Camtree Digital Library (Univ. of Cambridge)
Not a member yet
601 research outputs found
Sort by
“Can you even fall in love with yourself?”:using music and drama to enable all students to access Latin literature
No full textThis study explores how the incorporation of musical and dramatic activities into the teaching of Latin literature affects a student’s ability to access the more complex themes of the narrative, and their overall enthusiasm for the subject, in a mixed comprehensive state school. The findings showed that when students were given an alternative method through which to interpret a text in a personable way, their engagement with the text greatly improved. The most important finding of the study, and opportunity for further research, was seemingly how the students were able to translate and discuss their own emotions more fluidly when given a vehicle through which to channel them
“Let’s look at the whole elephant before we begin to measure its tail”*: the effect of emphasising qualitative reasoning in aiding conceptual understanding in a Year 12 physics class
No full textThe lack of conceptual understanding that results from traditional physics instruction is a phenomenon that has been well documented by the physics education community. A commonly suggested explanation for this is that the emphasis physics curricula place on quantitative problems disincentivises qualitative understanding and the development of conceptual models. This action research intervention examines the effect of pedagogies which emphasise qualitative reasoning on conceptual understanding, attitudes towards physics and problem-solving confidence. Following a seven-lesson sequence on electric circuits with a Year 12 class, significant improvements in conceptual understanding were observed. The prevalence of common misconceptions decreased, and performance on conceptual questions increased. No significant change in students’ attitudes or confidence was observed
“You can understand what the words actually are”:a critical investigation into how far film and drama can be effective in developing Year 8 students’ understanding of Shakespeare’s ‘Romeo and Juliet’
No full textThis study explores the efficacy of different strategies for teaching Shakespeare through student responses to watching ‘Romeo and Juliet’ on stage and screen, and through their own participation in drama-based activities both in the classroom and at the Globe Theatre. Case study students were selected from a Year 8 class at a mixed, 11-16 comprehensive school in East Anglia. The teaching strategies used were strongly influenced by the Globe Education and Rex Gibson’s ‘Teaching Shakespeare’ (1998), and this research highlights the importance of teaching students about adaptation and interpretation of Shakespeare’s plays
Healthy Eating and Physical Activity at Rhyl Primary
Get PDFAim:
The main aim was to improve healthy eating and increase physical activity among pupils, resulting in the achievement of the Healthy Schools London Silver and Gold Awards.
Methods:
The participants in the development work were Key Stage 1 and 2 pupils, parents, parent volunteers, the Deputy Head Teacher, and the HLTA. Methods used to promote healthy eating and physical activity included sending out a Healthy Packed Lunch leaflet, holding a Healthy Eating Poster Competition, running parent workshops, reviewing the cooking and nutrition curriculum, and encouraging parent volunteers. For physical activity, clubs were offered, Sports Champions and Playtime Champions were allocated, and girls-only clubs were introduced.
Findings:
The main findings are that the number of children eating crisps and drinking sugary drinks has decreased, and the number of girls participating in extra sport has increased. This has resulted in the school achieving the Healthy Schools London Gold Award.
Implications:
The findings suggest that the school's efforts to promote healthy eating and physical activity have been successful in improving awareness among children and parents, embedding healthy eating behaviours and encouraging physical activity
‘I want to challenge myself’:the use of Self-Regulatory techniques to enhance Self-Efficacy in a Year 7 science class
No full textSuccess in the classroom has increasingly been attributed to self-efficacy. This has been partially permitted through the use of self-regulatory techniques. Although research has recently increased into these two areas, the application of self-regulatory techniques to enhance self-efficacy in younger secondary school students is still largely unexplored. This action research study focused on implementing self-regulatory techniques into a year 7 science class in a British comprehensive school, with the aim of increasing student levels of self-efficacy. A sequence of lessons were delivered, that incorporated self-regulatory learning. Levels of both self-efficacy and self-regulated learning were measured before and after the sequence, using a range of data collection methods. Findings suggest that a significant increase in self-efficacy was a result of the introduction of self-regulated learning techniques. The study points towards the importance of increasing self-efficacy, in younger students, as well as possibilities for future research
A critical analysis of how Knowledge Organisers and Recall Practice can be used to facilitate learning. An Action Research project of Year 7 pupils studying cells and organisation
No full textThe use of cognitive methods has been studied in detail in psychological research, yet there have been few studies that have attempted to implement them. This paper analyses some of the ways in which knowledge organisers and recall practice may be used in a classroom setting. Multiple cognitive methods are applied such as low-stake testing, quizzing and knowledge organisers. Analysis was conducted using exit-tickets,interviews, summative assessments and journal entries. Overall 72% of the pupilsimproved their average score from assessments conducted before and after theteaching sequence. Additionally, the cognitive methods appeared to help pupils remember a greater amount of content. The isolation of individual effects of the methods was outside the scope of this study and limits the conclusions drawn. What is clear from this research however, is that cognitive methods can be implemented into a classroom and if applied well may lead to significant improvements in learning
‘This might sound silly but..’ :a critical investigation into how creative use of poetry teaching supports students’ learning of a curriculum set novel
No full textThis study explores how the class novel can be taught using a holistic approach to the English curriculum, incorporating poetry into the study of a novel. The investigation focuses on a Year 7 class using performance poetry
and copy-change poetry writing techniques in conjunction with the class novel Rooftoppers by Katherine Rundell. The study explores the benefit to students’ understanding and enjoyment of poetry being taught alongside the
novel; the ways in which poetry study can enhance understanding of the themes of the novel; and if memorization is improved through either performance or copy-change poetry writing
Anti-Bullying Champions at Rhyl Primary School
No full textAim:
The main aim of the Anti-Bullying Champions program was to raise awareness of bullying and its impact, and to empower children to stand up and speak out against it.
