Area of interest : Translanguaging/multilingualism in language teaching (English as Second Language or Foreign Language Teaching)

Approach: Case-study research. Choose a school and observe/record their  English/foreign language classes. This will depend on the number of classes in the school, in fact to narrow my topic down, I would consider how translanguaging impacts learning English/foreign languages in grades 3 - 6. 

Before I begin my observations, I would create a list of questions or parameters that I would observe in these classes. They include when does a teacher translanguage/use multiple languages (to explain grammar, to explain vocabulary, s/he translates the reading text) which languages are used (are languages of all learners catered to, how), what is the impact of the learning process (student participation in class). 

A feedback from learners about the use of languages in class could also enhance this research. 

Thank you for reading my ideas. Looking forward to your comments, 

Smruti.  

This is interesting, Claire. I wonder whether you would develop a strategy and then assess its efficacy or assess the efficacy of an existing strategy and then devise a new one based on your findings... 

Research Question:

Is there a relationship between a student’s use of web camera when in synchronistic group education sessions online, within an NHS Trust, and their achieved outcomes.

Research Type

This is correlational research, as described in '3.7 Choosing a research approach' but could also be reframed using a causal approach or perhaps evaluation research. I would expect a pilot research project to refine the approach.

I have adapted my original research idea after reading the approach page, and considering what I was actually asking. Initially I was considering emotional reaction to people having cameras on or off, using communication theories, but from an educator point of view the relationship with success (defined by learning outcomes) appears a more useful approach.

Area of interest

Can participation in education be effectively increased by the use of online distance learning for students from the traveller and gypsy community?

Approach

Action research

Planning: Using a specifically designed online short course. This would be fun and engaging, whilst also stealthily embedding parts of the national curriculum within it, so the student cannot recognise it as normal ‘schoolwork’.

Action:  A specific KS2 cohort from across several schools in a local education authority (LEA) will be given access to the short course. They will have the choice to either study at home, school or a community space.

Observing:  The impact on learners, if they are engaged with the course, how long are they spending on it, have they absorbed any of the knowledge (tested through gamification and puzzles).

Reflection:  Has participation in education increased, how, why, what could be done better?

Area of Interest: I’m highly interested in women’s football (I play and watch it a lot) but I have never really delved into the coaching/managing side of things before so I am curious about the professional learning and development of coaches in the sport, specifically coaches that manage women’s teams in my area. I have looked it up and there are online platforms for football coaching training (i.e.EE Playmaker, V Sports Education) which has led me to my research question below.

Research question: How can gamification contribute positively to the mobile learning and professional development of coaches in the West Midlands Regional Women’s Football League (Division One South) of England?

Approach: I will most likely approach this research by doing a case study wherein I can carry out an in-depth exploration of gamification in the context of mobile learning for coaches. I will be selecting a few teams in the league to collect data and information about how gamification is applied and how it enhances their mobile learning. The gathered data will then be analysed to pinpoint the key factors that contribute to the success or challenges of gamification in their learning process. 

I am interested in Positive Youth Development in Kenya. In the 1990s, a shift transpired toward a more positive approach to PYD. This approach focuses on identifying and promoting strengths and competencies. This shift placed greater emphasis on identifying and nurturing the unique strengths and competencies the youth possess, such as leadership abilities, problem-solving skills, and emotional intelligence (Luthar & Lerner, 2000).

Research Question:

1. What PYD programs are currently being implemented in Kenya to enable the youth to thrive and flourish in various sociocultural contexts?

2. How do youth programs align with PYD principles?

The study will adopt a qualitative approach and research paradigm, including an inductive or “bottom-up” way of conducting thematic analysis where the themes identified are strongly linked to the data themselves. The themes developed will not driven by theoretical interest in the area or topic but rather emanate from data. In the process of coding the data, we shall not fix data into a preexisting coding frame, or preconceptions. Data analysis will be data-driven (Braun & Clarke, 2006).