Teacher Research Projects: what’s available out there?

Students working on a computer[1090]

At this point of the year, lots of teachers will be breathing a massive sigh of relief having finished their classroom research projects;  others will be chewing their nails thinking about the one they’re about to start.

So it’s timely to think about where all this work gets published.

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What is the experience of the Buddy Reading Scheme for a range of Year 7 and 8 readers and sixth formers who assist them?

BUDDY1Sophia Bobdiwala is the Head of Key Stage 3 English at a school in Hillingdon, London and carried out this research in her fifth year of teaching during the 2014-2015 academic year. Her enquiry explores the effects of paired reading on the participants involved. The Buddy Reading Scheme (BRS) is an approach to supporting and encouraging reading. It involves ‘pairing’ younger readers with older, more experienced students. The project investigates the effectiveness of this approach in relation to the pupils’ motivation and engagement. It offers an account of the BRS as experienced by different students, their responses and feelings about the project and the extent to which the scheme might be said to improve attitudes to reading. It is an exploratory investigation into the potential benefits and problems of a programme designed to support and develop pupils’ reading, their skills, but also their feelings about themselves as readers and their enthusiasm for reading.
Continue reading “What is the experience of the Buddy Reading Scheme for a range of Year 7 and 8 readers and sixth formers who assist them?”

Effective strategies for overcoming the barriers to the authentic integration of digital technologies in schools.

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.

  Continue reading “Effective strategies for overcoming the barriers to the authentic integration of digital technologies in schools.”