ScotSPRinG: The Effects of Group Work in Scottish Primary Schools on Attainment, Interaction and Classroom Relationships

2013 ◽  
pp. 129-147
Author(s):  
Andrew Tolmie
Keyword(s):  
Group Work ◽  
Primary Schools ◽  
Classroom Relationships

scholarly journals Storytelling and Teaching English to Young Learners: A Vietnamese case study

2021 ◽  
Author(s):  
◽  
Thao Le
Keyword(s):  
Group Work ◽  
Primary Schools ◽  
Comparison Group ◽  
Intervention Group ◽  
Classroom Observations ◽  
Second Phase ◽  
Teaching English ◽  
Young Learners ◽  
Group Interviews ◽  
Depth Interviews

<p>Storytelling, which is often promoted as a suitable methodological approach in teaching young learners, has been under-used and under-researched in EFL primary schools. This study introduces a storytelling innovation to put the young learner-oriented approach in practice. The innovation provides a structure to redesign textbook lessons into storytelling lessons in order to offer young learners interactive opportunities to use language in meaningful contexts. The research was conducted in two phases. The first phase employed a qualitative approach to examine the current state of using stories and storytelling in teaching EFL in state primary schools in Vietnam. This phase involved the participation of 21 teachers and groups of Grade 5 students from 18 primary schools. Classroom observations, in-depth interviews with teachers, and group interviews with students were conducted to collect data. The results showed that stories were mainly used to introduce target language items in the presentation stage of the textbook lessons which had a presentation-practice-production structure. The lessons consisted mainly of mechanical practice and, ineffective group work, and afforded learners few opportunities for interactive activities.  The second phase was an intervention study to examine the implementation of storytelling innovation lessons. Two teachers and two classes, who participated in Phase 1, joined Phase 2 of the study. One teacher and one class were used as the comparison group while the others employed the innovation for one teaching term. Data were collected from pre-and post-storytelling speaking tests, classroom observations, in-depth interviews with teachers, and group interviews with students. The quantitative findings revealed that at the end of the study the intervention group significantly outperformed the comparison group in their oral language production. The qualitative data showed that the students in the intervention group were highly engaged in storytelling activities as well. A feature contributing to the learners’ engagement was found to be effective cooperation in group work, as the students were afforded opportunities for meaningful interactions. Both the teacher and the students perceived the positive change in their teaching and learning practices.  The innovation could transform a mechanical teaching practice to a more interactive and meaningful learning approach. The results indicate the storytelling innovation as a successful model for introducing change into teaching English in primary schools and contributing to an understanding of the implementation of storytelling, the nature of interactions and learning engagement in EFL contexts.</p>

scholarly journals Effects of continuing professional development on group work practices in Scottish primary schools

2008 ◽  
Vol 34 (3) ◽  
pp. 263-282 ◽  
Author(s):  
A. Thurston ◽  
D. Christie ◽  
C. J. Howe ◽  
A. Tolmie ◽  
K. J. Topping
Keyword(s):  
Professional Development ◽  
Group Work ◽  
Primary Schools ◽  
Continuing Professional Development ◽  
Work Practices

scholarly journals Storytelling and Teaching English to Young Learners: A Vietnamese case study

2021 ◽  
Author(s):  
◽  
Thao Le
Keyword(s):  
Group Work ◽  
Primary Schools ◽  
Comparison Group ◽  
Intervention Group ◽  
Classroom Observations ◽  
Second Phase ◽  
Teaching English ◽  
Young Learners ◽  
Group Interviews ◽  
Depth Interviews

