Camtree Digital Library (Univ. of Cambridge)
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多元化教学改革激发高职院校学生课堂学习积极性 (Diversified teaching reform stimulates the enthusiasm for classroom learning among vocational college students)
No full textBackground: In vocational colleges, students commonly exhibit deficiencies in academic ability, interest in learning, and academic planning. These factors contribute to a lower level of enthusiasm in classroom learning, severely impacting both student learning outcomes and teaching effectiveness.
Aims: This study aims to stimulate the enthusiasm of vocational college students in the course "High-Rise Building Structures" through the implementation of teaching reforms. The core objective is to assess the impact of the reformed teaching methods on student enthusiasm and to provide a reference for teaching practices for vocational college instructors.
Methods: The teaching reform in this case study involves three approaches: forming classroom discussion groups, optimizing classroom questioning methods, and utilizing video-assisted teaching.
Findings: Analysis of the learning situation following the teaching reforms shows an increase in classroom participation, enhanced learning confidence, and an overall improvement in the learning state of the students. Comparative analysis of final exam scores indicates that the classes that implemented the teaching reforms generally performed better academically than those that did not. The analysis of teaching evaluations also reveals that the majority of students positively endorse the teaching reform methods.
Implications: The teaching reforms in this case study have effectively enhanced student enthusiasm for classroom learning, offering valuable insights and references for vocational college teachers in their classroom teaching. However, the practical experience of this study requires further refinement and verification to ensure the universality and effectiveness of the reform methods
Enhancing learning walks: leveraging focused observation and purposeful feedback
Get PDFContext: The study was conducted in Generation's School, a large private institution in Karachi, Pakistan, serving over 3,500 students and employing 600 faculty members. The school emphasizes a holistic learning environment aimed at fostering academic, social, and emotional growth among students. The research addressed the need for effective professional development aligned with observable teaching practices, particularly due to the rapid expansion of the school and the influx of new teachers.
Aims: The primary objective was to assess the impact of structured learning walks (observational practices where teachers observe their peers) to enhance collaborative learning and feedback among staff. Specifically, the study focused on the capacity development of middle leaders and teachers' intrinsic motivation for engaging in reciprocal observations.
Methods: Employing a multi-method approach, data were collected through focus groups, reflective writing prompts, and online questionnaires completed by various stakeholders, including middle leaders and teachers. The data gathering ensured diverse perspectives on the benefits and challenges surrounding learning walks. Participant consent was obtained, and confidentiality was maintained throughout the research process.
Findings: The research identified a general awareness of the benefits of learning walks among teachers and leaders, coupled with challenges such as practicality, workload, and scheduling issues. Responses indicated that a significant percentage of teachers viewed opportunities for peer observation as beneficial for improving their practice. The role of middle leaders as facilitators of trust and communication was highlighted as essential for fostering a supportive environment. Despite some positive sentiments, concerns remained regarding engagement and the perception of observation as judgmental.
Implications: The study underscores the potential for structured learning walks to cultivate a culture of mutual learning and enhance teaching practices. Training for middle leaders in areas such as targeted feedback and non-judgmental communication is critical. Additionally, addressing logistical challenges and ensuring the integration of these practices into the professional development framework is vital for sustainability. Other educators may find ways to implement similar collaborative observation initiatives, thereby enhancing teacher development and improving student outcomes
Speaking issues with learners
No full textContext: The research was conducted in two public schools in western Georgia, where students face challenges in learning English due to limited exposure outside the classroom and a lack of parental support. The study was prompted by observations of student disengagement during speaking activities.
Aims: The primary aim of the research was to explore the factors influencing students' speaking abilities in class. This inquiry was fuelled by a perceived lack of participation among students, leading the teacher to investigate how classroom activities and students' perceptions affected their speaking skills.
Methods: A multi-faceted approach was employed to gather data, consisting of a student questionnaire, classroom observations by a colleague, and a reflective journal maintained by the teacher. The questionnaire focused on students' opinions of speaking activities, their preferences, and the challenges they face. Observations were conducted over four lessons to analyse engagement and the effectiveness of various teaching strategies.
