University of Cumbria Open Access Journals
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Can the regular use of target language phonics reduce the dependence on class teachers in MFL and therefore lead to greater independence in learning without compromising the quality of new language acquisition?
Get PDFThis research considered whether the regular use of target language phonics reduces the dependence on class teachers in MFL (modern foreign languages) and therefore lead to greater independence in learning without compromising the quality of new language acquisition? In applying qualitative (questionnaires) and quantitative (testing) research methods to an in-class study I was able to identify how phonics can positively impact upon the student’s ability to identify, understand and pronounce new sounds in a language (in this case French) and how this affects their overall confidence in their use of a language. The findings of my research would support the inclusion of explicitly taught phonics in MFL as it can enable greater autonomy in language learning as the student gains confidence and proficiency in the sounds and can therefore learn new words and use them without recourse to their teacher
Cyberbullying: A Post-Primary School Perspective
Get PDFBullying in Irish schools is a behavioural problem which affects the lives of thousands of children and their families. The humiliation, fear, frustration, social isolation and loss of self-esteem which children can experience when bullied results in absence from school, poor school work, personality changes, sickness, depression and, unfortunately, sometimes suicide. As a post-primary teacher of Religious Education, I am aware that the development of a young person relies greatly on his/her experience in school. Religious Education is concerned not only with intellectual knowledge but also emotional and affective learning (RECD, 2012 p. 4). In recent years, a new phenomenon of bullying has become a major issue in schools, cyberbullying. Cyberbullying, defined by Belsey (2005), is “the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others” (cited in Butler et al., 2008, p. 21). I need to be mindful, as an educator, of these ongoing bullying-related issues that could negatively affect the young people I will teach throughout my career. Therefore, for this Independent Study, I have chosen the area of cyberbullying, from a professional perspective, to enhance my knowledge of this modern issue
Becoming an Inclusive Practitioner
Get PDFThe first part of this paper provides a brief, selective literature and policy review examining the concepts of inclusion and social justice within the context of Scottish civic discourse and Scottish schools in particular. I then focus on four key areas of policy and standards, that contribute to the creation of the framework Scottish teachers work within, drawing attention to discrepancies in emphasis on matters of social justice and inclusion that exist between them. In part two, I outline my active engagement with Vygotsky’s concept of The Zone of Proximal Development (ZPD), in an effort to create an inclusive classroom learning environment. I explore the tensions I encountered between theory and practice and how, through a process of critical reflection, I came to a deeper understanding of the possibilities of combining aspects of formative assessment with sociocultural theory, to form a basis for continued professional development as an inclusive practitioner.
Facebook Official: The attitudes towards the role of Social Media in Romantic Relationships
Get PDFSocial networking platforms have become an important tool for initiating and maintaining romantic relationships amongst the younger generation (Hand, Thomas, Buboltz, Deemer & Buyanjargal, 2013). This study examines and explores the attitudes towards the role of social media in romantic relationship and also investigates the term “Facebook Official” using a mixed methods design. A total of 137 participants completed a questionnaire, which was divided into five categories: relationship status importance, public displays of affection, jealousy, surveillance and initiation, and were analysed by a MANOVA test. Furthermore, nine participants aged 21-40 were invited to take part in semi-structured interviews, which were analysed by thematic analysis. Results suggested that age, surveillance and initiation were significant factors in determining the attitude towards social media in relationships. From the interviews the themes that were uncovered were communication, surveillance, jealousy and interference of social media/others. Overall it was found from the study that there was a negative view towards social media in the older group compared to that of the younger generation
The effect of higher-order questioning on pupil understanding, as assessed using mind maps and the SOLO taxonomy
Get PDFThis paper looks at the role of higher-order questioning in developing pupil understanding from the Scottish education perspective. Literature indicates that higher-order questions deepen pupil understanding through the development of critical thinking skills, so should be prevalent in every classroom. Additionally, the SOLO framework and mind maps have been shown to be novel, yet effective, tools for assessing pupil understanding. As such, I included a range of higher-order questions in my practice and asked the pupils to create mind maps to demonstrate their understanding of a given topic. Using the SOLO framework as a marking rubric, I scored the mind maps to determine the effect of questioning on understanding. Higher-order questions had a positive effect on pupil understanding as the mind map scores increased post-implementation. This enquiry would benefit from repetition over a longer time period to further determine the effect of questioning on pupil understanding
The Introduction of the Singapore Bar Model in Year 1 Problem Solving: A Personal Reflection
Get PDFMy study involved evaluating my influence on children’s learning, through introducing the Singapore bar model to a group of Year 1 children and the impact this had on their problem solving. Since this is such a new area of study, I felt that the effectiveness of the pedagogical approaches undertaken, in order to make this accessible and beneficial, for Year 1 pupils, needed to be explored and the implications for future practice to be analysed. Key findings: The use of the bar to model problems and number sentences allowed specific links between addition and subtraction to be made and some of the children were able to identify patterns and apply their understanding, engaging in higher order thinking and deepening understanding. However, pictorial representations needed to be supported with concrete experiences using manipulatives and scaffolded with questioning, in order for the children to access and benefit from the model
Personal and Professional Development: Becoming an Inclusive Practitioner
Get PDFThis paper explores social justice and inclusion in education from a Scottish perspective. It highlights the teacher\u27s role in creating an inclusive learning environment and identifies implications for learning arising from this. Inclusion is a priority in Scottish education, with the aim for every child to feel valued, safe and respected. The literature shows the positive impact of this upon achievement for both pupils with and without significant learning difficulties. I adapted and reflected upon my own practice in regards to its inclusiveness and impact upon children\u27s learning in order to make learning accessible to every pupil and raise achievement. In conclusion, the positive impact of inclusion on achievement and learning was significant and is something I aspire to in my future practice. However, the implications of inclusion for pupils with significant learning difficulties in mainstream education and the direct impact upon specific achievements remain unresolved
Students as facilitators: an evaluation of student-led group work
Get PDFThis paper describes a two year study evaluating student-led group work in the context of a clinical legal education module. The aim of the study was to shift the balance of control from tutor to student, by allowing students to take on the facilitator role in weekly meetings. The findings suggest that (a) students can successfully design and deliver a small group session if they are given the opportunity to do so (b) student facilitation encourages students to see the tutor as part of the group which has a positive effect on student interaction and engagement in the group, and (c) students who have been less likely to contribute become more vocal in student-led (and later tutor-led) sessions
Investigating learning in RE
Get PDFIn this paper I will present an assessment of some of the key theories arising from the work of Piaget and Vygotsky and investigate whether they might meaningfully apply within the context of the secondary RE classroom. Drawing on experience from my IEP (Initial Experience Phase) as well as the formative literature, I will present a case for the primacy of Piaget and Vygotsky among recent determinative pedagogical theories and illustrate how conversance in the language of both theorists, more so than with other theorists, prompts the trainee teacher or NQT to look beyond the mechanics of each theory and carve their own valid methodologies (the validity of which depending ironically upon their instinct for abandoning theory and acting according to the situation). In this way I will argue that Piaget and Vygotsky present the most ‘meaningful’ pedagogical theories in a climate of theoretical excess. Beyond the remit of a ‘typical’ lesson, I will illustrate how this mind-set has enabled me to envision a radically reformed version of religious education which underpins a hypothetical model for education where the holistic development of children takes precedence over governmental agendas aimed at tailoring education to serve industry and the economy and that such a model might manifest via a ‘spiritual revolution’
Critical analysis of Maslow’s Hierarchy of Need
Get PDFCritical analysis of Maslow’s Hierarchy of Nee