Camtree Digital Library (Univ. of Cambridge)
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Developing Primary Subject Networks
Get PDFAim:
This iniative aimed to create supportive networks across the full primary curriculum to enhance teaching and learning, build social capital, and equip teachers with new resources and strategies.
Methods:
Subject leaders in primary schools, including experienced and new to the role, who are keen to develop expertise and challenges in the 4 foundation subjects. Subject networks were set up for 4 foundation subjects, with meetings half-termly and after school. Webinars, conferences, and visits to the National Gallery and Camden Archives were used to enhance teaching and learning. Resources and strategies were shared in meetings and on a padlet.
Findings:
Teachers report feeling better equipped to support colleagues and excited by new resources and strategies.
Implications:
The development of primary subject networks has had a positive impact on teaching and learning, with teachers feeling better equipped to support colleagues and share resources. This has resulted in increased enthusiasm and willingness to work collaboratively
Female students' participation in classroom activities
Get PDFContext: This study was conducted in a high school in Sakal, a small village in the Louga region of Senegal, where the author has been teaching English for 12 years. The unique context of the school includes a relatively high number of female students compared to other schools in the country, which is a result of government policies promoting girls' education. Despite their numbers, female students show limited participation in classroom activities, influenced by cultural and religious norms that discourage female-male interaction.
Aims: The study aimed to explore the reasons behind the low participation of female students in classroom activities and to identify strategies that could enhance their engagement. The author sought to understand his own perceptions, the preferences of female students regarding classroom activities, and the views of his colleagues on the issue.
Methods: Three data collection methods were employed: reflective journals to capture the author's own thoughts and teaching practices, focus group interviews with female students to gather their perspectives, and interviews with colleagues to gain insights into their observations and approaches towards female students' participation. An action plan was then implemented, incorporating the think-pair-share strategy using reading materials focused on a Senegalese female role model.
Findings: The study found that female students' low participation was linked to a lack of self-confidence, fear of being mocked by male classmates, and insufficient vocabulary. The think-pair-share strategy proved effective in increasing their participation. Female students felt more comfortable and motivated when working in groups, which boosted their self-confidence and willingness to speak up in class. The strategy helped them overcome the fear of making mistakes and made them more eager to participate.
Implications: The findings suggest that teachers who are attentive to the specific needs of female students and who implement inclusive strategies like think-pair-share can foster a more engaging classroom environment. This approach may be particularly beneficial in contexts where cultural norms impact female students' participation. Other teachers could consider adapting similar strategies to encourage greater involvement from all students
"I have no clue how to pronounce that": The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes
No full textThe aim of this study was to analyse the impact of an explicit, systematic phonics teaching intervention on a KS3 Italian class’s reading aloud ability and attitudes. The findings suggest that systematic, explicit phonics teaching may have a positive impact on student decoding ability, perception of that ability, and confidence
How to improve students' speaking skills?
No full textContext: This study addresses the enhancement of speaking skills among Grade 12 students in a Thai upper secondary school, focusing on overcoming shyness and lack of confidence in English communication.
Aims: The research aimed to explore teaching strategies to improve students' speaking skills, addressing issues related to confidence and shyness during English speaking tasks.
Methods: Utilizing Exploratory Action Research, the study employed surveys, focus group discussions, and reflective writing by the teacher to evaluate the effectiveness of teaching strategies in promoting speaking skills.
Findings: The implementation of multimedia aids, concept-checking questions, pronunciation practices, and structured speaking activities (including pair and group work) enhanced students' confidence and ability in speaking English. These methods facilitated better understanding and practice of language use in context.
Implications: Incorporating multimedia resources, engaging in pronunciation drills, and organizing structured speaking tasks are effective strategies for improving English speaking skills among Thai students. These approaches encourage active participation and help overcome barriers to speaking, such as shyness and lack of confidence
Exploratory action research on errors in essay writing
Get PDFContext: This study was conducted at Ijebu Igbo Girls' Grammar School, Ogun State, Nigeria, with Junior Secondary School students aged 12-14. It explores the errors in essay writing among students with limited exposure to private education and reliance on public schooling resources.
Aims: To identify the types of errors students make in essay writing, understand the reasons behind these errors, and develop strategies to improve their writing skills.
Methods: The research employed classroom observations, focus group interviews with 18 students and five colleagues, and reflective writings to gather data on students' essay writing errors and attitudes towards writing.
Findings: Students exhibited a lack of skills in essay writing, demonstrated poor reading habits, and showed anxiety towards essay writing. Errors included out-of-context points, grammatical mistakes, and improper punctuation. Interventions such as developing essay outlines, practice demonstrations, encouraging peer feedback, and exposing students to grade-level readings improved students' essay writing skills.
Implications: Effective essay writing instruction may require a focus on structure, confidence building, and extensive reading, along with clear guidelines, scaffolding of learning, and promotion of peer support to enhance students' writing abilities and reduce anxiety
Promoting speaking skills
No full textContext: The study investigates speaking skills among college graduates and employees enrolled in an Intensive Speaking Programme at an independent institution in Dilling locality, South Kordofan state, Sudan. These adult learners seek to improve their English for communicative purposes.
Aims: To enhance speaking skills and confidence among learners, addressing their discomfort and nervousness in speaking English in class.
Methods: Employing questionnaires, lesson observation, and a reflective journal, the study explored students' feelings about speaking English, their performance during speaking activities, and their opinions on the activities provided.
