University of Cumbria Open Access Journals
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A critical evaluation of my own developing philosophy and practice in relation to the rationale which justifies the inclusion of English in the school curriculum
Get PDFThis evaluation uses the Cox model as a framework to consider my evolving view of the teaching of English in the context of an inner-city grammar school for boys. I consider how the experience of teaching across Key Stages 3 and 4 led me to recognise the value of adopting an ‘adult needs’ approach in order to allow students to flourish in the other areas of the English curriculum.
‘…two decades of neoliberal policy have generated a cupboard-full of troubles’ (Ryan, 2012, p. 23).
Get PDFThis paper discusses the problems, tensions and paradoxes inherent to the neoliberal philosophy of education. In particular, I highlight two moral objections, fairness and corruption, to English literature curricula and assessment reforms. I conclude with a recognition of the integral importance of discursive critique
A new way of learning: How can an understanding of self-efficacy and emotional resilience be used to develop successful teaching and learning strategies for students in Initial Teacher Education.
Get PDFThis article details a study in which student teachers were invited to attend Dramatherapy workshops to help support the development of their self-efficacy and emotional resilience. The aims of the intervention were to improve outcomes and student retention on teacher training programmes. Following the completion of the programme, students expressed positive responses to the intervention, indicating that it had enabled them to be more effective in self-evaluation and reflection, feeling less isolated and having more self-awareness. The research findings have evident implications for teacher educators wishing to support but also challenge the students in their care
How can tinkering activities support the teaching of iterative design at key stage three in design and technology?
Get PDFThe importance of adopting the iterative design process when teaching design and technology (D&T) in secondary schools has grown. Resulting from new GCSE D&T specifications, the way practitioners teach D&T is rapidly changing to prepare learners studying the subject. Successful practitioners of the subject strive to find ways to adopt engaging pedagogical techniques to support the teaching of iterative design. This research study aims to explore the ways that tinkering activities can enhance existing schemes of work at key stage three in line with National Curriculum requirements, preparing learners ready for the new GCSE D&T specifications.This research study has used a range of research methodology producing both qualitative and quantitative data, allowing for cross-referencing of findings to make links and distinctions. The focus of the study has been on two key stage three classes, allowing the study to find out whether the tinkering activities created aided learning whilst supporting the introduction of the iterative design process. Observations of these activities by experienced D&T teachers supported the research, as well as learner centred questionnaire data collected before and after tinkering. The results from this study show that tinkering activities have a positive effect on supporting the teaching of iterative design at key stage three. The study also provides activities that are suitable for embedding into existing schemes of work, which are suited to most D&T departments in the process of making gradual changes to the way in which they approach D&T at key stage three
‘So how well did it really go’? Working with primary school pupils as project evaluators: A case study
Get PDFThis paper reports on a productive partnership between a University’s research unit and one local primary school, which is part of a bigger project, ‘Pupils as Research Partners in Primary (PARPP), which generally seeks to actively involve children as researchers in child-led research in a variety of school-based research initiatives. The paper describes and discusses a case study of 5-11 year-old pupils working as researchers. It focuses on how the project gave them the opportunity to design and lead on the evaluation of a major, externally funded exhibition hosted by the school. This experience had a beneficial effect on the pupils who enhanced their confidence and communication skills as well as learning about research processes. It influenced how their school approached future externally-funded projects, and encouraged their teachers to think about using more child-led research as part of their everyday practice. Lastly, it consolidated a new, research-based relationship between the school and a local university
A procession of change: Argument for the use of the processual approach in examining school based organisational change
Get PDFChange is a regular feature of life. Few would argue that the school environment provides any exception. However, the way that change, and particularly organisational change, is studied is significant to the understanding which is derived. Examinations of school based organisational change have traditionally favoured structural lenses despite alternative approaches having the potential to offer greater value. The outcome plays into the hands of those imposing change, where power and politics might well be exhibited through covert efforts to limit understanding, particularly with regard to the ramifications of the required action. This paper highlights one alternative to the structural approaches; the processual lens. Here there is acknowledgement that any single change is part of a larger framework of activities. The processual approach does not reflect the simplicity of structural lenses, but it does echo the dynamism found in the school based context. Identifying the link between robust examination of organisational change and use of the processual approach, argument is presented that a failure to consider the validity of the approach in the examination of school based organisational change has ramifications both for understanding and practice.
Consistency counts – or does it?
Get PDFAll stake holders in competency based teacher training systems share an interest in the consistency of assessment outcomes and practice. Assessment data from more than 200 trainees participating in Initial Teacher Training/Education (ITT/E) programmes and partnerships at a Higher Education (HE) provider in the Northwest of England were analysed during the academic year 2014-15. At four formal review points the overall teaching grades received by trainees were compared across five ITT/E programmes leading to Qualified Teacher Status (QTS). Several statistical approaches were employed and compared. All the methods indicated consistency of outcomes across the programmes for the final summative assessment. Two statistical methods were used to investigate the strength of correlations between grades awarded for individual teaching standards and the trainees’ overall teaching grades. Both demonstrated that all individual standards were positively correlated with overall teaching grades. The second and qualitative phase of the study is ongoing and uses Q-Analysis to illuminate these initial findings by seeking to identify clusters of subjectivity amongst mentors and tutors when prioritising statements about assessment. It is too early to report any results from this phase
Blogging and Tweeting in the Classroom: exploring how effective use of new media can help teaching and learning in Primary Schools.
Get PDFThere is a growing body of evidence that the educational use of social media has the potential to enhance a number of aspects of teaching and learning but there is a limited range of research on how Twitter can be integrated into classroom practice and school-life in primary schools. This paper adds to the emerging evidence of how social media such as Twitter has made valuable contributions to professional practice in three primary schools in the north-west of England. The study reveals how social media can be used as a learning tool for pupils and teachers: as a way of facilitating communication within and beyond the classroom; and as a tool for professional development. The study reveals evidence of good practice and offers suggestions for further development of social media within primary school practice
A study of Northern Ireland Key Stage 2 pupils’ perceptions of using the BBC Micro:bit in STEM education
Get PDFThis research investigated the perceptions held by Key Stage 2 (KS2) pupils, across two Northern Ireland (NI) primary schools, towards the use of the BBC Micro:bit that has been recently dispatched to United Kingdom (UK) primary schools. The study involved the researchers creating and implementing a teaching resource that included a range of different activities for the pupils to complete using the BBC Micro:bit. Upon completion of these activities, feedback was sought and obtained from the pupils via a questionnaire. The study is important as it is one of only a few pieces of research surrounding the BBC Micro:bit and to the authors’ knowledge, it is the only research to date conducted in NI that focusses on pupils’ perceptions involving the use of BBC Micro:bit. What was most apparent in this study was the very positive response of the pupils towards using the BBC Micro:bit. Nearly all of the pupils who took part in this study responded that they found using the BBC Micro:bit easy, enjoyable and useful in relation to both programming and problem solving. A minority of the pupils also commented on how the BBC Micro:bit provided an opportunity to work as a team in order to overcome problems during the programming stage, promoting the important skills of team work and problem solving. Nearly all pupils expressed a keen interest in programming and indicated that they learnt a lot in such a short time. Furthermore, pupils expressed great enthusiasm towards using the BBC Micro:bit and expressed a desire to use it more often, both inside and outside of the school. Based on these key findings and taking account of the strengths and limitations of this research, ideas for further research are presented alongside advice for teachers who may be considering the use of the BBC Micro:bit within their own lessons.