Enhancing student self‐worth in the primary school learning environment: teachers' views and students' views

Cushman, Penni; Cowan, Jackie

doi:10.1080/02643944.2010.481311

Cited by 10 publications

(3 citation statements)

References 7 publications

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“…A study conducted in two primary schools in New Zealand examining student self-worth in a school learning environment reinforces students' views on the importance of teachers connecting and knowing students (Cushman & Cowan, 2010). The students in this study, alongside findings from the previous study, align with the view that the value of teachers recognising their individual learning needs is important (Cushman & Cowan, 2010).…”

Section: Teacher Knowledge Of Learning Needssupporting

confidence: 71%

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

Benge¹

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<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting. This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy. On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

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Section: Teacher Knowledge Of Learning Needssupporting

confidence: 71%

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

Benge¹

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“…Students who are not too confident in spontaneous speech can produce notes to use when necessary. It is important that the teacher encourages students' creative improvisation and gives compliments where appropriate to motivate students in their learning [83], [84].…”

Section: Stage Two -Play Rehearsalmentioning

confidence: 99%

Listening as productive skills: Reinventing classroom tasks

Bao¹,

Ye²

2022

IJELE

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The article revisits the role played by listening skills in second language learning by challenging the perception of listening as a receptive skill. It argues that listening can be made productive by incorporating drama in classroom tasks to bring out more productive features of learning. To instantiate the implementation of drama, a listening activity is proposed with a framework. The article opens a new dialogue in scholarly characterisation of language skills through re-visualising what learners can perform during listening tasks as well as how this performance can stretch our conventional thinking about the nature of language practice.

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“…The prime role of students in the learning community is to inquire about questions, pretense problems, and utilize a variety of strategies to justify answers (Firmender, Gavin, & McCoach, 2014;Prummer, Amador, & Wallin, 2016), whereas; such situation required the involvement and teaching of 'well trained' and 'well qualified' teachers to engage them in classroom learning (Albrecht, Johns, & Olorunda, 2009). Practically the KP high schools are facing a serious shortage of teachers, specifically in science subjects, in the peak time of tracking, when students need touching the fact of instruction which has burly sway on the academic growth of students and school (Cushman & Cowan, 2010).…”

Section: Fair and Inclusive Education And Voice Of Studentsmentioning

confidence: 99%

Fair and Inclusive Secondary School Education: A Study of Gap Between Teachers-Students Relationship

Roohi¹,

Rukhshanda

Alizai

et al. 2021

HSSR

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Purpose of the study: The current study was conducted to examine the cognitive and motivational variables believed in inculcating the maturity of the teacher-student relationship and, in turn, school success. Methodology: The survey and observation method was utilized, and the sample was a random sample of 248 teachers and 566 students of grades 9 and 10 from four sample districts of Khyber Pakhtunkhwa, Pakistan. The Chi-Square Test was applied to scrutinize the contrast between fair and inclusive secondary school education and the teacher-student relationship. Main Findings: The results suggested that it is essential for teachers to transfer their positive and motivational attitude, sincerity, and emotional stability to students according to settings in order to develop fair and inclusive secondary school education. Applications of the study: The current study is useful for KPESE because it focuses on improving the present status of secondary school education; for this reason, they allocate resources and set up an IMU system for staff and school success. Novelty/Originality of the study: For the first time, the current research was conducted to clarify the bond between fair and inclusive secondary school education in Khyber Pakhtunkhwa, Pakistan, with healthy, positive, strong teacher-student relationships.

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Enhancing student self‐worth in the primary school learning environment: teachers' views and students' views

Cited by 10 publications

References 7 publications

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

Listening as productive skills: Reinventing classroom tasks

Fair and Inclusive Secondary School Education: A Study of Gap Between Teachers-Students Relationship

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