<p>Storytelling, which is often promoted as a suitable methodological approach in teaching young learners, has been under-used and under-researched in EFL primary schools. This study introduces a storytelling innovation to put the young learner-oriented approach in practice. The innovation provides a structure to redesign textbook lessons into storytelling lessons in order to offer young learners interactive opportunities to use language in meaningful contexts. The research was conducted in two phases. The first phase employed a qualitative approach to examine the current state of using stories and storytelling in teaching EFL in state primary schools in Vietnam. This phase involved the participation of 21 teachers and groups of Grade 5 students from 18 primary schools. Classroom observations, in-depth interviews with teachers, and group interviews with students were conducted to collect data. The results showed that stories were mainly used to introduce target language items in the presentation stage of the textbook lessons which had a presentation-practice-production structure. The lessons consisted mainly of mechanical practice and, ineffective group work, and afforded learners few opportunities for interactive activities.  The second phase was an intervention study to examine the implementation of storytelling innovation lessons. Two teachers and two classes, who participated in Phase 1, joined Phase 2 of the study. One teacher and one class were used as the comparison group while the others employed the innovation for one teaching term. Data were collected from pre-and post-storytelling speaking tests, classroom observations, in-depth interviews with teachers, and group interviews with students. The quantitative findings revealed that at the end of the study the intervention group significantly outperformed the comparison group in their oral language production. The qualitative data showed that the students in the intervention group were highly engaged in storytelling activities as well. A feature contributing to the learners’ engagement was found to be effective cooperation in group work, as the students were afforded opportunities for meaningful interactions. Both the teacher and the students perceived the positive change in their teaching and learning practices.  The innovation could transform a mechanical teaching practice to a more interactive and meaningful learning approach. The results indicate the storytelling innovation as a successful model for introducing change into teaching English in primary schools and contributing to an understanding of the implementation of storytelling, the nature of interactions and learning engagement in EFL contexts.</p>

scholarly journals Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

2017 ◽  
Vol 6 ◽  
Author(s):  
Toyin M. Adewumi ◽  
Symphorosa Rembe ◽  
Jenny Shumba ◽  
Adeola Akinyemi
Keyword(s):  
Special Education ◽  
Teaching Strategies ◽  
Group Work ◽  
Primary Schools ◽  
Work Group ◽  
Good Practice ◽  
Curriculum Adaptation ◽  
Individual Work ◽  
Special Education Needs ◽  
Education Needs

Background: There is need for ‘high-quality’ teachers who are equipped to meet the needs of all learners through provision of education for an inclusive society according to equal opportunities to all.Objective: This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.Method: The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.Result: The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.Conclusion: It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.

3. The traditions unfold

2021 ◽  
pp. 32-43
Author(s):  
Gary Thomas
Keyword(s):  
Group Work ◽  
Primary Schools ◽  
Classroom Research ◽  
Top Down ◽  
Successes And Failures

‘The tradition unfolds’ discusses how schools and teachers use differing amounts of both the progressive and formal tradition. Teachers in primary schools have tended to take from the progressive tradition more than their secondary colleagues. Research into classrooms, including Neville Bennett’s research and project ORACLE, has considered the effectiveness of group work in learning. What emerges out of classroom research is a realization that teachers are not robots: they respond to the class as well as leading it; they reflect on their successes and failures and they adapt. This explains why top-down efforts from governments to change schools often fail; they divert teachers from their experience and instincts.

scholarly journals Pacific Nations Students in Primary Teacher Training

2000 ◽  
Author(s):  
John Dickie
Keyword(s):  
Teacher Training ◽  
Cultural Differences ◽  
Group Work ◽  
Primary Schools ◽  
College Of Education ◽  
Primary Teacher ◽  
Academic English ◽  
Bachelor Of Education ◽  
Cultural Constraints ◽  
Primary Teacher Training

This article is based on a study that investigated how Wellington College of Education staff can support Pacific nations students to complete primary teacher training successfully (Dickie, 2000). While the number of Pacific children in New Zealand primary schools is increasing significantly, and the community demands more Pacific nations teachers and more teaching in Pacific languages, the number of Pacific nations students entering primary teacher training is falling. This study explored the views of 21 Pacific nations students in the Bachelor of Education (Teaching) degree through a questionnaire and interviews. Participants valued peer support and group work, but difficulties due to cultural constraints hindered some from active participation in classes and from approaching lecturers for assistance. Some had difficulty with aspects of academic English. The study indicated the need for targeted support and a better understanding by staff of cultural differences.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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