Findings: Students felt uncomfortable and nervous speaking English due to pronunciation errors, leading to reluctance and reduced motivation. They lacked collaboration during speaking tasks and required more scaffolding, such as visual aids and pronunciation practice.
Implications: The study underscores the need for practical tasks, collaboration, and pronunciation practice in speaking classes. Implementing dialogues, debates, audio and video materials, and conversation games can foster a supportive environment, improving learners' speaking skills and confidence
Improving computer programming skills for computer science students at university level
Get PDFContext: This study focuses on the challenges faced by university-level computer science students in Ethiopia, aged 18 to 23, who are new to computer programming. The educational setting is characterized by students' limited prior exposure to technology, primarily due to their rural backgrounds.
Aims: The research aims to explore and enhance the programming skills of these students through the implementation of innovative teaching strategies and increased practice opportunities.
Methods: Employing exploratory action research, the study involves focus group interviews, peer observations, and classroom observations to evaluate the effectiveness of various teaching strategies and their impact on students' programming skills.
Findings: Initial findings highlighted a lack of student engagement and practice in coding activities. Following the intervention, which included increased practice sessions, group work, and the establishment of a coding club, significant improvements were observed in students' programming abilities, problem-solving skills, and engagement.
Implications: The study underscores the importance of practical experience and peer-supported learning in developing programming skills. Relatively interactive and practice-oriented learning environments can effectively engage students and enhance their learning outcomes in computer science
Improving female students' performance in fourth grade
Get PDFContext: This study was conducted in a rural junior high school in Mbam, Senegal, where the author noticed a significant decline in participation and motivation among female students in Grade 4. Despite being engaged in earlier grades, many female students ceased participating actively in class discussions, leading to concerns about their academic performance and retention in school.
Aims: The primary aim of the study was to identify the factors contributing to the reduced participation of female students in Grade 4 and to implement strategies to improve their motivation and academic performance. The author sought to create a more inclusive and supportive classroom environment that would encourage these students to re-engage in their education.
Methods: The author employed several methods to gather data, including reflective journals, focus group interviews with 26 female students, and interviews with colleagues. These methods provided insights into the students' perceptions of their academic performance, the challenges they faced, and the attitudes of their teachers. An action plan was then implemented, which included co-teaching with selected female students, interactive lessons, games, and debates on gender-related topics.
Findings: The study revealed that female students' participation was hindered by a lack of confidence, fear of ridicule from male peers, and limited support from home due to cultural norms and household responsibilities. Interactive activities such as co-teaching, games, and debates significantly improved their engagement and confidence. Female students showed increased motivation and willingness to participate in class, especially when they could compete successfully with male students.
Implications: This study suggests that providing varied, interactive learning activities and addressing cultural and social barriers can enhance female students' participation and motivation. Teachers may benefit from incorporating such strategies in their classrooms, especially in contexts where cultural expectations limit female students' engagement. Co-teaching and peer support can be particularly effective in building confidence among female students
Improving students' critical thinking skills through the use of the QARED model
Get PDFContext: The study, conducted in a rural school in Lampang, northern Thailand, targets Grade 12 Science, Mathematics, and English students. It addresses the integration of critical thinking skills with English presentations to develop critical presentation skills.
Aims: To enhance students' critical thinking abilities in English presentations, focusing on questioning, assertion, reasoning, evidence, and presentation skills.
Methods: Using the 'task-teach-task' approach, the study involved 43 students presenting on the medicinal benefits of perilla seeds, incorporating the QARED model to improve criticality in presentations.
Findings: Initially, students struggled to provide reasoning or evidence in their presentations. After implementing the QARED model, all students showed improvement in their ability to reason and provide evidence, enhancing their critical thinking presentation skills.
Implications: The QARED model can be effective in fostering critical thinking skills in English presentations
Gender differences in a selected Year 9 recommended English textbook
No full textContext: The study examines gender representation in a Year 9 English textbook used at Vera Grace College, Lagos, where the author observed gender biases and stereotypes that potentially influenced students' perceptions of career choices and domestic roles. The context is a diverse classroom with students from various socio-cultural and religious backgrounds.
Aims: The main aim of the study was to explore and understand the presence and impact of gender differences in the selected English textbook on Year 9 students' perceptions. The research specifically sought to uncover whether the textbook influenced students' choices of careers, domestic roles, and games, and to evaluate the effectiveness of implementing gender-neutral teaching strategies in altering these perceptions.
Methods: The study employed a mixed-methods approach, combining qualitative and quantitative data. It involved the use of reflective journals, close-ended questionnaires, essay tests, and textbook analysis. To address the identified gender biases, the researcher implemented a series of action plans over four weeks, which included designing gender-neutral instructional materials, engaging students in balanced activities, inviting resource persons from various professions, and conducting interviews and questionnaires before and after the interventions to assess changes in perceptions.
Findings: The study revealed that the textbook in question portrayed careers and activities in a gender-biased manner, leading to stereotypical perceptions among students. For instance, male students predominantly chose careers like engineering and law, while female students preferred nurturing roles like nursing. Post-intervention, the students showed improved understanding and acceptance of gender-neutral career options and roles. The interventions positively influenced the students, as all participants recognized that nursing could be a profession for both males and females, and they began to see sports and domestic chores as gender-neutral.
Implications: The study suggests that teachers might benefit from being vigilant about the gender biases present in textbooks and should consider using supplementary gender-neutral resources. Individual teachers could use similar intervention strategies, such as gender-neutral materials and inviting diverse role models, to challenge gender stereotypes in their classrooms. This could potentially broaden students' perspectives on career choices and roles beyond traditional gender expectations