University of Cumbria Open Access Journals
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Planning for Progression- The debate around the use of the elimination method in the teaching of simultaneous equations
Get PDFThis research discusses the teaching of simultaneous equations with a focus on the merits of the elimination method and preferences for this method. This topic was taught in a sequence of six lessons to year 10 students. Three methods were taught: elimination method, substitution method and graph method. During these lessons I utilised the school iPads and the method of SOLO taxonomy. I analysed students’ preference of method where the question allowed for choice, and their ability to answer the question where the method was specified. Students developed an understanding of the elimination method in order to use it effectively, developed a preference for this method and struggled with the substitution and graph methods. This topic was taught in light of conflicting literature regarding the benefit of teaching the elimination method at GCSE. Some students struggled with rearranging formulae and complex substitution, leading me to conclude that the elimination method is the most appropriate for year 10 students. Given the impending changes in the GCSE exam, notably the inclusion of simultaneous equations in the foundation tier paper, I feel that the elimination method is a valuable method to teach to students of all levels and should be maintained in GCSE teaching to enable less able students to solve simultaneous equations and gain marks.
Can pupil perception of D&T be changed to affect engagement?
Get PDFIn recent years design and technology (D&T) has seen a decline in the number of pupils choosing to study the subject at Key Stage 4 (KS4). While this may in part be due to changes within the National Curriculum (NC) it may also be attributed to pupil perception of D&T. This research project focuses on pupil perception of D&T and some measures that can be taken to improve engagement within the subject. Various questionnaires were performed to ascertain pupil perception, what pupils found more or less enjoyable and what could possibly be improved. Pupil engagement was monitored by a classroom teacher in both cases in addition to lesson enjoyment questions completed by pupils at the end of the lesson. The research has found that strategies included using relevant subject matter to pupils, increased use of technology and the delivery of content by the teacher can all affect pupil engagement
Teaching and Learning the Creative Process Through the Use of New Media and Technology (for the make-up artist)
Get PDFThe creative process for Make-up-artists is an integral part of their creative practice. Therefore, innovative pedagogical approaches should be adopted to nurture creativity and the creative process within this field of study. Media and technology can play a significant role in facilitating the teaching of creativity if used in partnership with traditional teaching methods. This study supports current research into the field of creativity and the creative process whilst drawing attention to how social and cultural influences guide the learning and teaching of creativity. To show this, this study takes a closer look at the teaching in make-up-artistry. This brings to light that ethics must be incorporated into the learning and teaching of the creative process. To acknowledge the existence of different viewpoints, I chose action research, ethnography and evaluation as design frames for research; selecting twenty-nine learners and twenty-nine stakeholders working across education and the creative industries in Scotland
A theoretical exploration of death anxiety
Get PDFDeath anxiety is examined from several frameworks in an attempt to understand it better. The frameworks are grounded in existential, Freudian, cognitive-behavioural, Becker’s sociological perspective and Terror management theory. These perspectives are chosen not only because they address death anxiety, but they also provide an important range of perspectives. This theoretical exploration provides an investigation into similar strands throughout all perspectives of death anxiety and highlights any marked differences
The Vulnerable and Intimidated witness; a socio-legal analysis of Special Measures
Get PDFThe Youth Justice and Criminal Evidence Act (YJCEA; 1999) concerns vulnerable and intimidated witnesses (VIW); literature suggests these are not identified in the early stages of most criminal investigations, and trials. This is often detrimental to the trial outcome, attracts significant financial cost, and leaves victims to flounder (Burton et al., 2006; Cook et al., 2004; ONS 2011; HIJJI, 2012). Cooper and Roberts (2005) identified that investigators only identify approximately fifty percent of all witnesses eligible for Special Measures; there is recurrent misidentification between those who are vulnerable and intimidated within the 1999 act. This limits the measures available to some witnesses. This review examined the issues through three lenses, firstly: evidential and legal, secondly: a reflection of risk and harm, thirdly: ethics and power. Traditional applications of giving evidence are shown to be at odds with the relatively newer concepts such as Visually Recorded Evidence (VRE), under the Criminal Justice Act (CJA; 2003) s.137, and ‘Special Measures’ under the YJCEA (Murphy & Glover, 2010) which are vastly underused. Despite international efforts to improve the provisions for VIW’s (Tinsley & McDonald, 2011; Cooke et al., 2002; Baldry et al., 2013) there is still room for improvement which would benefit victims, witnesses and criminal justice agencies (Clark, 2012; De Than, 2003; De Wilde, 2013; Starmer, 2014; Harris, 1993). The estimated cost of misidentification along with inadequate prosecution file preparation (HMCJJI, 2009; HMIC, HMCPSI, 2013) is approximately £18 million per annum (ONS, 2014)
