Camtree Digital Library (Univ. of Cambridge)
Not a member yet
601 research outputs found
Sort by
Using Python to analyse experimental data in high school physics: a study based on external aggregate assessment exams
No full textBackground and purpose: This research addresses the need for improved analytical skills in high school physics students, particularly in the context of interpreting experimental data - a critical skill assessed in final, external summative examinations. Traditional teaching methods often lack interactive, hands-on data analysis tools, limiting students’ understanding of error analysis, graph interpretation, and other experimental techniques. Integrating Python programming into the curriculum offers a modern approach to bridge this gap, equipping students with practical, analytical skills that enhance both their classroom learning and performance in high-stakes assessments.
Aims: This study specifically focused on enhancing students' ability to analyse experimental data through Python programming. The goal was to improve their understanding of error margins, linear relationships, and data visualization techniques.
Study design or methodology: The participants were 12th-grade physics students (ages 17-18), with a sample size of 12. The research took place in a high school classroom setting, where students engaged with experimental data and Python programming for data analysis. Data collection involved both pre- and post-intervention assessments, alongside qualitative observations and a student survey on their experience. Custom Python scripts and datasets were provided as resources to guide analysis exercises, particularly focusing on error analysis and graphing.
Findings: Key findings indicate that Python-based data analysis significantly improved students' comprehension of experimental data concepts. Students demonstrated greater accuracy in calculating errors, plotting graphs, and interpreting data trends. Survey feedback showed increased confidence in handling data and understanding statistical concepts.
Conclusions, originality, value and implications: This study contributes to the field by illustrating how integrating Python programming into physics education can enhance analytical skills, adding value to both classroom practice and digital learning resources. The approach offers a scalable model for other educators to implement programming in experimental data analysis, fostering students' readiness for data-intensive tasks in advanced studies and careers
Co-Regulation Support Plans
Get PDFContext: The study investigates the use of Co-Regulation Support Plans as a framework for aiding children with social, emotional, and mental health (SEMH) needs in a mainstream primary school setting. The research highlights the significance of collaboration among staff, students, and families to promote emotional understanding and consistency in support strategies.
Aims: The primary aim of the research is to assess the effectiveness of Co-Regulation Support Plans in fostering a supportive environment for children with special educational needs and disabilities (SEND) related to SEMH. This inquiry seeks to identify best practices for implementing such plans and to evaluate their impact on children's emotional and social development.
Methods: The research follows an action research approach, categorised into two cycles. Each cycle consists of planning, implementation, and review phases, allowing for iterative improvements based on collected data and participant feedback. Ethical consent was ensured for the anonymity of all participants involved in the study, which included educators, parents, and pupils.
Findings: The findings indicate that Co-Regulation Support Plans facilitate enhanced collaboration between teachers, children, and families, leading to improved emotional regulation among students with SEMH needs. The structured approach of these plans allows for nuanced understanding and tailored strategies that promote a more supportive educational environment.
Implications: The study offers insights into how Co-Regulation Support Plans can be crafted and utilised effectively within primary school settings to address SEMH needs. Teachers may learn about the value of collaborative strategies and the importance of emotional understanding in creating inclusive environments. The findings also suggest that similar frameworks could be adapted to suit the needs of other educational settings or specific groups facing challenges related to social, emotional, and mental health
How to develop Grade 9 and 10 students’ writing skills by using the flipped writing method in English lessons
No full textBackground and purpose: In the context of Nazarbayev Intellectual Schools in Kazakhstan, students often struggle with recognizing genres and styles, generating and organizing ideas, using appropriate vocabulary, and applying grammar accurately. Traditional approaches to teaching writing, often perceived as solitary and disconnected from active classroom engagement, fail to provide students with the scaffolding needed to succeed.
Aims: This study explores the implementation of the Flipped Writing method to enhance writing skills among Grade 9 and 10 students in English classrooms at Nazarbayev Intellectual Schools of Chemistry and Biology in Pavlodar and Petropavlovsk, Kazakhstan. Flipped Writing, rooted in the Flipped Classroom and product-writing approaches, combines individual study of writing samples with structured in-class activities.
