JoTTER - volume 14
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Item Open Access “How do my feelings affect my learning?” – A study into Year 4 pupils’ views on the relationship between their emotions and their academic success(Faculty of Education, University of Cambridge, 2023-08-28) Hinton, Grace; Rigby, KateIt is well documented that high levels of emotional intelligence are linked to greater academic achievement. However, there is a lack of research investigating this relationship in primary-aged children. Furthermore, there is also the need to investigate ways in which to support pupils in developing their emotional intelligence to promote positive wellbeing, with an essential source of evidence being through asking pupils’ themselves. Thus, through a mixed-methods approach, this research seeks to investigate the relationship between Year 4 pupil’s emotional intelligence and academic achievement, along with their perspectives on support within school to promote emotional intelligence, and in turn, positive wellbeing.Item Open Access A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics(Faculty of Education, University of Cambridge, 2023-07-24) Burns, Rachel; Dunphy, AlisonThis action research project explores whether implementing feminist pedagogies can improve girls' attitudes towards mathematics. Features of feminist mathematics pedagogies include social learning, connected knowing, a reflective and low-pressure environment, and problem solving with multiple routes.Item Open Access "I have no clue how to pronounce that": The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes(Faculty of Education, University of Cambridge, 2023-07-24) Crossman, Hannah; Millett, TabithaThe aim of this study was to analyse the impact of an explicit, systematic phonics teaching intervention on a KS3 Italian class’s reading aloud ability and attitudes. The findings suggest that systematic, explicit phonics teaching may have a positive impact on student decoding ability, perception of that ability, and confidence.Item Open Access Art-based games: An action research study exploring Year 10 students’ perspectives on short ‘warm up’ interventions and their potential effects on the classroom learning environment(Faculty of Education, University of Cambridge, 2023-06-05) Jones, Megan; Watkinson, Anne-MarieThis action research study provides evidence towards the value of using ‘warm up’ games in key stage 4 art classrooms, by suggesting that such activities can elicit a more interactive and engaging learning environment.Item Open Access Seeing the kaleidoscope: Investigating whether Year 12 understandings of Christianity’s internal diversity can be enhanced through an ethnographic approach(Faculty of Education, University of Cambridge, 2023-06-05) Grainger, Zoë; Jennie FrancisIn this paper I will explore how Jackson's interpretative approach to Religious Education can be used in A-Level lessons to help students grasp a religion's internal diversity. This paper will offer a potential framework for implementing this approach with A-Level students, followed by an analysis of how effective this method was in achieving my purposes.Item Open Access A critical investigation, using approaches drawn from action research, into how Year 9 students' learning about unseen poetry can be developed through a focus on accent and dialect in writing(Faculty of Education, University of Cambridge, 2023-06-05) Thomas, Emily Jade; Anne-Marie WatkinsonUniting the importance of sound within the teaching of poetry, with the notion of identity actualised through authentic poetic voice, this study examines how poetry written in a dialect can influence and thus develop students’ approaches to unseen poetry. Explored are the ways in which studying dialect poetry facilitates meaning-making within a ‘new typical poetry classroom’ that intertwines ideas of performance and analysis and how, by extension, this offers a space to reflect on students’ own identities and the world around them.Item Open Access Singing in School: A Study of Year 4 Pupils’ Perspectives on Singing for Pleasure and Learning(Faculty of Education, University of Cambridge, 2023-06-05) Shaw, Henrietta Lucy; Julie AldertonResearch suggests Primary School pupils benefit from singing in school both for pleasure and for learning. This case-study proposal aims to analyse the perspectives of Year 4 pupils’ on singing for pleasure and learning in school. A whole-class questionnaire will provide quantitative data, followed by a semi-structured interview with six pupils to provide qualitative data for analysis.Item Open Access “Inclusion of all to the detriment of some?”: a study of Year 5/6 pupils’ perspectives on the inclusive classroom(Faculty of Education, University of Cambridge, 2023-06-05) Kennedy, Jenny; Kate RigbyA proposal for research on pupils’ perspectives of their own inclusive classroom. Asking children about their own experiences and understandings of the inclusive classroom to answer the question of whether or not inclusive education can be detrimental to some pupils’ learning.Item Open Access Dandelion Children: Year 6 pupils’ perspectives of the impact of transferring schools on learning(Faculty of Education, University of Cambridge, 2023-05-29) Parkinson, Bryony; Julie AldertonThis paper first examines the literature concerned with the impact of moving schools on pupil academic performance.Item Open Access Rule Britannia?: An insight into pupils’ perspectives on the fundamental British values(Faculty of Education, University of Cambridge, 2023-05-29) Osborne, Catrin; Kate RigbyThis paper outlines a research proposal intended to explore six Year 6 pupils’ perspectives on the fundamental British values almost a decade after their conception. By combining a poster-creation activity, semi-structured interview, and a scenario-based group task, the study is designed to elicit pupils’ thoughts on a contentious but crucial concept.Item Open Access A study of Year 6 pupil perspectives on home learning following the COVID-19 lockdowns(Faculty of Education, University of Cambridge, 2023-05-29) Lyden, Hannah; Julie AldertonThis research explores pupil perspectives on what constitutes home learning and their experiences of home learning during and since the COVID-19 lockdowns. I pay particular attention to the experiences of pupils on pupil premium, since research finds a correlation between social-economic status and educational outcomes, linking the home learning environment to academic achievement.