Camtree Digital Library (Univ. of Cambridge)
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Illuminating Learning: Exploring the Use of Traffic Light Cards in a Secondary English Classroom
Get PDFContext: This study takes place in a diverse Year 7 class at Comberton Village College (CVC), which has a mixed-attainment structure and emphasizes inclusivity and educational equality. The focus is on addressing the challenge of keeping all students engaged in English lessons, particularly in a classroom where students have varying degrees of confidence and learning needs in the language learning.
Aims: The primary aim of the research is to investigate the impact of the traffic light card system—a teaching tool designed to encourage student participation and facilitate monitoring of learning—in a mixed-attainment classroom. The study seeks to answer three research questions: whether the traffic light card can help teachers assess students’ learning situations, whether it can improve students’ engagement in class, and how best to implement this method effectively.
Methods: The research was conducted with a class of 32 students using a traffic light card system where students could signal their understanding by showing green (confident) or red (confused) cards. Classroom observations, transcripts of student dialogues, and feedback from students, teachers, and peer reviewers were collected across multiple lessons featuring different teaching approaches, including question-driven activities and peer collaboration.
Findings: The findings indicated that the traffic light card system effectively illuminated student understanding and engagement. The variability in students' responses highlighted the challenge of managing mixed learning readiness and needs. Initial usage showed some students preferred direct interaction with the teacher over seeking peer support, indicating reliance on teacher authority. However, as the lessons progressed, there was an increase in students’ willingness to engage with peers for assistance, leading to more collaborative learning.
Implications: This study suggests that the traffic light card system can facilitate formative assessment and promote a collaborative classroom environment. It emphasizes the importance of explicit instruction on its use, enabling teachers to adjust their methods in response to real-time feedback from students. The increasing use of peer support signifies a potential shift toward student-centred learning, where students feel more empowered to communicate their learning needs without fear of embarrassment
Curiosity for SEND
Get PDFContext: This study is situated within the realm of inclusion and special educational needs and disability (ISEND) and emphasises the role of curiosity in fostering an inclusive learning environment for children. The initiative aims to explore innovative methods that can enhance the skills children need to access education more effectively across a mainstream primary setting.
Aims: The primary objective is to develop curiosity through a structured Action Research approach, thereby enabling educators to consider various pathways for adapting learning experiences to meet the diverse needs of learners better, particularly those with a label of SEND.
Methods: The research involved an action research cycle that began with a planning phase, followed by the collection of data during the implementation of specific action plans. Ethical consent was obtained for the anonymous publication of data from all participants involved. The study comprised two cycles of action research, each built upon a review of the insights gained and the relevant literature pertinent to ISEND.
Findings: The findings indicate that fostering curiosity among educators leads to a collaborative approach to understanding and addressing the needs of students with SEND. The iterative cycles of action research facilitated a gradual refinement of research questions and action plans based on real-world applications and insights gathered during the process.
Implications: This study provides insights into how curiosity can be harnessed as a powerful tool within educational practice, potentially guiding educators in rethinking traditional approaches to teaching and learning. Other educators might find value in the action research framework as a means of fostering collaboration among staff and a focus on adaptive strategies for diverse learners within inclusive educational settings
A Focus on Phonics
Get PDFContext: This case study examines a Lesson Study approach to phonics instruction in a mainstream infant school, focusing on three Year 1 pupils with Special Educational Needs and Disabilities (SEND). The study aimed to improve inclusive literacy teaching by reducing cognitive load and supporting clearer task focus.
Aims: The research sought to strengthen phonetic skills and explore how collaborative teacher planning could enhance strategies for learners with SEND.
Methods: Lesson Study was used as a professional development model, involving cycles of joint planning, observation and review. Initial story-based phonics and Colourful Semantics were trialled, followed by a simplified two-step approach using Fred fingers and contextual sentence writing.
Findings: Systematic modelling and consistent routines improved phonics outcomes. The two-step strategy was most effective, increasing engagement and independence. Colourful Semantics showed potential but was initially too complex for this early stage of the children's learning. Teacher collaboration was critical to finding appropriate and effective approaches.
Implications: The study highlights the importance of structured phonics teaching and clear, single-focus tasks, particularly for learners who may overlook the central element of a task, as explained by central coherence theory. Consistent routines and collaborative planning foster inclusion and confidence, supporting educators to adapt teaching to individual needs
Flexible Seating for Sensory Needs
No full textContext: The study explores the impact of flexible seating and creatively zoned classroom environments on children with sensory needs, particularly those with social, emotional, and mental health challenges. It takes place within a resource base in a mainstream primary school setting, focusing on enhancing comfort and engagement to promote positive behaviour for learning.
Aims: The research aimed to investigate how alternative seating arrangements and sensory-friendly classroom design could support children's access to learning. It sought to understand pupil and teacher preferences and evaluate the impact of environmental changes on behaviour and engagement, refining the research question through iterative cycles.