Study design: The research involved six English teachers, 18 students (three per teacher) aged 15- 16, and two facilitators from the Center for Pedagogical Excellence. Using qualitative methods, including teacher observations, comparative analysis of students’ written works, and student interviews, the study assessed progress in content development, vocabulary use, grammar accuracy, coherence, and cohesion. The research cycle included diagnostic assessments, three iterative lessons focusing on idea generation, guided writing, and feedback, as well as a summative essay task.
Findings: The study revealed significant improvement among struggling students in idea generation, vocabulary, and coherence, while advanced and mid-level students showed enhanced grammar accuracy and topical vocabulary use. Students acknowledged the utility of structured criteria, teacher support, and preparatory tasks in improving their writing.
Conclusion, originality, value and implications: This study demonstrates that the Flipped Writing method engages students and fosters independent learning while systematically building writing competencies. It highlights the potential for tailored approaches to address varied proficiency levels in multilingual learning environments. These findings contribute to innovative practices in writing pedagogy and suggest further adaptation of Flipped Writing for broader application in diverse contexts
Sensory Strategies
Get PDFContext: This action research project was carried out in a mainstream primary school to explore how sensory strategies can be embedded throughout the day to support engagement and inclusion. The focus was on Key Stage 1, ensuring that sensory provision was accessible, flexible, and part of everyday classroom practice.
Aims: The primary aim of the research is to explore how a universal sensory offer, alongside personalised sensory strategies, can improve the self-awareness and ownership of sensory needs among children. It seeks to refine the research question through an action research approach, ensuring that the strategies are both relevant and effective in meeting individual children's needs.
Methods: Two cycles of action research were completed. Initial observations and interviews evaluated the impact of daily Sensory Circuits. Findings informed the introduction of classroom-based strategies, including sensory boxes, scheduled sensory breaks, and activities integrated into lessons. Data was gathered through observations, provision maps, teacher questionnaires, and behaviour logs.
Findings: Teachers reported that sensory boxes and regular breaks improved engagement and reduced behaviour incidents. Strategies such as structured Lego play, sensory circuits for individuals, and alerting, organising, and calming activities became part of daily routines. Staff confidence in using sensory approaches increased, and children accessed resources independently. These changes were practical, low-cost, and had a noticeable positive impact on classroom climate.
Implications: The study suggests that other educators may find value in implementing flexible sensory strategies tailored to individual needs within their classrooms. Insights gained from this research practice may enhance understanding of sensory regulation and independent coping mechanisms among young learners with SEND, thereby fostering an inclusive and supportive educational atmosphere. The findings may provoke further exploration of sensory strategies in different educational contexts and their impact on children's learning and development
Profound and Multiple Learning Disabilities (PMLD): Capturing Meaningful Student Voice
Get PDFContext: This action research project took place in a specialist secondary school and explored how to represent student voice meaningfully within Education, Health and Care Plan (EHCP) annual reviews for learners on a sensory pathway. The work aimed to celebrate individuality and ensure that what matters most to each student shaped the review process.
Aims: The goal was to develop practical, person-centred approaches that enable students to share their interests, strengths, and preferences in ways that feel authentic and engaging for them and their families.
Methods: Two cycles of action research were completed, involving observations of annual reviews, teacher reflections, and analysis of student voice materials. Teachers trialled creative approaches such as PowerPoint presentations featuring photos, videos, and sensory items collected throughout the year.
Findings: Placing student voice at the start of the review set a positive, celebratory tone. Teachers reported that using visual and sensory evidence helped create a richer picture of each student's personality and achievements. Students participated actively through familiar routines, music, and favourite objects, while parents engaged more meaningfully when prompted by these materials. Teachers valued the process, noting it felt purposeful and built on evidence already gathered.
