Camtree Digital Library (Univ. of Cambridge)
Not a member yet
601 research outputs found
Sort by
Effects of gender on class participation in drama lessons
Get PDFContext: The study was conducted at the Federal College of Education (Technical) in Lagos, Nigeria. It focused on a group of 200 science students in a mixed-gender, tertiary-level English course. Many students had previously attended single-gender schools, making the mixed-gender classroom experience relatively new for them. The research aimed to address gender disparities in class participation, particularly the reluctance of female students to engage actively in drama lessons.
Aims: The primary aim was to explore and understand the reasons behind the low participation of female students in the drama class and to promote inclusive class participation regardless of gender. Specific research questions included investigating desired class participation outcomes, the importance of inclusive participation, students' and colleagues' perceptions of gender disparities, and how these disparities could be addressed.
Methods: Data were collected using questionnaires, interviews, and a reflective journal. A questionnaire was distributed to 50 students to gather opinions on gender disparity, and interviews were conducted with 20 colleagues to understand their perspectives on gender dynamics in their classrooms. The researcher also maintained a reflective journal over six weeks to document class activities and participation patterns. Following data collection, an action plan was implemented over four weeks, including mixed seating arrangements, group work, communication skills training, and introducing reading passages on female role models.
Findings: The study found that gender stereotypes significantly influenced class participation. Female students were generally less active, preferring topics such as cooking, while males were more engaged in discussions related to sports. After implementing the intervention, 80% of students reported increased participation. Mixed seating arrangements and group work helped foster collaboration and reduce gender biases. Reading passages on female role models helped challenge stereotypes and boost female students' confidence and participation.
Implications: The findings suggest that teachers can create more inclusive classrooms by addressing gender stereotypes and promoting equal participation opportunities. The use of mixed seating, collaborative group work, and role models from both genders can help students overcome biases and engage more actively in learning. Other educators might find these strategies useful in fostering inclusive participation in their own classrooms
A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics
No full textThis action research project explores whether implementing feminist pedagogies can improve girls' attitudes towards mathematics. Features of feminist mathematics pedagogies include social learning, connected knowing, a reflective and low-pressure environment, and problem solving with multiple routes
What is the impact of metacognitive talking aloud strategies with mixed ability pupils on their ability to apply their grammatical knowledge in translation, and/or interpretation of unknown literary texts?
Get PDFBackground and purpose: Developing translation skills is a very important process of language teaching and learning which students can find difficult at times. The purpose of this project is to use the ‘thinking aloud’ methodology to develop students’ inner monologue when tackling translation tasks and literature analysis, making it more explicit whilst completing tasks and honing in more easily on misconceptions.
Aims: The aim is to explore the impact of ‘thinking aloud’ on the grammar understanding and literature text analysis of the pupils. It is also important to develop a methodology to tackle translation skills and literary analysis that could be used extensively with all year groups and that students could apply in future.
Study design or methodology: The teachers used research lesson study and based their study design across three observation cycles focusing on Sixth form lessons. 17 pupils were involved over three lessons, between the ages of 16 and 17. The teachers focused on using ’thinking aloud’ to develop students’ translation skills and literature analysis. The group was keen to use this ‘thinking aloud’ methodology with students with different academic ability. Prior to the lesson cycles, the teacher identified that the students would approach translation tasks according to their linguistic proficiency and also their level of confidence. Therefore, the teachers were keen to see different student approaches to the ‘thinking aloud’ methodology. The process involved post-lesson meeting amongst teachers to discuss findings and reflections. Students were also questioned about their reflections on the process.
Findings: Students approach translation tasks and text analysis according to their language proficiency and their level of confidence. More proficient students seemed initially reticent to use this methodology as they saw it as an unnecessary step. However, when reflecting about the lessons, all students, of all abilities, seemed to see the benefit of developing these skills both as a way of developing their translation and analytical skills as well as their oracy.
Implications for practice: All teachers agreed that they would use this approach with different year groups as a diagnostic exercise for ascertaining prior grammatical knowledge, to develop grammatical accuracy and to enhance students’ oracy. This methodology has been very well received in the department when it was presented during INSET days, which will help develop a collaborative approach amongst all teachers in the department to perfect this methodology. Perhaps this could have long-lasting implications such as influencing the teacher-training of MFL trainee teachers, if taken on board by many teachers in schools
Perceptions of students and issues in teaching and learning writing
Get PDFContext: At Takpittayakhom School in Tak Province, Thailand, this study explores the challenges Year 12 students (17-18 years old) face in writing English, particularly grammatical accuracy and sentence construction.
