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JoTTER - volume 09


Recent Submissions

Now showing 1 - 6 of 6
  • ItemOpen Access
    “You can understand what the words actually are”:a critical investigation into how far film and drama can be effective in developing Year 8 students’ understanding of Shakespeare’s ‘Romeo and Juliet’
    (Faculty of Education, 2018-01-04) Soutter, Olivia
    This study explores the efficacy of different strategies for teaching Shakespeare through student responses to watching ‘Romeo and Juliet’ on stage and screen, and through their own participation in drama-based activities both in the classroom and at the Globe Theatre. Case study students were selected from a Year 8 class at a mixed, 11-16 comprehensive school in East Anglia. The teaching strategies used were strongly influenced by the Globe Education and Rex Gibson’s ‘Teaching Shakespeare’ (1998), and this research highlights the importance of teaching students about adaptation and interpretation of Shakespeare’s plays.
  • ItemOpen Access
    ‘This might sound silly but..’ :a critical investigation into how creative use of poetry teaching supports students’ learning of a curriculum set novel
    (Faculty of Education, 2018-01-04) Marsh, Olivia
    This study explores how the class novel can be taught using a holistic approach to the English curriculum, incorporating poetry into the study of a novel. The investigation focuses on a Year 7 class using performance poetry and copy-change poetry writing techniques in conjunction with the class novel Rooftoppers by Katherine Rundell. The study explores the benefit to students’ understanding and enjoyment of poetry being taught alongside the novel; the ways in which poetry study can enhance understanding of the themes of the novel; and if memorization is improved through either performance or copy-change poetry writing.
  • ItemOpen Access
    A critical analysis of how Knowledge Organisers and Recall Practice can be used to facilitate learning. An Action Research project of Year 7 pupils studying cells and organisation
    (Faculty of Education, 2018-01-04) Smailes, Nathan
    The use of cognitive methods has been studied in detail in psychological research, yet there have been few studies that have attempted to implement them. This paper analyses some of the ways in which knowledge organisers and recall practice may be used in a classroom setting. Multiple cognitive methods are applied such as low-stake testing, quizzing and knowledge organisers. Analysis was conducted using exit-tickets,interviews, summative assessments and journal entries. Overall 72% of the pupilsimproved their average score from assessments conducted before and after theteaching sequence. Additionally, the cognitive methods appeared to help pupils remember a greater amount of content. The isolation of individual effects of the methods was outside the scope of this study and limits the conclusions drawn. What is clear from this research however, is that cognitive methods can be implemented into a classroom and if applied well may lead to significant improvements in learning.
  • ItemOpen Access
    “Can you even fall in love with yourself?”:using music and drama to enable all students to access Latin literature
    (Faculty of Education, 2018-01-04) Rushton, Emily
    This study explores how the incorporation of musical and dramatic activities into the teaching of Latin literature affects a student’s ability to access the more complex themes of the narrative, and their overall enthusiasm for the subject, in a mixed comprehensive state school. The findings showed that when students were given an alternative method through which to interpret a text in a personable way, their engagement with the text greatly improved. The most important finding of the study, and opportunity for further research, was seemingly how the students were able to translate and discuss their own emotions more fluidly when given a vehicle through which to channel them.
  • ItemOpen Access
    “Let’s look at the whole elephant before we begin to measure its tail”*: the effect of emphasising qualitative reasoning in aiding conceptual understanding in a Year 12 physics class
    (Faculty of Education, 2018-01-04) Farnsworth, Callum
    The lack of conceptual understanding that results from traditional physics instruction is a phenomenon that has been well documented by the physics education community. A commonly suggested explanation for this is that the emphasis physics curricula place on quantitative problems disincentivises qualitative understanding and the development of conceptual models. This action research intervention examines the effect of pedagogies which emphasise qualitative reasoning on conceptual understanding, attitudes towards physics and problem-solving confidence. Following a seven-lesson sequence on electric circuits with a Year 12 class, significant improvements in conceptual understanding were observed. The prevalence of common misconceptions decreased, and performance on conceptual questions increased. No significant change in students’ attitudes or confidence was observed.
  • ItemOpen Access
    ‘I want to challenge myself’:the use of Self-Regulatory techniques to enhance Self-Efficacy in a Year 7 science class
    (Faculty of Education, 2018-01-04) Burns, Julia
    Success in the classroom has increasingly been attributed to self-efficacy. This has been partially permitted through the use of self-regulatory techniques. Although research has recently increased into these two areas, the application of self-regulatory techniques to enhance self-efficacy in younger secondary school students is still largely unexplored. This action research study focused on implementing self-regulatory techniques into a year 7 science class in a British comprehensive school, with the aim of increasing student levels of self-efficacy. A sequence of lessons were delivered, that incorporated self-regulatory learning. Levels of both self-efficacy and self-regulated learning were measured before and after the sequence, using a range of data collection methods. Findings suggest that a significant increase in self-efficacy was a result of the introduction of self-regulated learning techniques. The study points towards the importance of increasing self-efficacy, in younger students, as well as possibilities for future research.