Cooperative Learning in the Mathematics Classroom: Work Together, Learn Together

In this action research project of Academy students in Algebra 1 Track 3, I incorporated group work after some lessons and not after others which compared whether the use of group work post the lectures has an effect on their understanding. Through the research, I analyzed the effects of this increased student discourse in regards to the cooperative learning in the classroom. After the research, from clear analysis, it was evident that cooperative learning is effective in the classroom and raises the grades of students. The grades on tests and quizzes are much higher when the students work together in comparison to individual work. Therefore, through this project, I demonstrated the positive effect of group work on the students’ grades, which I previously questioned. Throughout my student teaching, I noticed that students work together at the end of class very often. Hence, I wanted to see if the time that they were using to work was beneficial. Thus, I decided to incorporate structured group work into my lessons, and take some action in researching it’s effectiveness in the classroom. In this action research project, the benefits of cooperative learning are discussed, analyzed, and illustrated along with the potential disadvantages

Valuable assets: phase 2 of a general formal investigation into the role and status of classroom assistants in Scotland's secondary and special schools

The aim of this research is to extend existing data by considering classroom assistants in secondary and special schools in Scotland. The research examines the work and employment of classroom assistants and in particular explores the reasons for any role stretch amongst this group

The Effects of Homework on Students’ Success in the Classroom

The class in which this research takes place requires that the students work on Netbooks individually and to improve their skills, they must practice outside of the classroom. Many students were not practicing outside of their required time in class, so the division of the weekly points was changed to include their homework of practicing their skills more specifically for their grade. With this change in requiring that the students complete this work outside of the classroom, it was hoped that they would begin to see an increase in their skill level and ability to complete more diverse problems. Many students began to realize that this work outside the classroom was essential to improving their grades. Although not all students took the initiative to work toward bettering their skills and really practicing, many students did make the initiative to improve their grades. It seemed that the students did not entirely make the connection between their extra work and improving their skills, but some did begin to work a little harder toward at least a grade-specific goal

Inquiry activities in a classroom: extra-logical processes of illumination vs logical process of deductive and inductive reasoning. A case study

The paper presents results of the research, which was focused on studying students’ inquiry work from a psychological point of view. Inquiry activities of students in a classroom were analysed through the evaluation of the character of these activities within learning process with respect to mathematician’s research practice. A process of learning mathematical discovery was considered in detail as a part of inquiry activities of students in a classroom

Patterns of Teaching-Learning Interaction in the EFL Classroom

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students' participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom

Remembering the Holocaust with Rosalie Franks

From her work on Steven Spielberg’s Holocaust survivors project to her RWU classroom, adjunct professor instills the importance of human rights and social justice

Conclusions: Getting real about sex - embedding an embodied sex education in schools

GET REAL ABOUT SEX: The Politics and Practice of Sex Education explores how cultural ideas about gender, sexuality and parenthood play out in the sex and relationship education classroom. It presents new material from a detailed study and analyses the struggle to raise the status of sex and relationship education against academic and market-driven priorities. It locates the dynamics of the classroom within those of the school and asks: What do the different parties in teaching and learning - both staff and pupils - say about how sex education is and should be taught in the classroom? How do ideas about masculinity, femininity and parenthood operate in the classroom and in policy? What different agendas and professional perspectives are revealed in the views of teachers, PSHE coordinators, school nurses and head-teachers? The complex picture that emerges of forces at work within a single school is, in turn, situated within an analysis of the broader cultural forces at work in contemporary Britain. It considers how young people negotiate intensified pressure on them regarding academic attainment in an increasingly sexualised culture, and it develops a critique of the Achievement Agenda in education policy, contributing another arm to the critique of market rationalities in education. This book analyses the challenges facing the provision of quality sex and relationship education at the classroom level and at the political level, and makes sometimes provocative suggestions for changes at both these levels

Improving the effectiveness of collaborative group work in primary schools: effect on Science attainment

This longitudinal research tests the effectiveness of the SPRinG programme which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers’ usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning