Pupil Perceptions Research Articles

A qualitative study exploring pupil and school staff perceptions of school meal provision in England.

Despite recent attempts to improve the quality of school meals in England through the introduction of school meal standards, uptake remains low. Since the introduction of the universal infant free school meal (UIFSM) scheme in September 2014 all pupils in Reception, Year 1 and Year 2 in English state-funded primary schools are eligible to receive a free lunch. This study aimed to explore the perceptions of pupils, catering managers and head teachers concerning school meal provision in eight primary schools in North England and provides a unique insight into each school's preparation for implementation of UIFSM. A total of thirty-two focus groups were conducted with sixty-four pupils aged 7-8 years (Year 3) and sixty-four pupils aged 9-10 years (Year 5) in June-July 2014, to explore perceptions of school meals. Interviews were carried out with six catering managers and five head teachers concerning catering and the impending implementation of UIFSM. Increasing acceptance of school meals could lead to improved uptake. Pupils desired increased choice and menu variety, including greater variety of vegetables and fruit. Caterers can influence the quantity and types of foods offered to pupils, and there are opportunities for them to promote healthy eating behaviours in the dining room. The important roles of school meal providers, caterers, pupils and parents need to be recognised to improve delivery and acceptability of school meals and ultimately school meal uptake. There were practical challenges to implementation of UIFSM, with some concerns expressed over its feasibility. Head teachers were mainly positive about the potential beneficial impacts of the scheme.

Understanding problematic pupil behaviour: perceptions of pupils and behaviour coordinators on secondary school exclusion in an English city

Background: The research reported in this article was commissioned by a consortium of inner-city schools located in central England. It was commissioned in response to the consortium’s concerns regarding increasing referrals of negative pupil behaviour amongst its secondary school pupils in Key Stage 3 (ages 11–14), resulting in temporary and permanent exclusions. The consortium also sought to explore the factors contributing to a perceived increase in incidents of serious misbehaviour by pupils in Year 8 (ages 12–13).Purpose: The research was designed to create a better understanding of the factors affecting school exclusion from the perspective of pupils and behaviour coordinators within the consortium’s schools.Sample: Study participants were 49 pupils in Year 9 (ages 13–14), comprising 23 girls and 26 boys, and eight behaviour coordinators from seven secondary schools and two centres for alternative provision (AP) in an inner-city area of the West Midlands.Design and methods: The research was designed using an ethnographic approach and involved individual semi-structured interviews and qualitative data analysis. Interviews were conducted over a 12-month period in each of the participating schools and centres for AP.Results: A series of related themes emerged from the data analysis. Amongst those factors identified as having the greatest bearing on negative pupil behaviour was the issue of transition. While many pupils imagine the transition to Key Stage 4 (ages 15–16) as a positive departure from their previous behavioural histories to a world of qualification opportunities, personal commitment, future employment and adulthood, this is not matched by the perceptions of many of the teaching staff. In particular, the move from primary school to secondary school was seen by many respondents as a traumatic period of transition and an underlying cause for negative behaviour. Respondents report that, when left unchecked, difficulties associated with primary–secondary school transition were often amplified throughout the first three years of secondary schooling.Conclusions: The implications from this small scale, qualitative investigation are that positive attention to transition experiences, amongst other factors, is likely to contribute to improved management of behaviour referrals and exclusions.

The effect of increased classroom ventilation rate indicated by reduced CO2 concentration on the performance of schoolwork by children.

The article reports on an experiment which investigated the effect of increased classroom ventilation rate on the performance of children aged 10-12years. The experiment was executed at two different schools (two classrooms at each school) as a double-blind 2×2 crossover intervention where four different performance tests were used as surrogates for short-term concentration and logical thinking. Only complete pairs of test responses were included in the within-subject comparisons of performance, and data were not corrected for learning and fatigue effects. Analysis of the total sample suggested the number of correct answers was improved significantly in four of four performance test, addition (6.3%), number comparison (4.8%), grammatical reasoning (3.2%), and reading and comprehension (7.4%), when the outdoor air supply rate was increased from an average of 1.7 (1.4-2.0) to 6.6l/s per person. The increased outdoor air supply rate did not have any significant effect on the number of errors in any of the performance tests. Results from questionnaires regarding pupil perception of the indoor environment, reported Sick Building Syndrome symptoms, and motivation suggested that the study classroom air was perceived more still and pupil were experiencing less pain in the eyes in the recirculation condition compared to the fresh air condition.

