University of Cumbria Open Access Journals
Not a member yet
615 research outputs found
Sort by
Can Mindfulness Interventions Promote or Maintain the Well-being of my Year Eight Class in the Context of Whole School Closure?
Get PDFBased on the observable effects that school closure has had on a school community, this action research project explores the conceptualisation of well-being, and what it is ‘to flourish’, and seeks to ascertain if an intervention based on ‘Mindfulness’ practises can promote or even maintain the well-being of pupils amidst such a destabilising climate
“Sanguis Effectum”: A continued investigation of blood effect theory on the reliability of eye witness recall
Get PDFWitness testimony is frequently used as a form of evidence within the criminal justice system, as it possesses a high level of evidentiary power (Dando, Wilcock & Milne, 2008), however it is surrounded by much controversy. Weapon focus has been well-documented to reduce the reliability of witness statements, as the witness’ full focus is on the weapon (Loftus, 1966). This results in little attention left to be allocated to details of the crime that do not involve the weapon, such as the victim and the crime scene (Loftus, Loftus & Messo, 1987). Despite an abundance of empirical support, weapon focus theory cannot be generalised to explain low recall rates in non-weapon based crimes. Therefore, it is possible that an alternative explanation for low recall rates can be explained by blood effect theory, which states that blood will act in a similar way to a weapon and draw the witness’ full focus. This results in little or no attention left to be attributed to other factors of the crime, such as the perpetrator and crime scene, reducing recall rates and producing unreliable witness testimonies. Peacock (2014) initially investigated blood effect theory and found that blood significantly reduced recall rates. Inspired by Peacock (2014) findings, the current study employed the use of two experimental conditions; control (N=40) and blood (N=40). Participants were required to watch one of two short video clips and then answer one of two versions of the same questionnaire immediately after, which focused on three key sections; victim, perpetrator and crime scene. Initial statistical analysis suggested that there was a significant effect of section and age on recall rates, but there was no difference in recall rates between the control and experimental condition, suggesting that blood did not have an effect on recall rates as first hypothesised. The results of the current study will be explained by specifically focusing on literature pertaining to blood sensitivity, age, stress, shock and surprise and facial recognition
Trainee Teachers’ Reflections on Approaches to Enhance their Subject Knowledge in Physics and Mathematics
Get PDFSubject knowledge enhancement (SKE) is considered an essential part of initial teacher training (ITT) for secondary school roles. The article gives an insight into trainee teachers’ different experiences and approaches they used to expand and acquire Physics and Mathematics subject knowledge, alongside other forms of knowledge. The unique feature of this article is that is written by four students in collaboration with their academic advisor. The trainee teachers joined the Physics with Maths Postgraduate Certificate in Education (PGCE) secondary course from varied backgrounds, with differing strengths. Therefore, they have enhanced their subject knowledge in different ways. Their reflections show how their subject knowledge has been synthesized from a range of previous experiences, subsequently developed in practice throughout the course, and how they develop their subject knowledge to the required level to begin their teaching careers in a confident manner
Literature review on the use of VAK learning strategies
Get PDFThis literature review was undertaken to determine the use of VAK learning strategies within the classroom and how they have developed within education over the last forty years. Research was carried out and information was extracted from some of the more well-known figures in education theory as well as the inventors of learning style theories themselves. Since it is a literature review, both sides of the argument are presented with suggestions as to how and why learning styles are required to aid pupil progress or, as the case may be, not needed. Included alongside this research are my own findings and examples through personal experience and how they correlate to this investigation, as well as a reflection on what more could be done within the field to further improve research on a broader scale to incorporate all types of learner
The Potential for Thinking Skills and Personal Capabilities to Enhance Pupil Project/Topic Work
Get PDFThis paper seeks to highlight the potential benefits and drawbacks of the introduction of the Thinking Skills and Personal Capabilities Framework into the Northern Ireland Curriculum (2007), specifically as a tool to enhance pupil project and topic work. Consideration of research combined with first hand experience in Northern Irish Primary classrooms led the writer to conclude that an ‘infusion’ approach of teaching both subject knowledge and critical thinking simultaneously has the most potential to enhance primary pupils’ learning experiences.
Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology?
Get PDFDesign and technology (D&T) is at a point of uncertainty and there are mixed views about what it should consist of and the values that it holds. This research aimed to find out if teaching secondary pupils about disruptive technologies such as artificial intelligence (AI) would alter their perceptions in relation to the value of D&T, as well as improving their learning. Two lessons, focussed on AI, were integrated into a scheme of work and pupils’ perceptions of D&T’s value were measured before and after the lessons. Pupils’ responses and work outcomes were also considered. Following the lessons, pupils showed more awareness of D&T being related to problem solving, they displayed critical thinking, and work outcomes showed progress in problem solving skills. The research suggests that teaching pupils about disruptive technologies can have a positive impact on pupils’ learning and to some extent, their perceptions of the value of D&T
A Critical Examination of the DSM as a Multicultural Diagnostic tool for Depression among Asian Americans and Asian Indians
Get PDFDepression has been examined from a Western, Asian American and Indian American- cultural, specific point of view. The purpose of this paper was to examine if the DSM can be used as a multicultural diagnostic tool for depression. Research suggests that ethnic and racial minority groups are often underserved by the mental health system (Snowden, 1996; Lewis-Fernàndez & Kleinman, 1994). Language, social construction, family, age, gender and religion have all been found to be barriers to treatment among different cultures (Blackmore, 1998; Ramisetty-Mikler, 1993). After reviewing the literature a strong argument can be made for the DSM being used as a multicultural diagnostic tool, as long as clinicians have the appropriate understanding of different cultures and their belief systems
Teacher perspectives of cultivating learning through practitioner enquiry to transform practice
Get PDFThis paper reports on the first year of an innovative Postgraduate Certificate (PGCert) in Advanced Education Practice, designed to meet the specific staff and development needs of one school in the North West of England. The programme is underpinned by three strands of practice based learning: learning about practice (theory), learning in practice (application) and learning through practice (reflection) through critical reflection. This paper considers professional development situated around teaching and learning and outlines a new approach to cultivating learning, both for teachers and educational practitioners through a collaborative learning model with a Higher Education Institute (HEI). A further strand to the research considers transformative impact on practice including references to personal experience and reflections by the participants. Throughout the report it is evident that school leaders were keen to enhance the performance of staff by supporting them in Masters level study to enhance professional practice and impact on learning. Through questionnaires and interviews, an insight into personal and professional impact, challenges, evaluation, details of the progression, next steps in the small scale research study were considered
An analysis and evaluation of a maths curriculum leading to a proposal for an innovation to this curriculum
Get PDFWith a focus on the new GCSE maths curriculum and in particular its implementation in a FE college in South Devon, this report aimed to evaluate and analyse different curriculum models that affect the teaching and learning process of the GCSE maths curriculum. The purpose of this research was to suggest improvements that can be made to the maths curriculum design to enhance teaching and learning of maths for post-16 learners. The key findings suggest that an hour of maths at the start of each day and/or to enable the choice of maths delivery over one or two years.