University of Cumbria Open Access Journals
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An investigation into whether or not there is a link between children’s level of participation in external activities outside of school and their level of participation in extra-curricular activities
Get PDFThe objective of this study was to determine the correlation between children’s participation in extra-curricular activity and their participation in external activities. The subjects are primary school pupils from 6 primary schools in Northern Ireland. Each school ranged in size, location and backgrounds. The subjects are in primary seven and aged 130.6 + 3.0 months which is equivalent to 10.9 years. There were 165 subjects who took part, 83 females and 82 males. In order to obtain information about the children’s level of participation in extra-curricular and external activities each child was asked to fill in individual questionnaires. In these the children recorded the days of the week that they took part in an extra-curricular activity and also what the activity was. Similarly, for levels of participation in external activities the children recorded what days of the week they participated in an activity and also what the activity was. It has been suggested in a number of studies that there is a correlation between participation in extra-curricular activity and external activities for children in Key Stage 2. However the Spearman Rank Test was used as an independent statistical analysis and it suggested that there is a weak correlation between a child’s level of participation in extra-curricular activity and external activities.
What is the effect of within-class mixed ability groupings by perceived ability on more able pupils’ views of progress in Physical Education?
Get PDFFor many years, groupings and progress have been two key buzz words in education and Physical Education, however vast research focuses solely on mixed and similar ability setting and not mixed and similar groupings within-class sets, particularly in Physical Education. Using the Physical Self-Description Questionnaire (PSDQ), on a top-set, male, Physical Education class, pupils were grouped according to their own perceived level in Physical Education and completed a unit of PE teaching which focused on various aspects of the subject in one specific sport. On completion of the teaching unit, pupils who perceived themselves as ‘more able’ were asked to recomplete the PDSQ and were interviewed to discuss their levels of progress in various aspects of Physical Education. Research findings demonstrated that mixed ability within class groupings worked best in social situations with pupils demonstrating improved progress in the coaching domain; although opportunities to progress in technical based activities and umpiring were hindered due to the lack of ‘stretch and challenge’ opportunities. However, such findings demonstrate teachers must start to become more flexible with their groupings within-class to maximise pupils’ opportunities to progress.
Professional Partnership between Universities and Schools: the Use of a Diagnostic Tool to support Development of Student Teachers’ Professional Skills
Get PDFThis paper describes a case study concerning a student teacher at risk of failing a teaching placement, who was supported by colleagues and university tutors through the use of a diagnostic tool in the form of a checklist. The checklist comprised a number of categories relating to aspects of teaching and learning within the classroom and was used consistently by staff to provide feedback to the student and as a basis for discussion and evaluation of his lessons. Scrutiny of the checklists, completed over a four week period, staff questionnaires and staff and student interviews indicate that the student and teaching staff found the tool user friendly and helpful in identifying areas of good practice and those requiring development. Other benefits for the student included the development of a pro-active approach to planning lessons and reflection on practice. The tool may be useful as a means of providing formative feedback and initiating dialogue relating to practice, particularly at an early stage of a teaching career.
Reflective Teaching and Disruptive Behaviour in Regular High School Classrooms in London, England
Get PDFDespite conflicting reports on the state of disruptive behaviour in schools it continues to be a perennial one for all teachers. The purpose of this self-study, which utilises personal experience stories in the form of vignettes taken from my experience of teaching in various high schools in London England, is to illustrate how teaching reflectively can result in the reinforcement of practical or work-related knowledge regarding the utilisation of appropriate behavioural management strategies in local schools. Although the study is limited to classrooms in England, disruptive behaviour is a world-wide occurrence therefore it has potential relevance for educators in other countries.
Training teachers to be creative with ICT: defeating the simplistic view
Get PDFThis small scale mixed method research project explores creative use of ICT among teachers. Applying Bloom\u27s taxonomy, it finds that most teachers feel confident using technology creatively only when there is a comparable analogue equivalent. Where technology requires teachers to transform existing pedagogy (for example, teaching programming or the use of collaborative workspaces) confidence levels fall sharply
How is Homophobia Tackled in Primary Schools?