Is Chemistry Attractive for Pupils? Czech Pupils’ Perception of Chemistry

Chemistry is an important subject due to understanding the composition and structure of the things around us. The main aim of the study was to find out the perception of chemistry by lower secondary school pupils. The partial aims were to find out the influence of gender, year of study and favorite subject on the perception of chemistry. The sample size comprised 379 Czech lower secondary schools pupils. The questionnaire was used as a research tool. It consisted of 25 5-point Likert type items. Items were, after application of factor analysis, divided into four categories: 1. The interest in chemistry, 2. The relevance of chemistry, 3. The future life and chemistry, 4. Chemical aids and laboratory experiments. Reliability of the research tool was determined by Cronbach’s alpha which had value aplha = 0.87). For the data evaluation the methods of inferential statistics were used, concretely analysis of variance (ANOVA). Pupils had low positive perception of chemistry. Statistically significant differences between boys and girls and also between 8th and 9th graders were not found out. In the conclusion part the possibilities of next research and also recommendations for practice are presented.

Primary school pupils’ views of characteristics of good primary school teachers: an exploratory, open approach for investigating pupils’ perceptions

This article reports on results of a study on pupils’ perceptions on teacher quality in primary education. Pupils’ perceptions of desired characteristics of good teachers in primary education were compared to results of research into teacher quality from different perspectives: (1) perception studies of ideal teaching-and-learning environments; (2) school effectiveness studies of desired teacher behaviour; (3) teachers’ professional knowledge; and (4) teachers’ professional identity. Pupils’ perceptions were investigated by having them complete an open teacher-spider questionnaire, in which they reported important characteristics for good teachers. The results showed that the perceptions of pupils about teacher quality were extensive. In total, 143 different characteristics in 11 varying categories were reported. The emphasis was on the personality of the teachers (fitting both the professional identity perspective on teacher quality and the results of perception studies). Second and third, didactic skills and guidance, and authority were often mentioned. Small differences were found for pupils who were taught by male teachers and pupils who were taught by female teachers. There were also differences found between preferences of younger and older pupils.

Perceptions, Attitudes, and Choosing to Study Foreign Languages in England: An Experimental Intervention

The declining interest in foreign languages in English‐speaking countries has been attributed to negative societal attitudes and specific pupil attitudes and perceptions. While various initiatives have aimed to encourage language study, little research has systematically documented the relationship among perceptions, attitudes, and actually opting to study a language (henceforth, uptake). This article reports on an experiment involving 604 13/14‐year‐old pupils in 3 secondary schools in England that tested whether perceived relevance of languages can be improved through 2 different interventions (a panel discussion with external speakers versus a lesson with an external tutor) and whether pupil perceptions and attitudes can be linked explicitly to foreign language uptake at an optional level. Findings show that only pupils who participated in the panel discussion subsequently reported more positive attitudes and higher personal relevance of languages, though participating in either intervention may have contributed to higher uptake compared to a nonactive control group. Boys appeared to have generally more negative attitudes toward both language learning and advocacy than girls. Declared intentions to study or drop a language did not align with final decisions for one quarter of the pupils. Critically, perceptions of language lessons (French, German, or Spanish) and attitudes to languages were reliable predictors of uptake, though the strongest predictor was whether pupils considered languages to be important for themselves. Perceived wider importance of languages was not, in itself, a sufficient incentive.

Perceptions of Pupils and Teachers on Class Climate

Class climate is an important component that influences teaching effectiveness as well as pupils’ learning achievement. Based on generated data by frequencies according to pupils and teachers perceptions research we may state that generally in 4th, 5th, 6th grades of compulsory school predominates positive constructivist climate, inclusive, cooperative, but there is also instructive climate where the teacher is in the center and where the pupil is a little involved in restructuring of knowledge, abilities or attitudes. DOI: 10.5901/jesr.2014.v4n6p161

Pupils’ and teachers’ experiences of school-based physical education: a qualitative study

ObjectivesTo explore pupils’ and teachers’ experiences of physical education (PE).Study designA qualitative investigation employing semistructured interviews. Self Determination Theory was used as a guiding theory and Template Analysis was used...

Creating metacognitive environments in primary school RE classrooms

Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.

Cooperative learning in a Hong Kong primary school: perceptions, problems and accommodation

Some educators may see cooperative learning as a Western pedagogy that is difficult to use in Eastern countries with a Confucian Heritage, while others argue that the philosophy of Confucius parallels the elements of cooperative learning. This article reports the key findings of a 2-year longitudinal study that investigated the perceptions of cooperative learning and pupils’ problems with cooperative learning in a Hong Kong primary school. A school-based staff development programme was conducted to help teachers prepare students for using cooperative learning in their classes. Pupils were interviewed at various stages of the study, and classroom observations were conducted to see how they worked in cooperative groups in the core subjects. The results showed that pupils’ perceptions of cooperative learning were generally positive though they encountered some problems in working together. The results are discussed with reference to the influence of Confucian heritage culture on pupils’ perceptions of CL, and recommendations are made for accommodating cooperative learning accordingly.

