Jotter: Journal of Trainee Teacher Educational Research Volume 14
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Selected papers from Jotter Volume 14 (2023). Original papers are located on the University of Cambridge Apollo Repository and linked from each item page.
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Item "I have no clue how to pronounce that": The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes(Faculty of Education, University of Cambridge, 2023-07-24) Crossman, HannahThe aim of this study was to analyse the impact of an explicit, systematic phonics teaching intervention on a KS3 Italian class’s reading aloud ability and attitudes. The findings suggest that systematic, explicit phonics teaching may have a positive impact on student decoding ability, perception of that ability, and confidence.Item Art-based games: An action research study exploring Year 10 students’ perspectives on short ‘warm up’ interventions and their potential effects on the classroom learning environment(Faculty of Education, University of Cambridge, 2023-06-05) Jones, MeganThis action research study provides evidence towards the value of using ‘warm up’ games in key stage 4 art classrooms, by suggesting that such activities can elicit a more interactive and engaging learning environment.Item A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics(Faculty of Education, University of Cambridge, 2023-07-24) Burns, RachelThis action research project explores whether implementing feminist pedagogies can improve girls' attitudes towards mathematics. Features of feminist mathematics pedagogies include social learning, connected knowing, a reflective and low-pressure environment, and problem solving with multiple routes.Item Seeing the kaleidoscope: Investigating whether Year 12 understandings of Christianity’s internal diversity can be enhanced through an ethnographic approach(Faculty of Education, University of Cambridge, 2023-06-05) Grainger, ZoëIn this paper I will explore how Jackson's interpretative approach to Religious Education can be used in A-Level lessons to help students grasp a religion's internal diversity. This paper will offer a potential framework for implementing this approach with A-Level students, followed by an analysis of how effective this method was in achieving my purposes.Item A critical investigation, using approaches drawn from action research, into how Year 9 students' learning about unseen poetry can be developed through a focus on accent and dialect in writing(Faculty of Education, University of Cambridge, 2023-06-05) Thomas, Emily JadeUniting the importance of sound within the teaching of poetry, with the notion of identity actualised through authentic poetic voice, this study examines how poetry written in a dialect can influence and thus develop students’ approaches to unseen poetry. Explored are the ways in which studying dialect poetry facilitates meaning-making within a ‘new typical poetry classroom’ that intertwines ideas of performance and analysis and how, by extension, this offers a space to reflect on students’ own identities and the world around them.