Methods: Two cycles of action research were undertaken. Data collection included pupil drawings, discussions, teacher questionnaires, and classroom observations. Following initial feedback, the resource base was redesigned to include zoned areas, varied seating, sensory lighting, and calming spaces. Behaviour tracking and teacher reflections were used to assess impact. Ethical consent was obtained to publish anonymised data.
Findings: Children and teachers preferred classrooms with soft seating, sensory lighting, and flexible zones for work, play and relaxation. Traditional rows of desks were consistently viewed negatively. After implementing environmental changes, pupils showed improved emotional regulation, reduced behaviour incidents, and increased engagement. Teachers noted that flexible seating allowed pupils to move freely and choose where to work, contributing to a calmer atmosphere and better learning behaviours.
Implications: The study indicates that understanding children's perceptions of their learning environments can inform classroom design to better support sensory needs. Teachers may learn about the importance of creating balanced, engaging spaces that prioritise comfort, choice, and opportunities for imaginative play while minimising factors that contribute to discomfort or disengagement. This research underscores the necessity for ongoing dialogue about classroom environments and the ways they are experienced by children
From Attitudes to Action: An Analysis of The Predictors of Positive Attitudes Towards Inclusive Education in Sixth-Form Teachers
Get PDFContext: Inclusive education benefits all learners and is recognised as a global priority. Teachers’ attitudes are consistently shown to be central to the success of inclusive practices, yet sixth-form settings remain under-researched compared to primary and secondary phases. This study addresses this gap by examining how personal, professional, and institutional factors predict sixth-form teachers’ attitudes towards inclusion.
Aim: The specific aim was to identify which factors most strongly shape positive inclusive attitudes, providing insights that can inform practice and professional development.
Method: A total of 106 teachers working in UK sixth-form colleges participated. They completed the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES), which measures cognitive, affective, and behavioural attitudes to inclusive education. Data were analysed using multiple regression to explore how personal (e.g. age, gender, lived experience), professional (e.g. training, role, experience), and institutional (perceived inclusiveness) variables predicted attitudes.
Findings: All models were statistically significant, showing that the predictors explained a meaningful amount of variance in attitudes. The most robust predictors were perceived effectiveness of training (p < .01) and lived experience of additional learning needs (ALN) (p < .001). Gender showed a smaller partial effect, with female teachers reporting more positive attitudes on some subscales (p < .05). In contrast, age, teaching experience, job role, and perceived institutional inclusiveness were not significant predictors.
Implications: Findings suggest that inclusive attitudes are shaped more by modifiable, experience-based factors than by fixed traits. This adds new evidence to an underexplored area of FE research and highlights the importance of strengthening staff training and valuing lived experience within institutions. In practice, this means FE and sixth-form colleges may be able to cultivate more inclusive teaching cultures by investing in more meaningful professional development and drawing on the perspectives of educators with lived experience
Maximising the Impact of Interventions Through CPD: A focus on children's language skills
Get PDFContext: The study focuses on enhancing language skills among children with special educational needs and disabilities (SEND) through an Action Research approach. It highlights an innovative Language Supervision and Consultancy Model that combines dynamic assessment, practitioner supervision, and reflective continuing professional development (CPD). The purpose is to boost practitioners' confidence in addressing learners' speech, language, and communication needs, ultimately improving intervention outcomes in a secondary school setting.
Aims: The primary aim of the research is to evaluate the effectiveness of the Language Supervision and Consultancy Model in fostering practitioner skill development. A secondary aim is to assess how this model can lead to improved outcomes for students facing language challenges, ensuring that SEND needs are met through targeted interventions and effective pedagogical practices.
Methods: The research involved two cycles of Action Research, incorporating systematic planning, action, review, and refinement steps. A variety of assessment tools were examined, including the Lucid Exact Screener, Wide Range Achievement Test (WRAT5), Access Reading Test (ART), and Language Progression Tool, among others. Participants included practitioners and students with speech and language needs, who engaged with targeted interventions based on their assessment results.
Findings: The findings reveal that the implementation of the Language Supervision and Consultancy Model significantly boosts practitioners' confidence and insights into the communication needs of learners. This increased understanding correlates with improved intervention outcomes, as reflected in post-intervention assessment scores. A diverse range of assessments facilitated a holistic view of student progress in literacy and language skills.
Implications: Other educators may draw valuable insights from this study by recognising the importance of continuous professional development in addressing the specific needs of students with SEND. The integration of comprehensive assessment tools and reflective practices can enhance teaching strategies, leading to more tailored interventions that meet student needs effectively. Additionally, the collaborative model of supervision may serve as an example for schools aiming to improve outcomes in similar educational contexts
Impact of gender stereotyping on performance in English at Anderson School
Get PDFContext: Gender stereotyping has been identified as a significant factor in the performance discrepancies between boys and girls in English at Anderson Adventist High School in Zimbabwe. This co-educational institution promotes diverse cultural interactions among its 370 students but has demonstrated consistent trends where girls outperform boys in English language subjects.
Aims: The research aimed to investigate the role of gender stereotyping in the academic performance of students, particularly exploring teachers' awareness of these stereotypes and how they affect learning outcomes in English. The intent was to uncover behaviors contributing to rigid gender norms and propose solutions to promote a more balanced educational environment.