Findings: Data analysis revealed that while most students enjoyed speaking activities, a significant number expressed anxiety and hesitance, primarily due to limited vocabulary and grammar skills. Despite attempts to engage them, 14 students reported struggling with vocabulary, indicating that language proficiency was a barrier to full participation. Observations confirmed that students often relied on familiar phrases, avoiding complex language structures.
Implications: This research underscores the necessity of addressing vocabulary acquisition in order to enhance students' speaking skills. The findings indicate potential areas for improvement, such as implementing vocabulary-building activities, using visual aids, and providing continuous feedback. Other educators might consider similar investigative approaches to understand and address the specific language challenges their own students face, thereby enhancing overall learning outcomes
Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features
Get PDFContext: This study was conducted by the Secondary School Subjects Special Interest Group (SSS-SIG) at Nottingham Trent University. It focused on improving Initial Teacher Education (ITE) programs for secondary subject teachers in England, with the aim of influencing both the university's own programs and regional/national policy. The inquiry addressed the need to better understand the key characteristics expected of secondary Postgraduate Certificate in Education (PGCE) trainees across various subject specialisms.
Aims: The research sought to develop scholarship and research skills among early-career teacher educators and investigate the desirable traits of trainee teachers in secondary education. Key aims included understanding the balance between subject knowledge and pedagogical skills, identifying how these expectations vary across different subjects, and using this insight to inform course design and revalidation processes within ITE programs.
Methods: A systematic literature review was employed, following a structured process of question development, literature search, data extraction, and thematic analysis. The research team analyzed studies related to secondary PGCE courses using academic databases and compiled the results into a thematic framework. Tools such as PRISMA diagrams and literature matrices were utilized to document and compare findings across subject areas.
Findings: Seven key themes emerged, highlighting the importance of balancing subject knowledge and pedagogical skills, the challenges of designing generic teacher education programs, the effectiveness of subject knowledge enhancement courses, the development of practical teaching skills, and the role of reflection and mentorship. Additionally, the interplay between mentorship and school-based experiences was found to be crucial for trainee development, with different expectations observed across subjects.
Implications: This study suggests that teacher education programs need to carefully balance subject- specific and pedagogical training. Other teacher educators might reflect on the importance of incorporating reflective practices, mentorship, and subject-specific approaches into PGCE courses. It also emphasizes the value of integrating theory with practice through enhanced school-based learning opportunities
Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education?
Get PDFContext: The report explores ethical issues in researching Higher Education Teaching and Learning (RHETL), particularly when academics research their own or colleagues’ teaching practices. It draws on an initiative at a research-intensive university in London aimed at creating accessible ethical guidance for those inexperienced in such research, targeting both experienced researchers in non-cognate disciplines and those on teaching contracts with limited research experience.
Aims: The research addresses three primary questions: (1) What are the key ethical issues in RHETL? (2) How can institutional ethics processes better support those unfamiliar with these issues? and (3) What are the similarities and differences between ethical issues in RHETL and close-to-practice research in other educational phases? The goal is to inform the development of ethical guidelines and support the integration of RHETL into university practices.
Methods: This was a scoping study rather than an empirical investigation. It began with issues identified from the researchers’ experiences as RHETL practitioners and members of the university’s Research Ethics Committee, supplemented by a literature review. The aim was to map the scope of existing evidence, identify emerging discussions, and re-interpret findings to inform both current practice and future research, including potential systematic reviews.
Findings: Key issues in RHETL include the power imbalance between academics and students, which complicates the ethical use of student-generated data. There are also challenges related to competing terminology in the field, the complexity of ethical processes, and the use of digital tools in research. The literature review indicated that while the ethical issues in RHETL resemble those in other educational phases, they require adaptation for the university context, particularly in managing the insider-researcher position and navigating the evolving digital research landscape.
