The Plymouth Institute of Education Online Journalhttps://pearl.plymouth.ac.uk/handle/10026.1/153992024-03-29T09:14:13Z2024-03-29T09:14:13ZEditorial - summer 2020Anderson, Juliehttps://pearl.plymouth.ac.uk/handle/10026.1/161072020-09-03T11:08:14Z2020-01-01T00:00:00ZEditorial - summer 2020
Anderson, Julie
2020-01-01T00:00:00ZHow confident are final year students with the speech and language interventions utilised for the educational and social development of children with autism in one mainstream school in South Devon?Spira, Sadiehttps://pearl.plymouth.ac.uk/handle/10026.1/161062020-09-03T11:07:08Z2020-01-01T00:00:00ZHow confident are final year students with the speech and language interventions utilised for the educational and social development of children with autism in one mainstream school in South Devon?
Spira, Sadie
The aim of my research was to discover what speech and language intervention strategies are used in a mainstream school to assist children with autism, and how confident student teachers feel about these particular strategies. My method was to conduct semi-structured interviews with teachers from a mainstream school and online questionnaires for final year student teachers. This approach was adopted in order to position questionnaires for student teachers into a real context and compare their ideas about interventions to the strategies actually used in a school. After completing my research, a significant conclusion reached is that student teachers need more experience with intervention systems in order to be better prepared for their NQT year. I also found that teachers in a mainstream school have different opinions on the most useful intervention strategy, and that preferred choices depend upon individual children’s development. The implications for my practice are to ensure I am prepared for implementing various interventions, be flexible and take advice from fellow colleagues.
2020-01-01T00:00:00ZA discussion on the Involvement of Somalia’s children in Armed ConflictNash, Matildahttps://pearl.plymouth.ac.uk/handle/10026.1/161052020-09-03T11:08:14Z2020-01-01T00:00:00ZA discussion on the Involvement of Somalia’s children in Armed Conflict
Nash, Matilda
This paper discusses the issue of children’s involvement in armed conflict across the historically war-torn country of Somalia. This serious breach of a child’s rights is often kept ‘under the radar’ and needs voice. Here, the immediate, short term impacts are explored in addition to the life-long consequences for a child currently involved in armed conflict and for those who have had previous experience of it. Drawing on the work of a London-based non-governmental organisation (NGO), Peace Direct, this article highlights the key challenges faced by those who attempt to tackle the problem and offers a thought-provoking, locally-led concept that has been effective and influential. It is recognised that being culturally aware and utilising local expertise are essential components for tackling this issue.
2020-01-01T00:00:00ZAn investigation to evaluate the effectiveness of a primary school’s improvement plan focusing on maths attainment and progress through problem solving.Garlick, Karenhttps://pearl.plymouth.ac.uk/handle/10026.1/161032020-09-03T11:08:14Z2020-01-01T00:00:00ZAn investigation to evaluate the effectiveness of a primary school’s improvement plan focusing on maths attainment and progress through problem solving.
Garlick, Karen
Mathematics is a fundamental skill which is required throughout life; children need to develop a fluency to enable them to be confident in using maths (Myatt 2018), however, maths anxiety within the British adult population shows that there is a belief that maths is hard and only for those who are clever (Haydock and Manning, 2019). Internationally, the UK performs well in reading and science, yet does not do as well in mathematics (OCED, 2016). This lower attainment in maths within the UK is reflected within the case study school. This report will look at how problem solving can help to improve maths attainment in primary school pupils. I will begin by looking at Piaget’s stages of development and his theories of when children can solve abstract problems and what other theorists have written. The literature review will then explore how teachers can facilitate problem solving in their class. The report will look at what the school’s improvement plan says and how this has improved learning, linking to the literature discussed. Implications on the practice of the school and how I can develop my knowledge and information further will be discussed.
2020-01-01T00:00:00Z