scholarly journals study of the use of software related to phonic skills as part of the literacy programme in the infant department of a primary school in East Trinidad.

2020 ◽  
Vol 8 (8) ◽  
pp. 353-361
Author(s):  
Adita Maharaj
Keyword(s):  
Primary School ◽  
Mixed Method ◽  
Reading Skills ◽  
Literacy Curriculum ◽  
Literacy Programme ◽  
Staff Members ◽  
Reading Success ◽  
Use Of Technology ◽  
Technology In Schools ◽  
Method Approach

Research abounds on the importance of phonic development as an integral aspect of reading success as well as the use of technology in schools for the promotion of key reading skills. This study focuses on the use of existing phonic software in a primary school as part of the literacy programme. It utilizes a mixed method approach to closely examine the responses of participants through careful observation of interactions with existing software in a prepared environment. The findings reveal that the software has a positive motivational impact on the majority of participants in the study. Coupled with this, the findings highlight the need for collaborative planning among staff members for proper assessment of phonic development. The findings of the study can provide some direction with respect to planning of the literacy curriculum for this and similar schools in the district. 

scholarly journals Evaluating the reasons of low reading skills of primary school students and the activities used by teachersİlkokul öğrencilerinin düşük okuma başarısının nedenlerinin ve öğretmenlerin kullandığı etkinliklerin değerlendirilmesi

2015 ◽  
Vol 12 (1) ◽  
pp. 1082 ◽  
Author(s):  
Orhan Çakıroğlu
Keyword(s):  
Reading Achievement ◽  
Primary School ◽  
Special Education Teachers ◽  
Primary Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
School Students ◽  
Negative Attitudes ◽  
Poor Reading ◽  
Reading Success

<p>Reading skill is one of the most important skills in someone’s educational life. Although reading skill has such an importance, there are limited research studies that investigate reading achievement of students with low reading skills and factors that their teachers believe that cause low reading achievement. Specifically, there is no research study that investigates reading success around Turkey. The purpose of this study is to investigate the activies that primary school teachers and special education teachers use in their classrooms and opinions of these teachers regarding their students’ reading success. According to the findings, most students in our primary schools have poor reading skills. Teachers believe that the main reasons for poor reading skills are the student himself and parents’ negative attitudes. Also, the most used activies by teachers are asking parents to help their children and spending more individual time with students during reading studies.</p><p> </p><p><strong>Özet</strong></p><p>Okuma becerisi bireyin eğitim yaşamında en önemli yere sahip becerilerin başında gelmektedir. Okuma becerisinin bu derece büyük öneme sahip olmasına rağmen ilkokul öğrencilerinin okuma başarısını değerlendiren ve ilkokul öğretmenlerinin düşük okuma başarısının nedenleri olarak gördükleri faktörlerin tespitine yönelik çalışmalar sınırlı sayıdadır. Özellikle Türkiye genelini kapsayan herhangi bir çalışmaya alanyazında rastlanmamıştır. Bu çalışmanın temel amacı, ülkemizdeki sınıf ve özel eğitim öğretmenlerinin sınıflarındaki öğrencilerin okuma başarılarını artırmaya yönelik yaptıkları etkinliklerin türünü, sıklığını ve bu öğretmenlerin öğrencilerinin okuma performanslarına yönelik görüşlerinin belirlenmesidir. Araştırma sonuçlarına göre, ilkokul sınıflarındaki öğrencilerimizin büyük bir çoğunluğunun okuma başarısı ortalamanın altındadır. Öğretmenler düşük okuma başarısının en önemli nedenleri olarak öğrencinin kendisini ve ailenin olumsuz tutumlarını görmektedir. Ayrıca, öğretmenlerin en sık kullandıkları etkinlikler ailelerden öğrencilere okuma becerilerinde yardımcı olmalarını istemek ve öğrenciyle okuma çalışmalarında bireysel olarak çok zaman harcamadır.</p>

scholarly journals Introducing the flip: A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education

2020 ◽  
Vol 36 (3) ◽  
pp. 163-175
Author(s):  
Margaret Simmons ◽  
Deb Colville ◽  
Shane Bullock ◽  
Julie Willems ◽  
Michelle Macado ◽  
...  
Keyword(s):  
Medical Education ◽  
Mixed Method ◽  
Professional Staff ◽  
Learning Approach ◽  
Flipped Learning ◽  
Student Survey ◽  
Mixed Method Approach ◽  
Staff Members ◽  
Student Focus ◽  
Method Approach

Flipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time.

scholarly journals All the (cyber) world’s a stage: Framing cyberbullying as a performance

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Donna Kernaghan ◽  
Jannette Elwood
Keyword(s):  
Social Interactions ◽  
Mixed Method ◽  
Social Networking Sites ◽  
Friendship Groups ◽  
Use Of Technology ◽  
Online Audiences ◽  
Instant Messenger ◽  
Online Forms ◽  
Method Approach ◽  
A Performance

This paper explores the ways in which the use of technology presents girls with new and alternative ways to participate in and experience bullying. The focus is particularly on how girls experience and participate in ‘cyberbullying’ via Instant Messenger (IM) programmes and social networking sites (SNS). A mixed method approach was employed with girls aged 12–15 years old in Northern Ireland which captured 494 questionnaire responses and eight online interviews conducted using instant messenger.Findings show that girls of this age group are high IM and SNS users. These forms of communication may be used to impersonate others, convey hurtful or malicious comments or share private or embarrassing information with online audiences. The data indicates that these online forms of bullying may be facilitated within friendship groups in an offline context in order for them to have access to such information and access to the appropriate audience. Furthermore, the research indicates that older girls experience and participate in cyberbullying more than younger girls.This article positions these findings within the conceptual framework of Goffman’s understanding of social interactions as a performance and proposes a model which applies this framework of performance to the phenomenon of cyberbullying.

scholarly journals In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Gladys Sunzuma ◽  
Cecilia Chando ◽  
Isaac Gwizangwe ◽  
Nicholas Zezekwa ◽  
Gracious Zinyeka
Keyword(s):  
Mixed Method ◽  
Teaching And Learning ◽  
Utility Value ◽  
Negative Attitudes ◽  
Problem Solving Skills ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Research Findings ◽  
Geometry Class ◽  
Method Approach

Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers’ practices, specifically on how teachers ought to be equipped with a good understanding on the effectiveness of the use of use of diagrams in geometry teaching and learning. A mixed method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers’ use of diagrams in geometry class.  The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use of technology in designing diagrams to be used in the teaching and learning of geometry.

Underpining the Relaionships between Burnout, Depression and Somatic Stress - A Mixed Method Approach

2018 ◽  
Vol 2 (1) ◽  
pp. 5-16
Author(s):  
Syed Gohar Abbas ◽  
◽  
Jalil Ahmed ◽  
Zainab Fakhr
Keyword(s):  
Mixed Method ◽  
Mixed Method Approach ◽  
Somatic Stress ◽  
Method Approach

A case study evaluation of a community multidisciplinary team in South East England using a mixed-method approach

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711569
Author(s):  
Jessica Wyatt Muscat
Keyword(s):  
Mental Health ◽  
Mixed Method ◽  
Social Care ◽  
Free Form ◽  
Normalisation Process Theory ◽  
Multidisciplinary Teams ◽  
Mixed Method Approach ◽  
Health And Social Care ◽  
Method Approach

BackgroundCommunity multidisciplinary teams (MDTs) represent a model of integrated care comprising health, social care, and the voluntary sector where members work collaboratively to coordinate care for those patients most at risk.AimThe evaluation will answer the question, ‘What are the enablers and what are the restrictors to the embedding of the case study MDT into the routine practice of the health and social care teams involved in the project?’MethodThe MDT was evaluated using a mixed-method approach with normalisation process theory as a methodological tool. Both quantitative and qualitative data were gathered through a questionnaire consisting of the NoMAD survey followed by free-form questions.ResultsThe concepts of the MDT were generally clear, and participants could see the potential benefits of the programme, though this was found to be lower in GPs. Certain professionals, particularly mental health and nursing professionals, found it difficult to integrate the MDT into normal working patterns because of a lack of resources. Participants also felt there was a lack of training for MDT working. A lack of awareness of evidence supporting the programme was shown particularly within management, GP, and nursing roles.ConclusionSpecific recommendations have been made in order to improve the MDT under evaluation. These include adjustments to IT systems and meeting documentation, continued education as to the purpose of the MDT, and the engagement of GPs to enable better buy-in. Recommendations were made to focus the agenda with specialist attendance when necessary, and to expand the MDT remit, particularly in mental health and geriatrics.

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