Implications: The findings underscore the need for tailored ethical guidance and support mechanisms for academics engaged in RHETL, including simplified ethical consent processes and training. Cross-phase learning between higher education and other educational phases is advocated to enhance mutual understanding and support. The initiative has led to increased RHETL activity and early evidence of improved peer-reviewed publications, suggesting a positive impact on academic research culture
How to engage high school students to learn English by using Web 2.0 tools
No full textContext: This study takes place in a high school setting in Kutaisi, where the teacher observed that students showed a lack of interest in traditional language learning methods, particularly in learning English. The school community is characterised by minimal English exposure outside the classroom, and students often rely on technology, such as smartphones and apps, for information and interaction.
Aims: The research aimed to explore how the integration of Web 2.0 tools could enhance motivation and engagement in English language learning among high school students. It sought to identify the specific tools utilized, their purposes in classroom activities, and student perceptions regarding their effectiveness.
Methods: The research methodology included maintaining a reflective journal to monitor the integration of Web 2.0 tools, conducting classroom observations with feedback from a colleague, and administering a student questionnaire to gather insights on preferences and attitudes toward technology-enhanced learning.
Findings: Findings indicated that students preferred using various Web 2.0 tools, including Padlet, Mentimeter, Kahoot, and others, which facilitated increased participation and collaboration during lessons. Observations and questionnaires revealed that students found technology engaging, with most responding positively to the integration of these tools in their learning process. Many participants acknowledged enhancements in their understanding when using digital tools compared to traditional textbook methods, noting that technology fostered better communication and collaboration among peers.
Implications: The study suggests that the incorporation of digital tools in language learning can yield positive outcomes in student engagement and comprehension. Other educators might learn that adapting teaching methods to include technology can align with students' interests and enhance their learning experience, thereby addressing common challenges in motivating high school learners. Continued exploration of various digital tools may further enrich the educational landscape and promote active participation in the classroom
Lack of motivation in writing activities
No full textContext: This study investigates the factors influencing the motivation of sixth-grade students in writing activities at LEPL Rustavi Nikoloz Muskhelishvili Physics-Mathematical Public School No.26 in Georgia. The role of feedback and encouragement strategies in shaping student engagement in English writing tasks is emphasised, particularly in a classroom where English is used primarily within educational contexts.
Aims: The primary aim of the research was to understand students' disengagement and lack of motivation toward writing tasks. The study sought to uncover students' perceptions of writing activities and the types of resources and activities employed in the classroom. The researcher aimed to identify any patterns that contributed to the students' reluctance to participate in writing exercises.
Methods: A mixed-methods approach was taken, utilising three data collection tools: questionnaires, focus groups, and lesson observation. A questionnaire was distributed to all 17 students to gather insights into their experiences and emotions associated with writing tasks. Two focus groups with 14 students provided deeper qualitative insights, and a colleague conducted lesson observations to assess student engagement and reactions during writing activities.
Findings: The findings revealed that while most students felt motivated by their favourite writing tasks, a significant number experienced anxiety related to graded assignments. Issues contributing to disengagement included repetitive lesson structures and reliance on course textbooks, leading to a feeling of monotony. Some students craved more creative writing opportunities, while others felt undervalued due to a lack of timely feedback and support during tasks.
Implications: The study highlights the importance of diversifying writing activities to include more creative tasks, promoting collaborative work, and implementing timely feedback mechanisms. Other educators may learn the value of understanding the specific reasons behind students' motivation and engagement levels, emphasising a responsive teaching approach that adapts to student needs. Additionally, fostering a supportive atmosphere where students participate in the evaluation process can alleviate anxiety associated with writing assessments
Improving writing skills in English through formal and informal letters
Get PDFContext: The study focuses on letter-writing skills among students in a Georgian public school, particularly among those aged 14-17. The principal and English language teacher observed that students struggled with spelling, grammar, and idea generation while writing both formal and informal letters.
Aims: The primary objective of the research was to understand students' preferences in letter writing and the challenges they encounter. Specific exploratory questions were formulated to investigate the amount of class time dedicated to writing, the difficulties faced by students, and their preferences between formal and informal letter types.
Methods: Data collection involved a combination of methods including questionnaires, focus groups, and observations. A questionnaire with 13 questions assessed students' motivation and feelings about writing, while focus groups involved 30 students discussing their writing experiences and challenges. Additionally, lesson observations were conducted to provide insights into classroom dynamics and instructional support.