Methods:
The participants were 13 Year 5 students who attended a whole day Anti-Bullying Champion (ABC) training provided by a Health and Wellbeing Consultant from Camden Health and Wellbeing Team. They wore a red T-shirt they designed in the workshop. The ABCs used a video, scenarios, and a PowerPoint to learn about bullying, then created a campaign with a slogan, posters, an animation, an assembly, and a post box. They also wore a red T-shirt to raise their profile.
Findings:
The ABC program has had a positive impact on the school, with increased awareness of bullying, decreased behaviour incidents, and children feeling safe and happy to come to school. Pupil and parent questionnaires also indicate the same.
Implications:
The findings suggest that the anti-bullying program has been successful in raising awareness and decreasing incidents of bullying. This has resulted in increased safety and happiness among pupils, as well as improved behaviour in the classroom
Teaching and learning in a safer environment
Get PDFContext: In a fourth-grade classroom in Moquegua, Peru, ongoing behavioural issues hindered effective learning. Students exhibited disruptive actions and aggression, creating a challenging atmosphere for both teaching and learning. In this context, a teacher-led exploration sought to improve the classroom environment by fostering a safer, more respectful space conducive to student engagement and focus.
Aims: The project aimed to examine the root causes of aggressive behaviour and assess the impact of a negative classroom environment on learning. Specifically, the teacher aimed to define what constitutes a "safe environment," understand student perspectives on the classroom atmosphere, and implement strategies to enhance respect, engagement, and order within the class.
Methods: Multiple data collection methods were used, including a reflective journal, an audio recording of lessons, peer observations, and student questionnaires. The teacher documented personal perceptions, monitored student interactions, and solicited insights from a colleague observer. These observations provided a comprehensive view of the classroom dynamics and student responses to various incidents of aggression and rule adherence.
Findings: The study revealed that verbal aggression, such as insults and threats, was common and disrupted learning significantly. The peer observation noted fewer disruptions than expected, highlighting a difference between external observation and teacher perception. Student feedback indicated a lack of safety and the prevalence of aggressive behaviour, which negatively impacted their focus and sense of respect within the classroom. The findings underscored the need for consistent enforcement of class rules and equitable teacher attention across all students.
Implications: This exploration suggests that maintaining a safe and respectful environment may improve student motivation and learning outcomes. Teachers observing similar disruptions might consider implementing strategies such as structured peer feedback, randomized student participation, and visible cues to ensure balanced attention. These approaches could aid in fostering a sense of order and mutual respect, contributing to a more productive learning environment
“Please be seated”: A study of pupils’ perspectives on the nature and purpose of seated learning activities within a year 2 class
No full textThis research project investigates children’s views on the purposes of seated learning activities and what is important to them when completing such activities. Clark and Moss’ (2001) mosaic approach was used to explore the heterogeneous spatial literacy of a group of year 2 children,selected using random stratified sampling. Themes identified by the children included increased work output, spatial ownership, physical comfort and working independently. The latter provides a challenge to existing literature on Vygotsky’s (1978) notions of social learning and Alexander’s (2011) research into dialogic teaching. This highlights an opportunity for teachers to work with children at the beginning of the school year to discuss the varied purposes of different learning activities and to collaboratively create a learning environment that authentically reflects and facilitates these purposes