共聚同窗下——香港中学生对融合式课堂学习的看法和经验

背景：自香港政府于2001年颁布所有学校必须采纳“全校参与模式”办学后，就读主流学校的有特殊教育需要学生人数不断飙升。在香港主流学校就读的中学生，不论是有特殊教育需要的学生和普通学生，对在同一校园上课的朋辈又持有怎么样的态度和观点呢？目的：本研究旨在调查和比较普通中学生和有特殊教育需要的中学生对同班学习的态度和反应。方法：本研究透过“同一校园”调查问卷作定量数据，并于问卷中设有的开放式响应部分作定性数据，一共有216位来自11所中学的普通学生及有特殊教育需要的学生参与。通过独立样本t检验，将有特殊教育需要的学生组及普通学生组在问卷两部分的得分和整体总分进行对比分析。结果：数据分析结果显示了从在同一校园上课的朋辈经验中反映出四个主题：1) 缺乏社会交流主动性，2) 缺乏相互理解，3) 缺乏合作机会，及4) 缺乏欺凌情境应对技巧。朋辈经验分享亦说明了朋辈互相投入之支持模式在促进课室内之社会共融发挥了重要作用。结论：本文建议四个有助提升课室内同学共融之方向：1) 排除社会障碍，2) 建立社会结构，3) 促进社会学习，及4) 培养社会文化。另外，在普通学校里任教的教师应扮演更多朋辈支持中介者的角色，在课室里为所有学生提供更多朋辈互动的机会。 Background:Since the surge of inclusive schools in Hong Kong in 2001, the number of students with special educational who need to attend inclusive schools had also been on the rise. What are the attitudes and perceptions of secondary school pupils, with and without special educational needs, towards studying together on the same campus in Hong Kong? Aim: The primary aim of this research study is to investigate and compare the attitudes and perceptions of secondary pupils, with and without SEN, towards studying together on the same campus in schools using “Whole School Approach”. Method: Both qualitative and quantitative data were gathered from the use of the On the Same Campus questionnaire by surveying on 216 secondary pupils from 11 inclusive schools in Hong Kong. Quantitative data were analyzed using independent sample t-test analysis. Qualitative data in a form of experience sharing were analyzed using theme identification. Results: The analysis of data revealed four themes in WSA schools: 1) lack of initiatives for social interaction, 2) lack of mutual understanding, 3) lack of opportunities for cooperation, and 4) lack of handling skills for school bullying. It also states that peer support in a form of pupils’ social participations plays an important role in the promotion of social inclusion in regular classrooms. Conclusion: This paper proposes four directions for positive promotion of inclusive education in school: 1) demolish social barrier, 2) establish social structure, 3) promote social learning and 4) nurture social culture. We suggest that teachers in regular schools can assume more roles as peer support mediators among pupils in the classroom by facilitating peer interaction opportunities for all pupils on the school campus.

Annual Conference 2013 paper: Impulsivity in secondary school pupils: Issues and recent research findings Work in progress

Previous studies have shown that high levels of impulsivity are often associated with negative educational and social progress. A study is underway examining the effects of impulsivity in adolescence in the context of secondary education in England. Teacher perceptions are initially being sought, to be followed by parent and pupil perceptions. A future stage will involve tracking pupil progress and will investigate links with these perceptions. It is hoped that this will lead to implications for management and prevention of negative outcomes.

Guided reading: young pupils' perspectives on classroom practice

AbstractGuided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. The study reported here suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons. In this case, the pupils were 4–7 years old. The special challenges of accessing young pupil perspectives were addressed through co‐authored drawings, a type of graphic elicitation. The drawings, together with other collected data, generated insights into pupil perceptions of literacy practices, of the role of friends and ability grouping in learning to read, and of their teachers' organisational challenges. A socio‐cultural analysis of these data indicates that these pupils were sensitive to the social and cultural contexts of their guided reading lessons. It may be that precise official advice for guided reading in England, originating in the National Literacy Strategy documents in 1999 and the Primary National Strategy documents in 2003 and 2008, has been insufficiently sensitive to the complex teaching and learning contexts of guided reading and that this discrepancy has contributed to the identified difficulties. The paper concludes that some rethinking of the literacy practice of guided reading would be valuable.

Teachers’ Perceptions of Pupils’ Maladjustment Problems: A Psycho-social Perspective

The study explored teachers’ perceptions of maladjustment problems manifested by pupils in South African primary schools using the psycho-social lens to view and interpret the phenomena. Thirty-two...

Stratified at seven: in‐class ability grouping and the relative age effect

There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect.