Aims: To improve students' grammatical competence in writing through task-based language teaching and the GPAS 5 Step model, focusing on collaborative group work.
Methods: The study employed video recordings, attitude questionnaires, and observation forms to investigate students' attitudes towards English writing, common grammatical errors, and difficulties in free writing tasks.
Findings: Students struggled with thinking in Thai and writing in English, experiencing high levels of uncertainty and foreign language anxiety. Main difficulties included grammar (83.33%), vocabulary (64.58%), and word choice (18.75%). The preferred feedback method was teacher corrections.
Implications: The study highlights the value of engaging and supportive teaching strategies to address grammatical and vocabulary challenges. Promoting group work, providing clear feedback, and using task-based activities can enhance students' writing skills and reduce anxiety
The impact of ‘visibility protocols’ on raising the quality of pupils' exploratory talk in the secondary classroom
Get PDFBackground and Purpose: The participating teachers identified that, in the context of English and Classics lessons, pupils’ confidence and competence levels when engaging in Exploratory Talk can sometimes be poor. Accordingly, they wanted to develop an activity that could be used and adapted in different subject domains.
Aims: Recognising that exploratory talk is a tool that promotes cognitive engagement, the teachers wanted to support secondary pupils in being able to develop these skills so that their understanding of the course content would become more sophisticated and nuanced. They also wanted them to become more aspirational in the way that they articulated themselves, and decided that introducing different ‘visibility protocols’ was a way of achieving these aims.
Study Design or Methodology: The teachers used a research lesson study design, across three observation cycles, using three case students in each one. In total, there were 34 pupils participating in the lessons that were observed (24 in one class, and 10 in another). In the first and third observation cycle, the same case students were used. The pupils had been identified as being at different levels in terms of their academic ability and exploratory talk skills: high academic ability and high ‘talk’ competency/confidence, high academic ability and low ‘talk’ competency/confidence, low academic ability and low ‘talk’ competency/confidence. The project involved taking post-lesson feedback from pupils in the form of an evaluation form. After each lesson, the participating teachers also took part in reflective discussion, which both helped to form qualitative data and which informed the adaptation of the methodology.
Findings: By giving pupils clear success criteria for exploratory talk, some pupils were able to evaluate the quality of other peoples’ talk showing increased metacognitive awareness. Additionally, a ‘visible talk activity’ enabled some pupils to develop a better understanding of the skills required in the context of exploratory talk. The element of low-level threat that was involved also motivated some pupils to perform well. Indeed, it was noted that across the talk activities, some pupils demonstrated increased participation and confidence levels.
Implications for Practice: Methodologically, research lesson study is now starting to become embedded as a professional learning tool in the research school, due to the benefits realised through this for staff and student learning. Additionally, with regards to the research focus, the particpating teachers now have a sequence of ‘talk activities’ that could be used within lessons in their subject domains, and adapted to meet the needs of particular classes. Finally, beyond the immediate context of the school, and with some adaptation, it is felt that this sequence of ‘visible talk’ activities could work in different contexts (e.g. key stages, subjects)
Art-based games: An action research study exploring Year 10 students’ perspectives on short ‘warm up’ interventions and their potential effects on the classroom learning environment
No full textThis action research study provides evidence towards the value of using ‘warm up’ games in key stage 4 art classrooms, by suggesting that such activities can elicit a more interactive and engaging learning environment
Choice of learning resources and its influence on inclusive gender education
Get PDFContext: This study was conducted in a girls' secondary school in Zonkwa, Kaduna State, Nigeria, focusing on Senior Secondary III students. The teaching context reflects a society where gender roles are traditionally defined, with girls often relegated to domestic duties. The researcher observed that many learning resources used in the classroom reinforced these stereotypes, presenting males in professional roles and females in less prestigious roles. This disparity raised concerns about its impact on female students' participation and aspirations.
Aims: The study aimed to investigate how gender is portrayed in classroom learning resources and how these portrayals influence student participation and perceptions of gender roles. Specifically, it sought to understand students' and teachers' views on the use of these resources and their impact on female students' engagement and career aspirations. The researcher aimed to use this understanding to promote more inclusive and motivating learning experiences for female students.
Methods: The researcher utilized structured questionnaires and focus group discussions to collect data. Ten students (five male and five female) were surveyed to gauge their perceptions of gender representation in classroom resources. Additionally, a focus group with eight students and a separate one with colleagues were conducted to gather deeper insights into the impact of these resources on students' engagement and views on gender roles. The study also involved analysing existing learning resources to assess their portrayal of gender.
