University of Cumbria Open Access Journals
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How is the STEM agenda put into effect in post-primary schools in Northern Ireland
Get PDFIn this paper I consider the teaching and learning of science, technology, engineering and mathematics (STEM) in schools in Northern Ireland. I suggest that the importance of STEM subject teaching cannot be over emphasised in order to encourage pupils to take an interest in and develop positive attitudes towards STEM subjects from an early age. One of the challenges currently facing Northern Ireland and other countries is the apparent declining interest in and uptake of STEM subjects by pupils in post-primary schools. This study investigates practice in two post-primary schools to identify how STEM subjects can be delivered effectively to provide pupils with the opportunity to learn skills vital for today’s economy. I conclude that it is clear that post-primary schools, with the support of the Northern Ireland Government and external bodies, play a major role in promoting STEM subjects to young people.
A study into innovation within an educational context including teachers’ perceptions of innovation within their own schools
Get PDFThis project is a study into innovation within an educational context. By looking at current literature it will inform the reader about the amount of innovation in schools currently within the UK. In addition to this it hopes to develop a deeper understanding of the complicated nature of innovation, which is cause for much debate. The research conducted in this study take the form of qualitative interviews with two teachers to gain their personal perspectives of what innovation means to them and their practice within their school
Aspirational Practice: Gender Equality The challenge of gender and heterosexual stereotypes in primary Education
Get PDFThis paper is presented as a thought-piece which discusses the challenge of gender and heterosexual stereotypes in primary education. It arguesthat stereotypes should be challenged in primary education so that children can grow up secure intheir own identity, whatever that may be. It goes on to suggest that the primary classroom is a space in whichthe teacher can form a close bond of trust amongst the class, and can therefore initiate discussions on diversity to ensure that all pupils feel valued and included
Reflecting on Dyslexia and its Effects on Learning in Regards to Self-Esteem, in a Technology Based Mainstream School Maintained by the Local Authority in the South East of England
Get PDFThis paper examines dyslexia as a potential cause of stress and concern for students and teachers in schools. It argues that its effects on learning can vary from minor to extreme. In this investigation I want to examine whether the actual learning disability is not just academic but also one of self-concept and esteem. My research on a non-selective technology based school in the south east of England; I will also make reference to another school which is selective and dyslexia friendly. The interrelationship between dyslexia and confidence is key to understanding how to move forward and improve the learning of students with dyslexia. I conclude that the best way to achieve this is by creating safe learning environments, in which students are not afraid to ask to for assistance or help.
Assessing creative process and product in higher education
Get PDFThis article examines how Education undergraduates explored their creative processes through the planning and presentation of an artwork. In particular, it addresses how they negotiated the demands of an assessment method which focused on both the reflective process and the finished product. This investigation is part of a more extensive study of creativity and engagement in Higher Education; it is underpinned by the idea that all students have the potential to be creative if they are provided with innovative learning experiences and open-ended assessment tasks. The empirical data was obtained from semi-structured interviews (n=30), students’ reflective sketchbooks and observations. The findings support the view that students are more motivated and engaged when they have access to alternative, creative assessment opportunities which involve experimentation and risk-taking in a supportive learning environment. The data shows that they value assessment methods which enable them to demonstrate their knowledge, understanding and skills in different ways. However, concern about the perceived subjectivity of such an assessment process, and the emphasis placed on meeting the learning outcomes, initially presented a barrier to creative development. One implication is that the conflict between creativity and assessment might be partially resolved if students played a more active part in both the formulation of summative assessment criteria and the on-going formative assessment process. Keywords Creativity, creative assessment methods, art-based assessment
Book Review: The University in Dissent
Get PDFThe University in Dissent, by Gary Rolfe, London, Routledge and the Society for Research into Higher Education, 2013, 168pp, £22.99 (paperback), ISBN 0415681154
Developing a ‘dynamic’ and collaborative pedagogy for postgraduate certificate (PGCE) secondary mathematics students
Get PDFIn this paper we explore the development of ‘dynamic’, collaborative and ‘real time’ pedagogy for teacher education. This pedagogy has emerged organically as secondary mathematics student teachers work collaboratively in teams of three or four alongside school mentors, pupils and university tutors. The pedagogy of teacher education reported here is underpinned by the innovative, and possibly counter intuitive, notion of ‘dynamic mentoring’, where reflexivity and meta-cognition take place openly and in real time during the teaching and learning of pupils in the classroom. We examine the evidence that the developing pedagogy has improved pupil attainment and also student teacher retention and attainment. Keywords Teacher education; pedagogy; collaborative; dynamic; mentoring; mathematics.
