University of Cumbria Open Access Journals
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Student perceptions of the value of Turnitin text-matching software as a learning tool
Get PDFThe University of Wolverhampton has been using Turnitin as a teaching aid with groups of students since 2007, but in 2011 changed its policy to encourage student access on a formative basis across the institution. In one School, 748 students undertaking final year undergraduate projects were invited to check multiple drafts via Turnitin before the final deadline. Use of the software was monitored, and students were invited to express their views on its value as a learning tool. Uptake was substantially higher where Turnitin was introduced within a module than through extra-curricular workshops. The number of draft resubmissions was greater than that reported in other studies. Most participants thought that despite certain limitations Turnitin was helpful in learning about appropriate source use, and wished it had been introduced earlier in their degree course. Given that the participants were in their sixth undergraduate semester, a surprisingly high number expressed anxiety regarding the risk of unintentional plagiarism.
The importance of students’ motivation and identity when supervising professional doctorate students; a reflection on traditional and professional routes
Get PDFThe literature on doctoral supervision frequently identifies the importance of aligning supervisory style to the particular needs of students. Much of this literature is based on research carried out with students on traditional PhD routes. The purpose of this paper is to explore the extent to which the needs of students on professional doctorates differ from those on traditional PhD routes. Exploring this topic is of particular importance if we accept that supervisors’ own experiences of supervision as research students are likely to affect their approach to supervising. The paper concludes that it is not helpful to regard the needs of professional doctoral students and more traditional PhD students as falling into two separate groups. The diverse and evolving nature of all doctoral provision means that these needs are shifting and likely to be converging over time. However, it is helpful for a supervisor to develop sensitivity to issues that are likely to be more common among professional doctorate students. The important differences are most likely to be found in the motivation, identity and identity formation of students and it is these that we need to be sensitive to so that we can adjust our supervisory approach accordingly
Can trainees’ perceptions of the delivery of the foundation subjects & R.E. in Primary Teacher Education be enhanced by using a Three-Lens Model of Delivery?
Get PDFThis paper reports on the findings of a small-scale research project, carried out by a team of teacher educators working in the Primary Foundation Subjects at a university in the North West of England. The team worked together to develop the Three-Lens Model, a teaching model that aimed both to provide a unification of subject delivery across the module whilst splitting subject delivery into three clear areas: subject-“ness” (subject identity), how to teach (pedagogy) and ideas of what to teach (toolbox). The paper presents a discussion of the perceived effectiveness of the Three-Lens Model. It gathers data from trainees across a variety of cohorts and programmes within the School of Education who were exposed to the model of delivery for one year and specifically questions how successful it was in providing a cohesive delivery structure and in raising the trainees’ perceptions of the pedagogical element of their training. The findings suggest that this was a largely successful delivery model which could potentially benefit other training providers.
What is the role of a design and technology teacher within a practical lesson? In my lessons what are pupils progressing in? What am I doing to help them?
Get PDFThis study looks to discover what role a teacher plays in D&T practical lessons. This question originates from a noted ambiguity on this following an observed lesson. When questioned, I was unable to articulate what my role was, or should be in promoting the progress of my pupils. After evaluating all accessible relevant lesson plans completed over the past seven months, skill development is highlighted as being the most dominant aspect of my focus. After a discussion of how this narrow focus impacts my role and the experience of my pupils, implications are presented
Establishing the Ground Rules for talk: influencing attitudinal change towards talk as a tool for learning
Get PDFAn extensive body of research suggests that harnessing the full potential of purposeful talk as a tool for learning has a positive influence on the cognitive and social development of children. Socio-constructivist educationalists highlight the importance of active participation through social interactions with adults and peers in the co-construction of new knowledge. Talk has been evidenced as a fundamental tool to achieving this outcome. The purpose of this action research study, within the context of Curriculum for Excellence, was to investigate whether using ‘ground rules for talk’ could help to make the importance of talk as a teaching and learning tool explicit to both student teacher and classroom pupils and influence attitudes. Overall, the findings of this study suggest that by implementing ‘ground rules for talk’ positive changes in attitude towards the importance of talk in the co-construction of new knowledge and establishing a more dialogic ethos in the classroom can be achieved
To what extent does Philosophy with Children promote the discussion of political philosophical themes?