Findings: The study revealed that most learning resources, such as textbooks and charts, predominantly depicted males in prestigious roles like engineers and doctors, while females were shown in domestic or less influential roles. This biased representation affected female students' participation and lowered their confidence. After introducing gender-balanced resources and incorporating activities like mixed-gender group work and role-playing, there was a noticeable increase in female students' participation and a broader understanding of gender roles among all students.
Implications: This study suggests that using gender-inclusive learning resources can enhance female students' participation and aspirations. Teachers may benefit from evaluating and selecting resources that portray both genders equally in various professional roles. Activities that encourage collaboration and reflect gender equality can also help change traditional perceptions and foster a more inclusive classroom environment
T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
Get PDFBackground and purpose: Educational dialogue is not widely spread in the French-Canadian context. Trial research was needed to help teachers develop their knowledge of educational dialogue and dialogic teaching practices.
Aims: The main objective was two-fold: first, to enhance educational dialogue in history classes in a secondary school in Quebec, and second, to assist students in making their reasoning explicit and challenging ideas during whole class discussions.
Design or methodology: Drawing upon the T-SEDA inquiry process, this paper presents the findings of a practitioner study driven by the identified scarcity of educational dialogue opportunities within history classes. A formal trial research was conducted to examine the reception of T-SEDA materials among teachers in the Quebec school context and its impact on the development of their dialogic teaching practices. Three secondary teachers, who had expressed interest in incorporating discussion-based activities in their classes and were approached by their PD leader, participated in the trial. Six classes of secondary 4 students aged 15-16 years old, with a total of approximately 170 students, from a public school located north of Montreal participated in this research. A lesson was designed to incorporate features that would promote educational dialogue such as the presence of talking points and ground rules. In-class observations were made and were practitioner-lead. To support students, resources were produced and include diagram for illustrating ground rules and a think-pair-share worksheet.
Findings: Incorporating talking points and ground rules may be insufficient to engage students in educational dialogue when taking ownership of the T-SEDA toolkit. When students are supported through the think-pair-share strategy and a paper-pencil worksheet, dialogue was shown to be more spontaneous and have the desired characteristic such as reasoning and challenging claims.
Conclusions, originality, value and implications: When expressing and sharing ideas publicly are not part of the classroom culture, it may be hard to incorporate dialogue into lesson planning. Thinking alone and sharing in small groups before whole class discussion seemed to facilitate the process. Developing appropriate scaffolding resources for practitioners could be an interesting lead for future design-based research
How do students improve their vocabulary retention?
Get PDFContext: In a Grade 8 class at Mathayom Taksin Rayong School, Rayong, Thailand, students showed difficulty in acquiring and retaining new vocabulary in English.
Aims: To explore strategies for improving vocabulary retention among students, focusing on the effectiveness of the flipped learning approach.
Methods: Methods included focus group interviews, peer evaluations, and a reflective journal to assess vocabulary teaching strategies and student learning challenges.
Findings: Initial findings indicated that students struggled with vocabulary retention. Implementing a flipped learning approach, where students were provided with vocabulary lists before class, improved understanding and usage of words. The use of contextual learning aids like songs and video clips deepened students' comprehension.
Implications: Engaging students with vocabulary before class and reinforcing understanding through varied activities in class enhances vocabulary retention. This approach suggests a shift towards more student-prepared classes to maximize in-class learning effectiveness
A case study on the effectiveness of the Response to Intervention model (Tier 2 & 3) in improving academic achievement for MYP (grade 6 and 8 students) in a Hong Kong International secondary school.
No full textThe subject of Response to Intervention (RTI) has gained significant traction in educational discourse since its emergence as an innovative approach in 2003 (Fuchs and Vaughn, 2003). The implementation of RTI was catalysed by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004), as previous practitioners predominantly relied on the inadequate IQ-achievement discrepancy (IAD) method for identifying children with learning disabilities (LD). This led to a disproportionate identification of minority students in education. Consequently, RTI has been widely adopted with the aim of optimising and standardising the identification process for children with LD. This case study investigates the efficacy of RTI in an international secondary school in the Hong Kong Special Administrative Region (HKSAR), with a particular focus on year 6 and 8 students. The school employs the RTI model to accommodate learning diversity by utilizing a three-tiered system designed to support academically struggling students. The investigation commences with a literature review to scrutinize the RTI's theoretical framework, effectiveness, and limitations. Subsequently, the research methodology is delineated, encompassing the research design, data analysis, and findings, which elucidate the RTI's impact within the HKSAR international school context. While the findings corroborate the efficacy of RTI, they simultaneously reveal the shortcomings of its implementation and the pragmatic challenges associated with such interventions in real-world educational settings