Implications: Authentic student voice works best when it is ongoing, collaborative, and multimodal. Embedding these practices across the year and linking them to EHCP outcomes strengthens inclusion and ensures reviews reflect what truly matters to each learner
Evaluating the Impact of a Post-16 Hub
Get PDFContext: This action research was conducted within a post-16 satellite provision known as The Bridge, designed to support students aged 16-19 with special educational needs and disabilities (SEND) across a Multi-Academy Trust. The hub offers an off-site, structured environment aimed at fostering emotional regulation, social engagement, and independent living skills, providing a transition to adulthood distinct from the main school setting.
Aims: The primary aim of this action research is to evaluate the effectiveness of The Bridge in improving emotional regulation, communication, and social engagement among students. It seeks to discern the qualitative improvements in students' behaviour and overall well-being as a result of the hub's interventions.
Methods: Two cycles of action research were undertaken. Data collection included open-text questionnaires for students, parents, and staff, alongside informal interviews and case studies. Ethical consent was obtained to ensure anonymity. The research focused on qualitative feedback regarding emotional regulation, social skills, and engagement both in school and at home.
Findings: The findings revealed overwhelmingly positive outcomes. Students reported feeling safe, calm, and grown-up, with 100% expressing happiness and confidence in communication. Parents noted improvements in behaviour, openness, and social interaction, with 87.5% identifying enhanced social skills and 75% rating their child's happiness at the highest level. Staff observed increased independence and emotional stability, supported by a strong ethos of care and aspiration.
Implications: The findings suggest that specialised educational provisions such as the post-16 hub can significantly benefit students with SEND by promoting their emotional and social development. Other educators may find valuable insights into the importance of tailored interventions and support systems, reinforcing the role of such hubs in facilitating independent living skills and emotional well-being for students facing similar challenges
Using Principles of Cognitive Science as a Framework for Retrieval Practice in A Level Psychology
Get PDFBackground and purpose: The linearisation of A Level Psychology require students to recall and apply knowledge from the entire course in one set of final exams, this means that students need effective strategies to retain information over a longer period and the need for sustained revision techniques has become more critical.
Aims: The aim of the inquiry was to formalise and strategically provide students with retrieval practice over a 30-week period with the goal to improve outcomes in exams using 4 principles outlined by Cattrell (2024; Educational Endowment Foundation). The cognitive science principles used to inform these activities include tasks that engage the long-term memory (LTM), are challenging, are repeated and have opportunities for feedback.
Design or methodology: A long-term strategy for retrieval was devised which coordinated with mock exams, this involved breaking down the academic year into weeks, providing students with past paper questions to assess knowledge and weekly assignments to be uploaded to Teams.
Findings: In order to assess the effectiveness of the retrieval activities the current 2025 (n=64) cohort sat the same mock exam paper sat by the previous cohort in 2024 (n = 38). Findings indicate that there was an 11% increase in the average assessment outcome following the implementation of the retrieval plan with the average score increasing to 54% from 43%. The results revealed a statistically significant difference in exam scores (U = 818.5, p < 0.05) for a one-tailed test demonstrating that the use of retrieval activities significantly improved outcomes on assessments for Psychology students.
Conclusions, originality, value and implications: The assessment outcomes and student feedback demonstrate the effectiveness of the retrieval plan and therefore will continue to be implemented. Designing a retrieval plan requires consideration to ensure that activities are engaging the LTM in a consistently challenging format where opportunities for feedback are provided to ensure misconceptions do not become embedded
Communities of Practice
Get PDFContext: The study investigates the implementation of communities of practice aimed at promoting inclusion and supporting students with Special Educational Needs and Disabilities (SEND) within a mainstream Further Education setting. It highlights the collaborative efforts of staff members who share ideas and practices to foster a more inclusive environment.
Aims: The primary aim of the research is to examine how action research cycles can facilitate the development and refinement of inclusive practices within educational contexts. The study seeks to explore the effects of collaborative staff training and the sharing of best practices in addressing the diverse needs of students.