Get PDFThis study consisted of a seven-week period of action research with a Primary three class, investigating the potential use of the Community of Philosophical Inquiry (CoPI) model of Philosophy with Children to allow children to explore political ideas. The stimuli consisted of letters based on traditional tales and newspaper articles which lent themselves to political themes such as; equality, human rights, happiness, tolerance and safety. The rules of CoPI were explained prior to each session and, after reading the stimulus, questions which ‘puzzled’ the participants were raised. The facilitator chose the question which had the greatest potential to lead to a philosophical dialogue and the participant who offered the question was asked to explain their thoughts regarding it. Political philosophical themes arose as the children discussed and offered new ideas to the group. Analysis of audio-recordings highlighted evidence of political philosophical themes and thus the success of the CoPI model in allowing children to explore such ideas.
The effects of ability grouping on the learning of children from low income homes: a systematic review
Get PDFThis paper explores the relationship between socio-economic status, ability grouping and children’s educational outcomes. The study takes the form of a systematic review to examine available evidence-based articles which are selected by following a specific set of inclusion criteria. Articles are then analysed in terms of the research questions which look to examine the relationship between children’s socio-economic background and ability group placement, and the impact of ability grouping on the learning (cognitive and behavioural) of children from low socio-economic households. The review suggests that children from lower socio-economic status backgrounds are more likely to be placed in lower ability groups, sets or streams. This placing is proven to have an overall negative impact on behaviour, as well as failing to close the achievement gap as children in lower groups make slower cognitive progress than children in other groups. Furthermore the general consensus arising from the literature is that ability grouping does not have the positive evidence base to support its use in primary classrooms. Especially when concerning the learning of children from lower socio-economic status backgrounds
The effectiveness of strategies that promote the inclusion of children with Autism in mainstream classrooms
Get PDFAutism Spectrum Disorders (ASD) are characterised by impairments in social interaction, social communication and social imagination. Due to the pervasiveness of these difficulties, children with ASD face challenges and encounter many barriers to learning when educated within mainstream settings. Educational practitioners require considerable knowledge and specialist skills in order to respond to the needs of these children, providing individual and targeted support so that they may achieve their full educational potential. The purpose of this small-scale project is to investigate three interventions, commonly used to support children with ASD, in terms of their efficacy for use in mainstream primary schools. Recent research studies into the use of Social Stories™, LEGO® Play and Circle of Friends® were identified and a synthesis of their methodologies and results was undertaken. Some promising results for all three strategies are found. In the case of Social Stories™, results are also found to be inconsistent and highly variable both between children and between trials, and some possible reasons for this are explored. The evidence for LEGO® Play is the most positive, with significant gains in social interaction being reported in all papers. However, for Circle of Friends® (CoF), the results indicate that, although gains in the inclusion of the focus children followed the whole class meetings, these gains were not maintained during the weekly CoF meetings. It is therefore concluded that there is no compelling evidence in support of the weekly CoF meetings at this time. The implications of all these results in terms of using these strategies in mainstream primary classrooms are discussed. The need for further research into all three interventions is highlighted and specific recommendations regarding this are made
Identity and the boy writer - a Case Study examining the relative roles of teacher pedagogical beliefs, pupil attitudes and provision for writing in the emergent writing experiences of boys and girls in an Early Years classroom
Get PDFPractitioner beliefs regarding theories of emergent writing (Wearmouth et al., 2011), provision for writing (Watson and Kehler, 2012), and (increasingly of late) pupil attitudes towards writing (Gardner, 2014; Wearmouth et al., 2011) are seen as possible factors in the disparity between boys’ and girls’ performance in writing in primary schools. This case study sought to explore the interaction of gender and writing performance in a single Early Years classroom in a small rural primary school with the aim of gaining further insights into the writing experiences of the boys. Semi-structured interviews with three teachers explored teaching approaches and practitioner beliefs; twenty-six questionnaires investigated pupil attitudes towards writing; and fifty-five observations explored pupil writing behaviours. A provision audit and attainment data in writing and fine motor development provided triangulation. Findings indicated that the boys of this cohort were atypically (according to the literature) committed writers, characterised by independence at the writing table and collaborative innovation during role play. A strong self-efficacy in writing premised a positive attitude towards writing activities in Reception that, surprisingly, co-existed with the boys’ lower attainment in writing assessments. Practitioner misconceptions regarding a perceived superiority of the girls when it came to ‘literate’ role play was also disproved by observational data showing more boys than girls engaged in this endeavour. Despite this, practitioner preference for formal assessing methodologies appeared well-matched to the needs of the majority of writers and a creative approach to provision for writing was effective in fostering positive pupil attitudes. Possible reasons for the dis-junct between practitioner belief and pupil realities included institutional pressures to achieve curricular-defined performance targets, and the twin effects of political discourse presenting boys as the ‘weaker’ writers of the sexes and the appearance of this in attainment data.