MA Education

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What’s in it for us? Tutors’, tutees’ and teachers’ perceptions of outcomes in a cross-age peer tutoring project.

Peer tutoring is widely used to provide learning support or as an opportunity for learning that is different and additional to the traditional model of class teaching. The objective of this study was to explore the perceived impacts of an established cross-school, cross-age peer tutoring project – the Hamilton Primary Numeracy Project – to gain a better understanding of its impacts on participants. It was hoped that findings would inform development of future iterations of the programme. A largely interpretative approach was employed to gather research findings, before and after the 20-week programme, from ca.80 participants across 6 Oxfordshire schools. Several data collection techniques were used, including ‘Salmon’ lines, hardcopy and online questionnaires. On conclusion of the programme, audio-recorded semi-structured group interviews were used to probe areas of interest in greater depth. The constant comparative method was used to code data, from which emergent themes were identified. Themes were mapped …

Status: Live|Last updated:May 13, 2020 3:25 PM
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Effective support for pupils with Social Emotional and Mental Health needs at Special Educational Needs Support in mainstream secondary schools in England: Practitioner Perspectives.

Social Emotional and Mental Health (SEMH) is one of four broad areas of Special Educational Need (SEN) in the Special Educational Needs and Disabilities (SEND) Code of Practice (DfE and DoH, 2015). This comparative case study explored practitioners’ perspectives of effective support for pupils in mainstream secondary schools with SEMH needs at SEN Support. The SEND Code of Practice states that schools must ‘use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN’ (DfE and DoH, 2015 p.92). It also states that schools should provide support ‘using well-evidenced interventions’ (DfE and DoH, 2015 p.97) targeted at pupil’s areas of additional need. Thirteen teachers from three mixed comprehensive secondary schools in a city in the South East of England participated in semi-structured interviews for this study over a period of 3 months in 2019. The majority of participants had roles in senior leadership, …

Status: Live|Last updated:May 13, 2020 2:57 PM
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How do different cognitive profiles and language backgrounds affect L2 students’ reading and spelling abilities in English?: An intervention-based study

This study presents the results of a small-scale intervention study attempted to explore the relationship between cognitive abilities and spelling and reading abilities in English by taking into consideration students’ language background. The aim is to provide educators with inclusive practices that promote multilingual students’ reading abilities. The study was conducted in an international school in Denmark with 20 multilingual students (age of the students 9-11), and consisted of three parts: a. The Identification Process, b. The Intervention Process and c. The Evaluation of the Intervention. During the Identification Process, students’ processing speed, working memory, reading and spelling abilities were assessed and parents were asked to give information for the students’ prior language experiences. Based on the results of the Identification Process, two experimental intervention groups and one control group were formed. The first experimental intervention group showed below average performance in proce…

Status: Live|Last updated:May 13, 2020 2:32 PM
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