The Language Question in the Teaching and Examination of ‘A’ Level Shona: A Case of Masvingo District in Zimbabwe

This paper investigates the perceptions of Zimbabwean teachers, examiners and pupils towards the shift from English to Shona in the teaching and examination of Advanced level (‘A’ level) Shona Paper 2 in a context where English, a foreign language, has always mediated the teaching and examining of this paper. The paper also attempts to discover the attendant impact that this linguistic shift has had on candidates’ performance in the examinations. Research findings indicate that although the official policy advocates using Shona language to teach Shona, practice in some schools indicates a laissez-faire implementation of the policy where individual teachers continued to rely on English or, in some cases, code-switched from Shona to English during classroom interactions. Most teachers castigated the existing situation where there were more Shona Grammar textbooks written in English compared to Shona, a situation that demanded translation competence from teachers whose own college and university training had been done in English. However, the introduction of Shona in the teaching of ‘A’ level Shona Paper 2 has been widely welcomed as a development which has helped Zimbabwe retain her linguistic autonomy. The majority of respondents argued that it is intellectually cramping for learners to be expected to ‘learn’ their own language in a ‘borrowed’ language as this negates their performance in the national examinations. The paradox of this research, however, is that although the introduction of Shona has engendered a marked quantitative increase in the number of candidates passing ZIMSEC examinations, the quality of examination passes has been affected.

Exploring pupil participation within a sustainable school

This research aimed to explore the factors having an effect on enhanced active pupil participation in the context of the sustainable school. The research was applied during a school year to a primary school in Lavrion (Greece), with the participation of two teachers and pupils from two classes of the upper two grades. Action Research was the method selected to organise the research conducted in the framework of a school programme focusing on sustainable waste management. It involved activities both at school and within the local community. An analysis of research results showed that specific perceptions of both pupils and teachers, some of the features of the learning processes adopted, and the current school culture were the determining factors, either facilitating, or inhibiting active pupil participation. The action research enabled teachers not only to identify factors inhibiting active pupil participation, but also to intervene to manage them.

Situation analysis of schistosomiasis and soil-transmitted helminthes in River Nile State, Sudan

Infection with schistosomiasis and soil-transmitted helminthes (SSTH) constitutes a major health problem worldwide, yet the burden of disease is in the tropical countries. The disease is endemic in River Nile State, Sudan but the exact prevalence rate is unknown. A survey of 2490 pupils in 103 basic schools in River Nile State, Sudan was conducted to determine the prevalence and distribution of SSTH infections. Stool and urine samples were collected and examined for ova of Schistosoma haematobium, S. mansoni and intestinal worms.Questionnaires were used to obtain demographic data, to quantify exposure to surface waters and to assess the perception of pupils and stakeholders about risk behviours and control strategies. The prevalence of S. haematobium in the River Nile State was 1.7% with variation between localities (range= 0.58-3.5%). No S. mansoni infection was detected and the prevalence rate for intestinal helminthes was 0.1%.

VIZUALINIS MOKTYTOJO ĮVAIZDIS: LYGINAMASIS TYRIMAS

Dr. paed., Instituteof Educational Sciences, University of Latvia, Latvia. E-mail: iveta.kestere@lu.lv Address: Laimdotas 37, Rīga LV1006, Latvia Phone +371 29496660; +32 473 63 37 98PhD, Graduate School of Education, North West University, South Africa. E-mail: Charl.Wolhuter@nwu.ac.za Address: North-West University, Private Bag X 6001, Potchefstroom 2520, South AfricaPhD, Educational Sciences Department, Yeditepe University, Turkey. E-mail: ricardolozanov@gmail.comStraipsnyje „Vizualinis mokytojo įvaizdis: lygina­masis tyrimas“ pateikiami tyrimo, atlikto dešimtyje šalių – Anglijoje, Pietų Afrikoje, Serbijoje, Slovė­nijoje, Graikijoje, Bulgarijoje, Latvijoje, Turkijoje, Pakistane ir Meksikoje – rezultatai. Maždaug po 100 penkiolikos metų mokinių ir 50 mokytojų kiekvienoje tyrime dalyvaujančioje šalyje buvo prašoma nupiešti ar aprašyti tipinį mokytoją, apibūdinant jo lytį, amžių, išvaizdą, kalbą, laikyseną, elgesį ir kt. Respondentų atsakymai buvo analizuojami naudojant bendrą me­todologiją. 1 053 mokinių ir 408 mokytojų piešinių ir atsakymų raštu analizė leido išryškinti mokytojų ir mokinių tipinio mokytojo įsivaizdavimo panašumus ir skirtumus, taip pat atskleidė atsakymų skirtingose šalyse įvairovę. Papildomai tyrimo metu išryškėjo, kaip įsivaizduojamas ne tik tipinis, bet ir „idealus“, taip pat „geras“ ir „blogas“ mokytojas.

Integration of Teacher's Two Leaderships : Analysis of Her Perception of Pupils

Integration of Teacher's Two Leaderships : Analysis of Her Perception of Pupils