Methods: The research was conducted through two cycles of action research, which involved planning, execution, and review phases. Ethical consent was obtained from participants, ensuring the anonymity of data publication. The study incorporated key literature to inform the planning and development of initiatives during each action research cycle and relied on qualitative data gathered during staff collaborations and training sessions.
Findings: The findings from the action research cycles suggest that engaging in communities of practice enhances collaboration among staff, encourages the sharing of innovative strategies, and ultimately promotes the inclusion of students with SEND. Furthermore, staff reported positive changes in their understanding and implementation of inclusive practices as a result of participation in the action research framework.
Implications: The study provides insights into how collaborative approaches, such as communities of practice, can be instrumental for educators seeking to improve inclusion for students with SEND. Other educators may draw from this research to understand the significance of shared experiences and collective learning in fostering an inclusive educational environment. The emphasis on ethical considerations also highlights the importance of confidentiality in research involving educational settings
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning
Get PDFContext: The study was conducted in an inner-city secondary school in Eastern England, serving a highly disadvantaged community. The research focused on a Year 10 history class (students aged 14–15), particularly examining students’ reasoning skills in discussions. The intervention followed a period of remote learning during the COVID-19 pandemic and aimed to address the language deficit observed in both disadvantaged and non-disadvantaged students.
Aims: The research sought to determine whether an oracy-based learning intervention focused on exploratory talk could improve the reasoning capabilities of disadvantaged students. It also aimed to explore whether fostering oracy could positively impact students’ engagement and attitudes, though this aspect is to be reported separately.
Methods: A pilot study identified students’ reliance on verbatim reading from textbooks and lack of reasoning in discussions. The intervention included ten research lessons structured around scaffolded exploratory talk, where students engaged in guided discussions with talk roles, modelling, and structured ground rules. Data were collected through classroom observations, audio recordings, surveys, and student interviews. Analysis involved interaction-level discourse coding to track improvements in student talk and reasoning.
Findings: Compared to the pilot, students engaged in more meaningful discussions, demonstrating improved reasoning skills. Exploratory talk increased to 32% of total interactions, with students more frequently justifying opinions, building on others’ ideas, and engaging critically. Interviews revealed that students felt the intervention helped them articulate thoughts, debate ideas, and develop confidence. While disadvantaged students showed notable improvement, benefits were observed across all students.
Implications: The research highlights the value of explicitly teaching reasoning through structured talk. Findings suggest that interventions targeting oracy can benefit students in disadvantaged contexts, though the official classification of disadvantage may not fully capture students’ linguistic needs. The study also underscores the role of collaborative teacher inquiry in refining pedagogical approaches
Assistive Reading Technology: A focus on young people with vision impairments (VI)
No full textContext: This action research case study explores the role of assistive reading technology in supporting young people with vision impairments (VI) across educational settings. With increasing numbers of learners with VI in mainstream schools, the study focuses on how tools like Dolphin EasyReader can promote independent access to reading and foster engagement, motivation and enjoyment.
Aims: The research aimed to investigate the impact of accessible books and assistive technology on learners' independence, motivation and enjoyment of reading. It sought to understand how digital tools could reduce reliance on adults and improve access to a wider range of reading materials.
Methods: The study employs an action research framework, allowing for iterative cycles of planning, execution, and review. Ethical consent was obtained from participants to ensure confidentiality in the dissemination of findings. The research involved multiple cycles, where each cycle refined the research focus and methodology based on previous findings.
Findings: The study found that assistive technology increased reading independence and engagement. Students valued customisable features and access to diverse book formats. However, barriers remained, including limited availability of preferred titles, inconsistent home use, and technical issues. Some learners continued to rely on adults for reading support, particularly when suitable print formats were unavailable.
Implications: The findings suggest that, despite advancements in assistive technology, efforts must continue to address the availability of accessible reading materials and supportive home environments. Other educators may learn from the tailored approaches used in this study to enhance inclusion practices for students with special educational needs. It is evident that while technology can aid reading comprehension and enjoyment, systemic barriers may still hinder full participation, warranting ongoing exploration in inclusive education practices