Changes in Teaching in Order to Help Students with Learning Difficulties Improve in Cypriot Primary Classes

Autor/in	Loizou, Florentia
Titel	Changes in Teaching in Order to Help Students with Learning Difficulties Improve in Cypriot Primary Classes
Quelle	In: Education 3-13, 44 (2016) 4, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2014.948031
Schlagwörter	Foreign Countries; Teaching Methods; Instructional Innovation; Learning Problems; Student Improvement; Educational Change; Change Strategies; Qualitative Research; Participant Observation; Semi Structured Interviews; Individualized Instruction; Elementary School Teachers; Multisensory Learning; Peer Relationship; Process Education; Parent Teacher Cooperation; Learning Experience; Trust (Psychology); Familiarity; Empathy; Case Studies; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Lernproblem; Bildungsreform; Lösungsstrategie; Qualitative Forschung; Teilnehmende Beobachtung; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sensorische Stimulation; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lernerfahrung; Empathie; Case study; Fallstudie; Case Study; Zypern
Abstract	This article aims to explore what changes two Cypriot primary school teachers brought in their teaching in order to help students with learning difficulties improve in their classes. The study was qualitative and used non-participant observation in two primary classrooms in different primary schools and semi-structured interviews with the main teachers of these classes. The findings revealed that the main changes implemented by these teachers were a differentiated programme of literacy and numeracy, and opportunities to students to process information through many senses. In addition, the teachers boosted the learning of students with learning difficulties by focusing on essentials, using process-oriented praise, peer tutoring, and regular communication with parents. The article concludes with suggestions about how Cypriot primary school teachers can boost the learning of students with difficulties and how leaders can support their efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01