Camtree Digital Library (Univ. of Cambridge)
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Developing leadership skills in Peruvian high school students
Get PDFContext: The research focuses on the development of leadership skills among high school students at Colegio San Andres in Lima, Peru, highlighting the country's diverse cultural attitudes and the challenges faced concerning effective leadership. The study recognizes that understanding cultural influences on leadership perceptions is crucial, as it shapes both students' and teachers' ideas of what constitutes effective leadership.
Aims: The primary aim is to explore the perceptions of senior students regarding leadership and to identify essential components for a leadership training program tailored to their needs. Specifically, the study intends to contrast these views with those held by their teachers, thereby ensuring that the program addresses the actual needs and expectations of students.
Methods: The study employs qualitative methods, including focus groups and interviews, to gather data from senior students and teachers. Two focus groups, comprising 6 to 10 participants each, engage in discussions based on standardized open-ended questions to explore their perspectives on leadership. Additionally, interviews with two teachers provide a comparative analysis of leadership perceptions between students and educators.
Findings: The findings reveal that both groups acknowledge the potential for effective leadership in Peru, favoring people-oriented characteristics such as integrity and good communication. Students exhibit more optimism regarding the future compared to their teachers, reflecting possible disillusionment among adults. Both students and teachers agree on the necessity of a leadership program but differ in their preferences for its content, emphasizing practical experiences over theoretical teachings.
Implications: The study suggests that effective leadership development requires the active collaboration of all stakeholders within the school. It underscores the importance of listening to student voices and adapting educational policies to foster an environment where they can exercise their leadership potential. Other educators may glean insights into the value of integrating student feedback into leadership training initiatives to promote significant and positive change within educational institutions
Improving coherence and cohesion in writing among teenagers
Get PDFContext: This exploratory research was conducted at Khashuri Public School No.1 in Georgia, where the author identified a significant challenge in students' writing performance despite their overall proficiency in English. The school environment supports language practice through various extra-curricular activities; however, students faced difficulties in writing, particularly regarding coherence and cohesion.
Aims: The study aimed to investigate the factors contributing to the students' deficiencies in writing skills and to enhance eighth-grade students' coherence and cohesion. The author sought to understand students' feelings towards writing tasks, their application of learned writing strategies, and methods to encourage more writing.
Methods: To gather comprehensive data, the author employed a mixed-methods approach consisting of a questionnaire, focus groups, and lesson observations. The questionnaire collected quantitative data on students' self-perceptions regarding their writing skills. The focus group, consisting of eight students, provided qualitative insights into their experiences and challenges with writing. Observations of writing lessons allowed the author to assess instructional practices and students' classroom behaviour in real-time.
Findings: The analysis revealed that most students felt motivated when given writing tasks, although some expressed fear due to the potential for poor grades. Students preferred quiet settings for writing and indicated that group and pair work helped alleviate their anxiety. Time management and environmental factors were critical, with students noting the need for adequate time and fewer distractions. Some students were not fully utilising writing strategies and required clearer instructions and positive reinforcement to improve their skills.
Implications: The findings suggest that the integration of specific writing strategies, such as brainstorming and planning, along with an emphasis on creating a supportive classroom atmosphere, could be beneficial in enhancing students' writing abilities. Additionally, fostering peer collaboration and providing personalised feedback may encourage student engagement and confidence in writing tasks. Other educators may find value in exploring similar approaches to address writing challenges within their own contexts
Improving student academic performance in Maths and Science
Get PDFContext: The research is situated within Masuka Christian High School in Zimbabwe, a private institution facing challenges in student performance in Maths and Science. Established in 2015, the school has struggled to achieve pass rates above regional averages for the past three years, prompting concerns from students, teachers, and parents.
Aims: The primary aim of the research was to explore and implement strategies to enhance student outcomes in Maths and Science, specifically in light of the poor performance compared to surrounding schools. The study sought to identify underlying factors contributing to low pass rates and to develop interventions to address these issues.
Methods: A mixed-methods approach was employed, utilizing focus group discussions, interviews, and analysis of students' written work to gather data from three groups: teachers at Masuka Christian High School, teachers from neighboring schools, and students. Participants included teachers with varied qualifications and students across different performance levels, ensuring a comprehensive understanding of the issues at hand.
Findings: The findings revealed significant issues, including a lack of resources such as textbooks and laboratory equipment, insufficient practical lessons, and the need for both remedial and extension work tailored to different student capabilities. Post-intervention, results indicated improvement among high-performing students, while lower-performing students showed slower progress. Upgrades to laboratory facilities and the introduction of an e-library increased student engagement and enrollment in Maths and Science classes.
Implications: The study suggests that localized continuous professional development programs may be crucial for enhancing teaching effectiveness. Additionally, the integration of modern teaching resources, such as video lessons and collaborations with neighboring schools for benchmarking, can foster a supportive learning environment. Teachers may find insights into addressing specific challenges related to resource limitations and program implementations within a similar educational context
Smart leadership for female empowerment in education in Pakistan
Get PDFContext: The research focuses on Peshawar Model Girls High School, situated in the diverse urban landscape of Peshawar, Pakistan. The school aims to empower female students through leadership development, mentoring, and inclusive teaching practices, fostering a supportive educational environment in a context where women's education faces cultural undervaluation.