Findings: Results indicated that writing practice occurred for only 15-20 minutes twice a week, which was deemed insufficient by the majority of students. They reported significant difficulties with spelling, vocabulary, grammar, and distinguishing between formal and informal language. Most students expressed a preference for informal letter writing due to its relevance in social communication, although they recognised the importance of both letter types for various contexts.
Implications: The findings suggest that enhanced writing practice is necessary for student improvement in this area. The data highlighted the need for more focused activities addressing spelling and vocabulary, alongside explicit teaching of formal and informal writing characteristics. The study underscores the utility of action research for teachers in understanding classroom dynamics and refining instructional strategies in English language education. Other educators might find value in applying similar exploratory methods to assess and adapt their teaching practices based on students' needs
Enhancing middle school Mathematics through a professional learning Mathematics community
Get PDFContext: This study investigates the efficacy of a Professional Learning Mathematics Community (PLMC) at Beaconhouse Jauhar Campus, a middle school in Karachi, Pakistan. The institution faces challenges such as new Mathematics teachers and students' declining performance in the subject, prompting the need for improved instructional strategies and a cohesive teaching environment.
Aims: The primary objective of the study is to enhance Mathematics teaching practices and student outcomes through the implementation of a PLMC. The research aims to explore the potential benefits of this community, identify effective teaching strategies, and address specific learning challenges faced by students.
Methods: A mixed-methods approach was employed, combining qualitative and quantitative data. Participants included novice and veteran teachers, whose experiences and perceptions were documented through reflective journals, surveys, focus group discussions, and interviews. Additionally, students' Mathematics performance data were collected to assess the programme's impact.
Findings: The findings reveal that the PLMC successfully fostered collaboration among teachers, leading to enhanced pedagogy and improved learning outcomes. After eight weeks of mentoring, mentees achieved their set goals, and students' performance increased significantly from 49% to 73.88% in standardized tests. Qualitative insights highlight elevated teacher morale and improved classroom dynamics, with students reporting a greater interest in Mathematics.
Implications: The study underscores the value of PLMCs in nurturing supportive learning environments that can enhance teacher professional development and student engagement in Mathematics. Educators may find that structured mentorship and collaborative efforts can effectively address instructional disparities and encourage a positive shift in teaching practices. While some challenges like time constraints persist, the overall success of the PLMC presents a viable model for educational improvement
Why do students find speaking activities challenging?
Get PDFContext: The research was conducted in a government-run urban school in Khashuri, Georgia, which serves approximately 600 students from diverse backgrounds. The school aims to provide equal access to education while promoting academic excellence. The focus of this study was on sixth-grade students encountering challenges in speaking English during classroom activities.
Aims: This study aimed to explore the specific difficulties that students face in speaking activities and to identify underlying factors contributing to these challenges. It sought to gain insights into students' perspectives regarding their speaking anxiety, fluency, and the relevance of speaking topics. Understanding these aspects is intended to help tailor teaching methods to better support student needs.
Methods: The research spanned 15 weeks and employed multiple methods for data collection, including student questionnaires, peer observations, and a reflective journal. Questionnaires gathered students' thoughts and feelings about speaking tasks, while peer observations conducted by experienced colleagues provided insights into students' engagement and participation levels. The reflective journal documented observations and reflections related to teaching practices.
Findings: The findings revealed that students were often anxious about making mistakes during speaking tasks, which hindered their participation and fluency. Many observed that the immediate correction of errors interrupted their flow and increased their self-consciousness. Students expressed a lack of interest in the speaking topics and reported feeling disengaged, particularly when topics did not align with their interests or language proficiency levels. Observations indicated that students struggled with fluency, often reverting to their native language when unable to express ideas in English.
Implications: This study illustrates that students' fear of making mistakes and the lack of engaging speaking topics can impede language development. It suggests that tailoring speaking activities to align with students' interests and implementing supportive error correction strategies may foster a more engaging learning environment. Other teachers may learn from this research to reflect on their own teaching practices and consider how to enhance student confidence and engagement during speaking activities