schools to set their own goals using PAR, and (3) create a model of co-constructed research that could be adapted for other schools.
Methods: The study employed a participatory action research model, involving nine teachers from four schools, university researchers, and the Mini Mind trainer. Teachers implemented the Mini Mind programme, tracking pupil progress through observations, questionnaires, and field notes. The PAR process involved iterative cycles of planning, action, and reflection. Data included classroom observations, children's feedback, and teachers’ reflections on their evolving roles as researchers.
Findings: Teachers reported that the children developed a better vocabulary for discussing emotions, improved self-regulation, and showed observable changes in both classroom behaviour and informal settings. Teachers also gained critical insights, enhancing their role as practitioners and researchers. The programme empowered schools by aligning the research with their specific social-emotional learning goals. However, challenges included adapting materials for younger children and ensuring sustained impact beyond the programme’s weekly sessions.
Implications: This project highlighted the effectiveness of participatory action research in fostering collaboration between universities and schools, offering a model that allows schools to take ownership of addressing their unique educational needs. It also showed the potential for university-school partnerships to develop impactful research practices that could be scaled to other educational settings, including secondary schools
Levelling up Maths learning through digital platforms to improve fifth grade students' problem-solving skills
Get PDFContext: This research was conducted at Al-Ridwan School in Amman, Jordan, which introduced a Cambridge International Programme to enhance its curricular offerings for fifth-grade students. Recognizing significant challenges in problem-solving and math skill retention among students post-pandemic, the study aimed to leverage technology to improve educational outcomes while catering to diverse learners.
Aims: The primary objective of the research was to investigate how digital resources (such as interactive animations and quizzes) could improve fifth-grade students' conceptual understanding and problem-solving abilities in mathematics. The study sought to address proficiency gaps in line with Cambridge standards and explore students' and teachers' perceptions regarding the use of digital tools in lessons.
Methods: A mixed-method approach was utilized, including classroom observations, a focus group discussion with students, and a survey targeted at teachers. Observations were conducted during sessions that incorporated digital resources as well as those that did not, assessing student engagement and problem-solving effectiveness. Student opinions were captured through a focus group, while teachers' reflections were gathered via a survey to assess their views on integrating digital resources in their teaching.
Findings: The implementation of digital tools resulted in increased student engagement and improved problem-solving skills. Students appreciated the flexibility of accessing resources independently, though some expressed challenges with distractions or complexity. Teachers reported high satisfaction with the training on utilizing digital tools, acknowledging the benefit of organized resources for lesson planning, yet also highlighted concerns regarding technical issues and equitable access to devices.
Implications: Findings indicate that the integration of digital resources significantly enhances mathematics teaching and learning experiences. The positive responses from both students and teachers suggest that such approaches can facilitate greater conceptual understanding in mathematics. However, the study also highlights the necessity for ongoing professional development and considerations regarding access to technology to ensure equitable learning opportunities. Other educators may find insights into effectively integrating digital resources into their own teaching practices based on these findings
A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual Vietnamese primary school.
No full textThis case study evaluated the effectiveness of an after-school mathematics intervention program for students with mathematical learning difficulties (MLD) in a Vietnamese bilingual primary school, examining both academic performance and self-confidence outcomes over twelve weeks. Using a mixed-methods approach, the study collected data through classroom observations, semi-structured interviews with teachers and a school psychologist, and an analysis of standardized test scores. The intervention group consisted of seven primary-level mixed-ability learners. The findings demonstrated significant improvement in academic performance across all participants, with knowledge gains ranging from 25% to 50% over the twelve-week period. The teacher-directed methodology, while predominantly traditional, proved effective when combined with consistent error correction, mathematical dialogue, and regular parental communication. Notably, one student who switched to private tutoring showed the highest improvement (75%), suggesting the potential benefits of one-on-one instruction. The study's most interesting implication lies in its revelation that while teacher-directed methods can be effective for MLD students, there remains significant untapped potential in incorporating more interactive, student-centered approaches and manipulatives. This suggests that traditional intervention methods could be enhanced by integrating more dynamic teaching strategies, particularly given the timing of after-school sessions when students are typically fatigued