Get PDFThis article aims to discuss some of the issues surrounding homophobia in schools and how to tackle these issues. It starts off by discussing some of the problems children are facing with homophobia and homophobic bullying in schools. Children are not being taught about this topic in schools as they are with racism or other similar issues. As they are uneducated they do not understand and respect the differences between Lesbian, Gay, Bisexual and Transgender (LGBT) people and themselves. From research it is clear that some of the reasons this is not being tackled in school include the lack of policies and the confidence of teachers to tackle it. The article then continues to discuss some of the approaches to tackling homophobia and how we can improve teachers’ confidence to tackle the issue. Using stories to tackle homophobia found that it can engage children but they react differently depending upon their age. This suggested that it is an appropriate approach for certain age groups but another approach might be more useful for others. Policies have also been found to be effective when tackling homophobia but research has found that policies outline re-active ways to tackling homophobia which, although they do need to be in place, are not as positive as pro-active ways to tackling the issue. Overall the article finds that we need to use a balanced variety of approaches to tackle homophobia from the ones discussed. This will enable children of all ages and abilities to engage with the topic and begin to think about the similarities and differences between themselves and LGBT peopl
Exploring literacy levels as a barrier to learning when completing the eight mark scenario questions in the GCSE Physical Education examination
Get PDFAssessment in schools has been an on-going issue since the introduction of national testing in 1998. The format of the assessment can pose significant barriers to some candidates especially when the assessment places high demands on non-subject specific skills such as literacy. The purpose of this enquiry was to improve my practice when teaching pupils how to structure a written response to the eight mark scenario questions in the AQA GCSE PE examination and as a result to also improve pupils’ achievements in this area of the paper. The pre and post-intervention results of nineteen participants from School A were analysed. The intervention consisted of literacy examination strategies being taught in PE theory lessons for a period of four weeks. Extra lunchtime support sessions were also provided for participants to attend on a voluntary basis. The results showed that participants with a reading age relevant to their chronological age achieved the greatest improvements, on average +5.7 marks. Participants with reading age slightly lower than their chronological age still showed improvements, +4.3 marks. Conversely participants with a significantly lower reading age showed a decrease in achievement, on average -2.3 marks. Questionnaires completed by the participants highlighted their perceived areas of difficulty and a general positive shift in their perceived difficulty of the eight mark questions was reported after the intervention
Developing Global Citizens: Challenging preconceptions through creating global links across classrooms
Get PDFThe aim of this project is to explore how children learn about African countries. It explores what effect, if any, corresponding with a class in Zambia via letter writing, videoconferencing and recording videos has on attitudes and knowledge towards Zambia. The purpose of learning about other countries is explored and what it means to develop global citizens within the context of A Curriculum for Excellence. A class of Scottish children completed mind maps about Africa before and after completing the eight week communication with a Zambian school, via letter writing, videoconferencing and filming videos. The data was analysed to track any changes in knowledge and attitude towards Zambia and Africa. The children’s letters were analysed and coded to look at what they want to know about other children in Zambia. Questionnaires were completed about the various modes of communication. The results have suggested that linking schools across countries can have strong influences on children’s knowledge and attitude toward that country. By developing links between two countries, the research has shown that children can develop friendships despite distance and cultural differences, helping them work towards the true global citizenship
The effectiveness of physical activity as an intervention in the treatment of depression: A systematic review
Get PDFDepression is a debilitating mental health condition affecting an estimated 350 million people worldwide (Agudelo et al., 2014; Mutrie, 2000; WHO, 2012). A diagnosis of major depressive disorder is made when symptoms persist to impair everyday functioning for a period of more than two weeks (American Psychiatric Association, DSM-5, 2013). There exists a considerable body of literature in support of physical activity programmes as a first-line treatment for sub-threshold and mild depression, and the relevant clinical guidelines reflect this (Biddle, Fox & Boutcher, 2000; Davidson, 2010; NICE, 2009a). For the current review, MEDLINE, CINAHL, PsycINFO, Science Direct and Cochrane Library databases were consulted from 2000-2014 with criteria for inclusion and exclusion. Thirteen papers were included in total from those concerning the effectiveness of physical activity in treating depression among adults. Studies included in the current review indicate physical activity to have a positive effect on reducing depressive symptoms among adults with mild depression either as mono-therapy, or when used as an adjunct to conventional treatment. Lawlor and Hopker (2001) highlight considerable methodological flaws among many trials. In future, researchers are advised to standardise their methods and practitioners to offer tailored exercise interventions for mild depression in accordance with NICE guidelines
An Investigation into Perceptions and Responses to Conflict in Intimate Relationships
Get PDFPrior research has examined perceptions of intimate partner violence (IPV), and how these perceptions can influence responses and help seeking behaviour (e.g. Harris & Cook, 1994). In the current study, 91 undergraduate students (n=44 females, n=47 males) attending a university in North-West England read a hypothetical IPV scenario, experimentally manipulated by victim gender and perpetrator gender, and completed situational perceptions of responses. Overall, the results indicated gender had no effect on perceptions IPV, although it did affect participant responses. Specifically, male participants were less likely to encourage victims to seek help, and were more likely to ignore the situation. Scenarios which depicted male victims were perceived by participants as less serious, and were least likely to gain intervention. The findings of the current study are discussed in light of the importance of the development of services to raise awareness of IPV among students, and provide services on campus which can provide first-hand support