Methods: The study employed a mixed-methods approach, incorporating examinations, questionnaires, interviews, and surveys. The data collection focused on gathering insights from both teachers and students regarding their perceptions of gender stereotyping in the context of academic performance in English. An action plan was developed to assess gender bias and implement training sessions aimed at increasing awareness among educators.
Findings: The study revealed that gender stereotyping is prevalent in classroom interactions and materials, with teachers making statements that reinforce traditional gender roles. Approximately 90% of students felt gender impacted their performance, and 95% viewed English as a domain for girls. The research findings showed that initial training reduced reported incidents of gender stereotyping by around 50%, leading to a more inclusive teaching atmosphere.
Implications: The research underscores the necessity for ongoing teacher training focused on gender neutrality and awareness of biases in language use. The findings suggest that addressing gender stereotypes can alter students' perceptions and performance in English. Such adjustments in teaching practices may contribute to bridging the performance gap between genders, ultimately fostering inclusivity within educational settings. The study advocates for broader exploration at regional levels to enhance understanding and address gender disparities in education
Joint Planning of Subject and Language Teachers to Implement CLIL (Content and Language Integrated Learning) in Chemistry Lessons
Get PDFBackground and purpose: This study addresses the challenges and opportunities of implementing Content and Language Integrated Learning (CLIL) strategies at Nazarbayev Intellectual School (NIS) in Uralsk, Kazakhstan. As part of the school’s trilingual education model, CLIL integrates subject knowledge and academic language across Kazakh, Russian, and English. Despite its importance, challenges such as inconsistent joint planning (JP) and misalignment of linguistic and content objectives persist. Research by Mehisto et al. (2017) and Coyle et al. (2010) highlights the transformative potential of collaboration between subject and language teachers in enhancing CLIL. However, little is known about these processes in Kazakhstan’s multilingual education context. This study explores how systematic collaboration improves teaching practices and student outcomes.
Aims: This study aimed to explore how joint lesson planning and co-teaching enhance students' academic language proficiency in Chemistry. It investigated the impact of collaborative instructional strategies, shared resources, and structured scaffolding on student learning across different ability levels. The research also sought to refine teaching approaches that help students construct clear, well-structured scientific explanations and effectively use subject-specific terminology in multiple languages.
Study design: The study was conducted with Chemistry and language teachers at NIS, involving nine Year 11 students (aged 16-17) in a series of three research lessons (RL1, RL2, RL3). Data were collected through teacher interviews, classroom observations, and student assessments. Collaborative lesson planning sessions were held to co-develop instructional materials, including structured writing templates, terminology guides, and guided questioning strategies. The impact of these interventions was measured by comparing pre- and post-intervention student performance in Chemistry-related analytical writing and scientific discussions.
Findings: The study revealed notable improvements in students’ ability to integrate Chemistry-specific academic language into structured responses. Students demonstrated enhanced comprehension and writing skills, particularly in lab reports and extended explanations. The use of scaffolding techniques, peer discussions, and co-teaching strategies contributed to this progress. High-achieving students displayed strong analytical writing skills, while average and struggling learners benefited from structured templates and guided questioning to improve clarity and coherence
Conclusions, originality, value and implications: The research provides a practical model for integrating content and language objectives. Future teaching will prioritize structured collaboration and shared resource development, with regular JP sessions to strengthen CLIL practices. These findings offer valuable insights for further development of effective CLIL strategies across subject
Assessment for Learning in Maths
Get PDFContext: This action research case study was conducted in a mainstream secondary school to address the persistent attainment gap in mathematics for pupils with special educational needs and/or those significantly behind age-related expectations. The study focused on identifying and closing gaps in cumulative learning through targeted, scaffolded interventions
Aims: The research aimed to evaluate the effectiveness of a Maths Intervention and Supervision Programme that uses detailed baseline attainment data to inform teaching. It explored how concrete, pictorial and abstract methods could support mathematical understanding and confidence, and how best to communicate the intervention model to other educators
Methods: Two action research cycles were completed. Data collection included pupil progress tracking, Teaching Assistant journals, pupil voice activities, and confidence scales (including the Blob Tree). Interventions were delivered in small groups using structured resources. In Cycle 2, research conversations informed the development of a resource booklet to support wider implementation. Ethical consent was obtained for anonymous publication.
Findings: Year 7 pupils gained an average of +0.495 years in the ‘Number’ strand over 14 weeks, and Year 8 and Year 9 pupils gained +0.388 and +0.275 years respectively in Number over 7-8 weeks. Confidence increased by an average of +2.14 points for all your groups. Case studies showed improved engagement, reduced maths anxiety and greater classroom participation. The intervention booklet clarified the rationale, assessment, delivery and impact monitoring for the intervention.
Implications: The study highlights the importance of dynamic assessment, personalised learning roadmaps and concrete resources. It recommends early identification, small group support and staff training. The intervention model offers a replicable framework for inclusive maths practice in secondary education