Sean McHugh is a Digital Literacy Coach at a large international school in Singapore. The school has recently implemented a technology enhanced learning (TEL) initiative which involved developing a programme of increased access to computers and other information communiction technology (ICT) across the school. His enquiry considered barriers to ICT integration, and possible solutions. Developing ICT expertise for teachers has tended to be done through ‘training courses’. However, for the duration of this enquiry this approach was suspended, in order to explore more learner-centred and collaborative approaches for managing teacher development, giving opportunities for teachers to learn through interactions with their colleagues and with their own students.
Kate Ismay is a primary years teacher who is interested in how children become effective collaborative learners. She carried out this research (for the IOE’s MTeach) in her own classroom, in Earl’s Court, London, 2005.
Amy Green teaches in a large, mixed, non-selective secondary school in a borough with a grammar school system in southeast London. She carried out qualitative research in 2012-13 with a group of ‘able’ year 11 students to capture their own thoughts on what may hinder their achievement. ‘Able students often feature as an underperforming group’ she writes, ‘but research tends to focus on the views of adults’. Her findings suggest that in her context, classroom factors, not family or peer-group factors, had the biggest impact on achievement. The findings are used to make recommendations for establishing a school environment where high achievement is expected, planned for and celebrated.
Rebecca Turvill was an NQT in a 3 form entry primary school in a South London Borough when she undertook this action research which was completed in 2005. She writes ‘I undertook a collaborative target selection process with children, where they identified their own writing targets reflecting an aspect of writing they wanted to work on. As a result, the children’s attitudes to writing improved and their understanding and use of targets increased significantly. In addition to the children selecting their own writing target they were provided with oral and written feedback regularly in respect to their individual target. Whilst successful in raising the standards of writing, I also found individualising the target setting process improved the quality of the teacher feedback and the quality of the pupil-teacher interactions.’
Laura Howard is a Social Science teacher in a secondary school in outer London, and carried out this research in 2013. This research focuses upon assessing and examining how different teaching methods can raise levels of engagement and motivation among year 12 students studying psychology, who have English as an additional language (EAL). A wide range of teaching methods were tried and tested, and evaluated for levels of both engagement and attainment, with reference to students’ responses using a range of research methods. The research also focuses upon the impact of using independent learning projects to allow students to become more critical and independent thinkers. Careful consideration and discussion upon constraints within the curriculum and exam focus within key stage 5 is also mentioned, as there are often many complexities when helping to students to develop a wider range of skills after taking compulsory examinations.