Responsive Curricula
Impact of In-school Filial Therapy on Student Outcomes
Paper Presentation in a Themed Session Louise Oliaro, Jane Cooper, Chris Trotter
This study examines the use of the Filial Therapy Program on behavioural and social performance for children of primary school age, as a form of effective early intervention. The program was specifically modified to suit the unique needs of students in rural and remote Australia. The researchers reviewed the use of the program in three primary schools, in Dubbo, Wellington and Bourke, all remote towns in central New South Wales, Australia. Each of these suburbs have a significant number of Indigenous members when compared to other regions within Australia. The social challenges and complexities of this region have been highlighted in recent years. These reports have highlighted the social and economic disadvantage of the region, listing it amongst one of the most economic locations in Australia. The research used a mixed methodology design, drawing on both qualitative and quantitative data. The sample included 30 students participating in the program and 30 control students (similar demographics issues but not involved in the program). Data was collected on the student’s attendance, academic performance, classroom behaviour and self-conception pre and post participation in the program. Qualitative data was also collected via semi-structured interviews with both parents and teachers.
Utilizing the Arrowsmith Program to Assist Primary School Children with Cognitive Learning Issues
Paper Presentation in a Themed Session Louise Oliaro, Richard O'donovan
The cognitive exercises were based on the Arrowsmith program founded on neuroscience research, which uses specific cognitive exercises to strengthen targeted areas of the brain that are linked to weak cognitive capacities. Through initial assessment these areas of weakness are specifically identified within each student that enters the program. They are then provided with an individualised program, based around a set of exercises that have been tailored to address their specific need. The study used a mixed methodology, drawing on both qualitative and quantitative data. Data was gathered from a range of sources, in order to address both academic and social issues. The sample group consisted of 30 students who entered the Arrowsmith program and a control group of 30 students who had a similar academic, social and behavioural profile. The results highlight the changes in academic achievement in the Arrowsmith students over the three years, the impact on the students’ social and emotional wellbeing as well as the impact on their families. It considers the significance of these changes when compared to the control group.
Phonological Awareness in Bilingual Students in the First Classes of Greek Primary School
Paper Presentation in a Themed Session Nefeli Gatsou, Maria Georgopoulou
Living in a multicultural environment full of people with several origins who speak different languages and coexist in the same country, it is necessary to research the young learners’ diversities. As the years go by, the amount of bilingual students increases. The current paper examines the language acquisition of bilingual students in Greece. First of all, we distinguish the types of children's bilingualism. Depending on the type of bilingualism, children are expected to develop certain characteristics in their speech and to make specific errors. Taking into consideration the levels of acquisition of mother tongue, similar phenomena appear in the acquisition of two parallel languages. Both children and adults tend to demonstrate certain difficulties in perceiving different languages. “Code mixing” appears at any age, although it is not easy to determine it accurately, as many factors interfere. We refer on certain phonological processes, which facilitate the learning of a language, as well as mention few researches carried out about phonemic awareness in Greece. The structural particularities of the Greek language are widely presented. Finally, we propose several activities that aim at practicing and evaluating the students’ phonological awareness. Our target is to strengthen early childhood learning in the era of diversity.
Teaching Practices, Materials and Classroom Climate in L2 Classes Offered to Adult Refugees and Migrants in Greece
Paper Presentation in a Themed Session Polyxeni Manoli, Evgenia Berdesi, Despoina Kiamili, Efrosyni Vyzovitou
The present study aims at investigating the teaching language procedures, the educational materials, the challenges, as well as the classroom climate in Greek classes offered to adult refugees and migrants in three different regions in Greece. The data were collected through semi-structured interviews with the students and their teachers and classroom observations and analyzed through the content analysis method in the context of the Postgraduate Programme ''Language Education for Refugees and Migrants'' at the Hellenic Open University, particularly the module ''LRM50: Applied Linguistics and Second Language Acquisition''. The results of the study revealed learners' diversity, teachers' use of various teaching materials and practices focusing mostly on the Present-Practice-Production (PPP) method and the communicative approach. In addition, it was shown that teachers mainly emphasized speaking skills in a friendly classroom atmosphere, which was in accordance with the learners' goals. The educational implications that resulted from this study are further discussed and the need for further research to verify these findings is pointed out.