A new research agenda for teacher education: the value of a partnership approach to classroom-based research
Get PDFThis paper takes up ideas from previous research projects which advocate student teachers undertaking research activity as part of their teacher education course. The aim is to strengthen the call for maintaining university input into teacher education preparation, which is currently being marginalised by new policies increasingly promoting school-based training for teachers in England. Twelve Religious Studies student teachers undertook classroom research during their school teaching practice or practicum (each observing and interviewing three different teachers with the same class with a focus on differentiation). Qualitative data content analysis was used to explore the data. Teacher educators generated data on the reflections of these student teachers. Findings suggest that conducting research was a significant learning event for the student teachers in that their development as researchers helped their appreciation of the importance of differentiation strategies when teaching in diverse classrooms. Further developments for extending the learning opportunities for all involved in teacher education utilising the expertise of the academy are forwarded. A video conference with others undertaking similar research in the USA helped to explore the findings from an international perspective
Should primary school children be ‘calculator aware’ or ‘calculator beware’?
Get PDFThis literature review examines calculators in the primary school classroom in light of their recent prohibition for younger children in England. Contrary to political fears about calculators being harmful, the existing literature indicates that calculators have many benefits: they can support conceptual understanding, support and improve mental and written methods, be a stimulus for dialogic talk, provide instant feedback and help to develop key mathematical ideas such as ‘number sense’. The ingrained nature of teacher attitudes, in particular relation to what skills they believe an effective mathematician requires, is explored and a link made between such attitudes and the potential use of calculators. Greater clarity is needed regarding what fundamental mathematical understanding actually entails and a long-term strategy needs to be in place in order for pre-service teachers’ underlying beliefs to change.
An investigation into the existing relationship between physical activity and levels of happiness in Key Stage Two pupils
Get PDFThis study was undertaken with the intention of finding out whether there is an existing relationship between physical activity and levels of happiness in Key Stage Two pupils. The pupils involved in this investigation were Key Stage Two pupils from Primary Five, Primary Six and Primary Seven classes. In total, there were two hundred and seventy-five pupils involved, one hundred and thirty-five of which were male and one hundred and forty of which were female. Their ages ranged from eight years to eleven years. The subjects attended six different schools in Northern Ireland and were from different socio-economic backgrounds. After the results were collected, they were imputed to a spreadsheet to allow for clear interpretation. To determine how much physical activity the subjects engaged in, individual pedometers were used to discover the precise amount of steps they each took during the course of a particular school day. In order to obtain levels of happiness, each child participated in a brief interview. The information gained from the interview outlined how happy each pupil was in general and how happy each pupil was within school. To formulate a score from their answers, each pupil was asked to rate their happiness level from 1 – 5 (1 being very sad and 5 being very happy). After comparing the results of all subjects, it was evident that the male subjects were more physically active than their female counterparts. Additionally, the male subjects were happier within school. However, in terms of general happiness, the female subjects were happier than their male colleges. Ultimately, it can be stated that there was very little correlation between physical activity and levels of happiness in pupils in Key Stage Two
An examination of an effective mathematics classroom – searching for the secret ingredients
Get PDFThis research set out to establish the key features of a mathematics teaching practice, which was deemed highly effective. This was demonstrated by a class of children who were eager to learn and confident in the subject, whilst at the same time making rapid progress. In order to examine this successful classroom, a set of unstructured observations; unstructured conversations with the children and a semi-structured conversation with the class teacher were all undertaken over a two week period. The results highlighted six common themes that seemed to occur across all three data collection methods. Such features included: significant opportunities for problem solving; exposure to multiple representations; the facilitation of talk; the teacher’s enthusiasm for mathematics; the teacher’s in depth subject knowledge and a teacher’s drive to ensure children felt they could ‘do maths’.