Teaching Approaches to Promote Consistent ... - Learning Wales

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22 To what type of feedback do you feel that boys and girls respond best in mathematics?Open-ended reply:Prompts:Please ensure that the teacher has the opportunity <strong>to</strong> talk aboutDirect (e.g. ‘good’ etc verbally or on work marked, use of reward points)Indirect (e.g. allowing more independent action, responsibility)161
22 To what type of feedback do you feel that boys and girls respond best in English?Open-ended reply:Prompts:Please ensure that the teacher has the opportunity <strong>to</strong> talk aboutDirect (e.g. ‘good’ etc verbally or on work marked, use of reward points)Indirect (e.g. allowing more independent action, responsibility)162
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RESEARCHTeaching Approaches to Prom
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ContentsPageExecutive Summary 4Chap
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Executive SummaryIntroductionThis r
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• interviews were carried out wit
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ImplicationsThere are three keys ar
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could be enabled to reach their pot
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Chapter 2 Literature review2.0 Intr
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can all be seen as falling within t
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2.2.3 Ability groupingIn spite of m
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found that students’ orientation
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2.2.8 Special programmes and withdr
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Desforges’ (2003) conclusion is t
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learning was greater than their own
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2.4.2 Gender and assessmentResearch
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• School-level leadership issues
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achievement, each of the case study
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3.2.2 Procedures for data collectio
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There is a considerable level of ec
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children. By having some focus grou
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and varying across sex in each scho
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There were, however, interesting di
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“The NNS and NLS improved subject
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“People feel safe with number wor
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might exist to account for reaching
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“Mental work…problem solving…
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Chapter 5 The influence of school p
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National statistics do not really s
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Finding 17: With very few exception
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consolidate what had been learnt. I
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classes. In these schools there was
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The points she was making were that
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In the present research, different
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support mechanisms are used. There
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5.3 SummaryHead teachers had a clea
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She commented that“It’s difficu
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6.2.1 Cross-curricular linksThe str
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parents at the start of each half o
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6.2.4 Links between learning tasks
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6.3.2 Integration of social and edu
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6.3.3 Differentiation and support f
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haven’t tried..” to being told
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“Both boys and girls aware that t
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to be some assumptions in which non
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Chapter 7 Conclusion and implicatio
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number of schools dropped further t
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leaders, they need to be able to an
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Targets are a factor, in the tenden
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• Considering the nature of inter
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Brookhart, S. and de Voge, J. (1999
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Research evidence in education libr
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Youth with Emotional/ Behavioral Di
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Aims and research questionsThe main
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Appendix 2Long List of Schools from
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English Betterhigh FSM 1 Leeds 60 6
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Appendix 3Head teacher Interview pr
Page 111 and 112: Differences between year groupsGend
Page 113 and 114: How does it relate to NLS2. Teachin
Page 115 and 116: Use of LSA or equivalentSENCOUseful
Page 117 and 118: To be completed alone or collaborat
Page 119 and 120: Other.9. Policy on c.p.d.Open ended
Page 121 and 122: Strengths with possible Level 4 pup
Page 123 and 124: Other.5. Opportunities for learning
Page 125 and 126: 2. How does the school promote cons
Page 127 and 128: 126
Page 129 and 130: Same/different across Ys 3-6 in KS2
Page 131 and 132: Open-ended reply:Do all ability lev
Page 133 and 134: D Practice of role as subject co-or
Page 135 and 136: MixtureWhole classSmall groupPaired
Page 137 and 138: 20 Have there been any changes in t
Page 139 and 140: Types of interventionTargeted teach
Page 141 and 142: Appendix 4Interview schedule: Teach
Page 143 and 144: Open ended reply:Prompts about spec
Page 145 and 146: 4 How do you feel about your own En
Page 147 and 148: C School policy and practice: Relev
Page 149 and 150: 10 How would you describe patterns
Page 151 and 152: 12 What steps have you taken to ena
Page 153 and 154: 14 Would you describe how you plan
Page 155 and 156: 16 (To Y6 Teachers only) How would
Page 157 and 158: 18 (Y6 only) How do you feel about
Page 159 and 160: 20 Would you talk about how curricu
Page 161: 22 How would you describe the seati
Page 165 and 166: Appendix 5 Pupil focus groups.A. Ba
Page 167 and 168: C. Classroom teaching approaches: 1
Page 169 and 170: How are they different?How are they
Page 171 and 172: In mathematics?Encouragement / reas
Page 173 and 174: 10. When was your last homework in
Page 175 and 176: 3. Think of materials you use and t
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Page 179 and 180: ListPrompts.Intellectual demand?Pup
Page 181 and 182: General observation. . PromptsAmoun
Page 183 and 184: 4. Classroom environment, including
Page 185 and 186: 3. Tasks and activities in main par
Page 187 and 188: 6. What social skills did pupils pr
Page 189 and 190: To boys - examples?To girls - examp
Page 191 and 192: 5. Responses of boys and girls to t
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