JoTTER - volume 06
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Item Open Access Published version Peer-reviewed A case study investigation into the impact of a task-based language approach on the cultural learning of four year 8 students in a high attaining French class(Faculty of Education, 2015-06-01) Pante, IsabelThis project seeks to increase cultural knowledge, somewhat neglected in British mainstream schools, through a task-based language learning approach (TBLT), an alternative pedagogy to teaching and learning. This encourages pupils to take ownership of their linguistic and cultural learning and sets out to improve low levels of motivation in a high ability class. The discussion focuses mainly on pupils’ perceptions of their own linguistic competence, of French culture and language as well as of group work. Although positive impact was exhibited on cultural knowledge, enjoyment of French and motivation, no conclusion could be drawn as to whether these were a result of TBLT or cultural learning. Nevertheless, this study serves as a springboard for further inquiry in this field.Item Open Access Published version Peer-reviewed A critical investigation into how Year 8 students’ learning about ‘travel writing’ can be developed through films and photographs(Faculty of Education, 2015-06-01) Kibbler, Katie‘Travel writing’ is a popular topic to teach to Key Stage Three English classes,and yet it is surprisingly under-represented in recent research literature. This report identifies three main reasons that the genre can prove challenging to teach and challenging to approach as a young student, and investigates the efficacy of using still and moving images to provide a stimulus for this particular, slippery type of creative writing. My research explores whether the first of these problems could be addressed by supplying some sort of ‘experience’ of travel through still and moving images, to students with an otherwise limited experience of the types of places that are typically subjects of ‘travel writing’. I conclude that there remains more investigation to be done on both the teaching of travel writing and the use of still and moving images as stimuli for creative writing in schools.Item Open Access Published version Peer-reviewed Teaching resources: A case study investigating year 9 pupils’ opinions and that of their teacher with regard to teaching resources in art(Faculty of Education, 2015-06-01) Devine, MartyThis research study explores the use of different teaching resources in an Art classroom, investigating which resources are found the most beneficial by pupils across a series of lessons. A qualitative research methodology was implemented for this study and included students and a teacher. The key findings indicate pupils prefer more visually engaging and interactive presentations during a lesson and those pupils still find an in-class demonstration or teacher exemplar the most helpful form of teaching resource. Pupils find books the least helpful form of teaching resource. It was identified that pupils want more tablet based learning and downloadable presentations for their tablets before, during and after lesson.Item Open Access Published version Peer-reviewed Child led learning beyond the Early Years Foundation Stage :Year 3 pupils’ perspectives on the ‘Learning Zone’.(Faculty of Education, 2015-06-01) Smith, IlonaThis case study focuses on the use of the ‘Learning Zone’ in Key Stage 1 of a particular school, and pupils’ perspectives on whether or not this should be continued into higher years. It explores the ideas of play, independence and choice in this context, and the potential benefits of these beyond the Early Years, by which time it is phased out in many schools. Ethics and methodology are also considered. Using both questionnaires and interviews, it is shown that pupils vary widely in their opinions, with extremes on both sides. This highlights the importance of consulting asmany pupils as possible with regards to proposed changes within the school. Finally, a review of implications for future practice is given.Item Open Access Published version Peer-reviewed A case study of the use of the mathematical register by Year 8 students: a critical analysis of teaching strategies that can be employed to encourage this use.(Faculty of Education, 2015-06-01) Robson, JamesThe quality and variety of mathematical language that pupils hear are identified in the new curriculum as key factors towards developing their mathematical vocabulary. This project explores, using a case study methodology, the concept of mathematical language and specifically the mode of speech we use when we talk mathematically. The participants were a class of higher-attainment 12-13 year olds in a UK comprehensive school. A case study methodology was used to examine pupils’ prior attitudes to mathematical talk and to analyse strategies for improving it. This study involved a combination of pupil and teacher interviews, lesson observation, and analysis of learner product from these lessons. The key finding was that student attitudes towards mathematical talk (and their acceptance of it as a valid mode of discourse for them) are a key factor in their ability to use mathematical talk well.Item Open Access Published version Peer-reviewed A critical investigation, using approaches drawn from case-study research, into how dramatic techniques and the use of media might enhance Year 10 students’ understanding of character in Steinbeck’s 'Of Mice and Men'(Faculty of Education, 2015-06-01) Currie, C. MaryThis investigation examines how dramatic techniques and the use of media might enhance a class of Year 10 students’ understanding of character in ‘Of Mice and Men’. It explores ways in which to facilitate these students’ understanding of literature that they may otherwise find inaccessible. Ilearnt that it is useful to combine students’ preferences for particular teaching styles with other activities that may yield the best results from them. Furthermore, from this research, I suggest that using a combination of activities, both drama and media centred, to support students’ learning is important as one single activity will not suit all students at the same time. I would argue that the activities used complement one another by constantly reinforcing students’ understanding as well as engendering empathy with the characters in the novel.Item Open Access Published version Peer-reviewed A critical investigation, using approaches drawn from case study research, into how Year 13 students’ understanding about language variation is developed through the study of accents and dialects in Britain(Faculty of Education, 2015-06-01) Chan, Jun BoThis paper investigates how a group of Year 13 A Level English Language students’ understanding about language variation is developed throughtheir study of accents and dialects in Britain. Research has suggested that students find the A Level to be new, different and even unusual. By allowing students to draw on and develop from their own pre-existing knowledge to learn about and apply new linguistic terminology and ideas through a sequence of three lessons, students showed an increased awareness of the topic - within the wider subject of English Language.