Professional reflections, Research

Ensuring smooth transition from primary to secondary school for children with additional support needs: issues, dilemmas and recommendations

By Kamil Trzebiatowski (2012)

for the University of the West of Scotland

The Supporting Children’s Learning Code of Practice (2010) states that education authorities need to ensure smooth transition experiences for children at every stage of their education, such as moving from nursery to primary school or from primary to

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Professional reflections, Research

Is the representation of ethnically diverse pupils in gifted and talented programs negatively affected by teacher attitudes and methods of identification used in schools?

By Kamil Trzebiatowski (2013)

for the University of the West of Scotland

There is ample evidence that certain ethnic minorities are underrepresented in gifted and talented programmes in countries where dominant language is English and the majority of residents are white, such as Great Britain, the United States and New

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Professional reflections, Research

The impact of teachers’ attitudes towards dyslexia on pupils’ self-esteem

By Kamil Trzebiatowski (2011)

for the University of the West of Scotland

In the world where literacy is frequently a pre-requisite to the acquisition of knowledge, information and employment, being a dyslexic may result in feelings of anxiety, frustration and low self-confidence. This statement will examine how teachers’ perceptions of

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Professional reflections, Research

The effectiveness of ICT in the classroom for the reduction of phonological deficits and improving spelling skills in pupils with dyslexia

By Kamil Trzebiatowski (2012)

for the University of the West of Scotland

Nowadays, computers are frequently used in the classrooms in order to enhance students’ learning and make it multi-sensory. This report will look at how effective the information and communication technology (ICT[1]) is in reducing one of

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Professional reflections, Research

Perpetuation of gender stereotypes by teachers as detrimental to the successful implementation of gender equality in schools

By Kamil Trzebiatowski (2011)

for the University of the West of Scotland

The Equality Act 2010 obliges schools to tackle issues of discrimination, including gender stereotyping (EHRC, 2010). However, are most teachers’ views and actions in agreement with the Act? This statement will examine how the perpetuation of gender stereotypes

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