Aims: This research seeks to engage and empower female students in leadership roles by implementing a mentorship program that enhances teacher professional development. The initiative is designed to cultivate confident, skilled female leaders who can effect positive change within educational settings and beyond.
Methods: A multifaceted approach is employed, utilizing digital tools, surveys, focus groups, and personal reflections. Participants include female students and teachers selected through purposive sampling to capture diverse experiences and insights. Data collected encompasses both qualitative and quantitative methods, allowing a comprehensive evaluation of the mentorship program's effectiveness.
Findings: The research highlights several challenges female leaders face, such as societal biases, limited opportunities, and communication barriers within mentor-mentee relationships. Participants expressed the need for ongoing support beyond the initial program, indicating that structured mentorship significantly enhances teachers' professional skills, collaboration, and confidence. However, gaps were identified in daily reinforcement and measurable outcomes for inclusivity initiatives, emphasizing the need for continuous development and tailored strategies.
Implications: This action research reveals the importance of collaborative mentorship programs in fostering a culture of continuous learning among educators. The findings indicate that successful mentorship initiatives can substantially benefit female leadership aspirations, suggesting that other educational institutions could utilize similar frameworks for empowering women in leadership roles. The insights gained could contribute to enhancing educational practices and policies aimed at promoting equity and developing future female leaders in similar cultural contexts
A case study of a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school
No full textThe intervention assessed through this case study looks to address specific social and learning needs of Hong Kong secondary school students, with a focus on reintegrating students into an on-campus setting, and aimed at improving communication and socialisation among peers, providing time away from devices and screens, and improving focus and concentration in lessons. The question that this case study seeks to answer is: can a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school help to improve the social and academic integration back into normal school routines? The findings of the case study, based upon both quantitative and qualitative data, are that whilst the intervention showed strong efficacy in promoting socialisation and time away from screens, it was less effective in improving focus in lessons. From triangulating the data and discussing it in relation to the literature, it is concluded that the focus of the intervention was perhaps too narrow, and that the programme could be improved through augmenting the timetable with further academic and pastoral support (e.g. counselling, discussion circles, study skills). These augmentations could provide a more holistic approach to reintegration back into school, and might prove especially useful for students with additional learning needs, who are likely to have been more severely affected by Covid-related school closures — as well as changes to learning environments, lack of agency and control, and more limited 1-1 support — than other students in the school. 
Gender effects on choice of words in a writing task
No full textContext: This research was conducted at the Nigeria French Language Village International Secondary School in Badagry, Lagos, Nigeria. The study focused on senior secondary students, aged 15-16, who were in their final year of school. The researcher, a teacher-trainer, observed that male students consistently used more advanced vocabulary and expressive language in their writing compared to female students. This study aimed to explore these gender differences in word choice and find strategies to support female students in improving their writing skills.
Aims: The primary aim of the study was to identify the differences in vocabulary use between male and female students in written tasks and to understand the factors contributing to these differences. The researcher sought to find effective ways to help female students enhance their expressive skills and vocabulary in writing, ultimately aiming to improve their overall performance and confidence in written tasks.
Methods: Data were collected through a pre-test essay, a reflective journal, and a focus group discussion with eight students. The pre-test involved a writing task on whether the Nigerian government should provide free education to university students, allowing the researcher to analyse vocabulary use and performance differences. The reflective journal provided insights into potential reasons for these differences. A focus group discussion helped to explore the students' perspectives on word choice in their essays and their understanding of advanced versus simple vocabulary.
Findings: The analysis of the pre-test showed a marked difference in vocabulary use, with 15 out of 20 male students using more advanced words compared to only 7 out of 20 female students. While students could distinguish between advanced and simple vocabulary, they could not attribute specific writing samples to male or female authors without explicit gender indicators. Male students were perceived to be more articulate, potentially due to extensive reading and exposure to educational materials. Following the intervention, which included oral composition drills, analysis of female journalists' writing, and peer feedback sessions, both male and female students showed improvement in their writing. Female students, in particular, gained confidence and expanded their vocabulary.
Implications: This study highlights the importance of targeted support for female students in developing their writing skills. Teachers might consider using gender-specific role models, peer feedback, and structured writing exercises to build vocabulary and expressive skills. Encouraging mixed-gender collaboration and regular practice can also foster a more balanced development of writing abilities in both male and female students
A case study of small group pull-out SEN specialist-led writing intervention for KS3 pupils with dyslexia in a local Hong Kong Secondary School
No full textThis case study focuses on a small group pull-out writing intervention for Key Stage 3 pupils with dyslexia from a local Hong Kong secondary school and aims to evaluate the effectiveness of the current pull-out writing intervention for KS3 dyslexic pupils in meeting their unique needs and to determine if a revision of the approach is necessary. Data including observations, interviews, questionnaires were triangulated, with analysis revealing that while the intervention aimed to improve pupils' confidence and motivation in learning and help them become more autonomous, there was no formalized reading intervention, and the lack of a reading program negatively impacted pupils' ability to follow written instructions for written tasks. The study also found that there was no agreed-upon approach or methodology for helping with reading and writing consistently used throughout the intervention and transferred to the broader classroom. The study concludes that collaboration and coordination between the English and SEN departments is needed to streamline a consistent approach to support pupils with dyslexia. The study recommends incorporating typing practice in all interventions, extending writing interventions to have a more lasting effect, establishing a reading program or intervention for the whole class, and using the five writing strategies recommended by Slavin et al. (2019) to equip secondary school pupils with healthy writing routines beyond their school years
Girls' passivity in the classroom
No full textContext: This study was conducted at a secondary school in Mbouma, Kaolack region, Senegal, where the researcher observed a concerning lack of participation among female students in Grade 4. The passivity of girls in the classroom was attributed to cultural and religious beliefs that discourage female assertiveness in public settings, including the classroom. This issue prompted the researcher to investigate the reasons behind this passivity and to explore strategies to increase female students' engagement in classroom activities.
Aims: The main objective of the study was to understand the reasons behind the low participation of female students in classroom activities and to develop strategies that could encourage them to engage more actively. The study aimed to create a more inclusive classroom environment where both male and female students could participate equally, thereby improving learning outcomes for all.
Methods: The researcher used multiple data collection tools, including a journal to record classroom observations, a questionnaire for 12 female students to gather their opinions on participation, and interviews with colleagues to understand their perspectives. Additionally, classroom observations were conducted by a colleague to evaluate the extent of female participation and to provide external insights into the issue. These methods aimed to provide a comprehensive understanding of the factors contributing to girls' passivity in the classroom.
Findings: The study found that female students were often passive, preferring to work alone and avoiding group activities. This was due to a lack of confidence and unfamiliarity with collaborative work. The girls rarely volunteered to speak or participate in class discussions. The researcher's colleagues confirmed that this passivity was a long-standing issue, partially due to traditional gender roles. However, after implementing an action plan that included mixed-gender group work and lessons on gender equality, there was a noticeable increase in the girls' participation and confidence.
Implications: The findings suggest that creating an inclusive and supportive classroom environment can significantly improve female students' engagement. Teachers might consider using gender-sensitive topics and collaborative activities to foster a sense of equality and encourage all students to participate. Consistent practice in group settings can help build confidence among female students, allowing them to become more active participants in their learning process
Teaching grammar in context
Get PDFContext: This research examines the teaching of grammar in context within secondary schools in Ivory Coast, focusing on a diverse educational setting that includes both novice and experienced teachers. The study addresses the challenges of effectively teaching grammar, motivated by observations of decontextualized grammar instruction.
Aims: The primary aim is to enhance teachers' skills in contextualizing language points during grammar lessons, thereby improving the effectiveness of grammar teaching.
Methods: The study employs questionnaires, interviews, and classroom observations involving 27 teachers and 280 students to explore teaching practices and preferences regarding grammar instruction methods.
Findings: The research finds that a significant portion of teachers attempt to contextualize grammar through self-created situations, but often revert to rule explanation. Students and teachers exhibit a preference for rule explanations, indicating a partial understanding of contextualization among teachers. The study identifies a gap in the utilization of diverse resources for contextualizing grammar, such as texts, songs, and games.
Implications: The findings suggest a need for professional development focusing on diverse strategies for contextualizing grammar, whereby a variety of resources and interactive methods can be incorporated into grammar instruction to foster a more engaging and effective learning environment, potentially enhancing students' understanding of grammar and its use in real-life communication
What is the impact of Philosophy for Children on Year 13 politics pupils in their consolidation of knowledge at the end of a topic?
No full textBackground and purpose: This study sought to support 10 learners in a Year 13 A-Level politics class, with a particular focus on three students who were identified as being at the top, middle, and lower ability of the class. Philosophy for Children (P4C) was used with the class to explore its usefulness in developing students debate and discussion.
Aims: We wanted to use ‘P4C’ as a tool to build and develop students abilities to engage in meaningful discussion and debate on different political topics. If successful, this should also result in an improved ability to write purposefully about the topic in an essay.
Study design or methodology: We used research lesson study, to work collaboratively with colleagues, and to take student interaction and feedback (post-lesson interviews) as the basis for reflection and onward planning. We particularly focused our lesson study observations on 3 students identified as top, middle, and lower ability. All students were aged 17 to 18 years.
Findings: Students showed an increased confidence in engaging in debate throughout the three lesson series. The P4C model allowed students to demonstrate and develop their knowledge and understanding of topics covered in politics lessons. Using P4C as a tool to bring together a topic before an essay is written gives students the confidence to see the material come alive in discussion and consider different points of view.
Implications for practice: A P4C model has been developed for the school and delivered to staff at INSET. Research lessons are now embedded as a learning tool at Haileybury due to their benefits for staff and student learning