102096 RESEARCHING TEACHING AND LEARNING 1.

2H

ASSESSMENT TWO. ENGAGMENT WITH AN EDUCATIONAL ISSUE

JADE CUNNINGHAM. 17999508

‘Establishing positive relationships with secondary gifted students and students with

emotional/behavioural disorders: giving these diverse learners what they need’

Introduction

In the study, Establishing positive relationships with secondary gifted students and

students with emotional/behavioural disorders: giving these diverse learners what they need,

conducted by Capern and Hammond (2014) they identify through a mixed method research

approach, the teaching behaviours that most strongly contribute to the development of

positive relationships for gifted students and students with emotional/behaviour needs in a

secondary setting. The method of quantitative data collection was done so through a survey

completed by fifty-eight gifted students and forty students with emotional/behavioural

disorders. Qualitative data was collected through focus groups conducted with six students

from both groups (Capern & Hammond, 2014). It is of great importance that teachers use

educational research to inform their teaching practice and pedagogy to establish a supportive

environment to enhance the learning experience of students with diverse range abilities and

needs in the classroom.

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 Establishing Positive Relationships with Diverse Learners, an Educational Issue

Establishing positive relationships between teachers and students of diverse learning

abilities including gifted students and students with emotional/behaviour disorders is an

important educational issue in the classroom. Positive relationships is an educational strategy

that takes a holistic approach to informing teaching behaviours and pedagogy to establish

positive student-teacher relationships for the enhancement of students learning experience

and outcomes (Rimm-Kaufmann & Sandilos, 2017). Establishing positive relationships is

identified as an educational issue by Capern and Hammond (2014) as it is important to

establish positive learning environments for academic achievement, social, and emotional

development of adolescents. Gifted students and students with emotional/behavioural

disorders may identify different teaching behaviours that contribute to the development of

positive relationships, though research has demonstrated that this educational approach

benefits and enhances the schooling experience of students with a diverse range of learning

needs (Capern & Hammond, 2014).

The importance of and methods for the implementation of positive student-teacher

relationships has been widely researched and applied in various contexts. Blum (2005) provides

a summary of research conducted on the significance of school connectedness and the impact

this has on students. The connection of students to their school, classroom and teacher is

important not only for academic achievement but also for students’ wellbeing including the

development of their social and emotional behaviours, and reduction of adolescent associated

risk taking behaviours (Blum, 2005). Applying teacher supportive behaviours in teaching

practice is significant in aiding in the creation of resilience for students of diverse learning

needs that may face adversity in the school environment (Johnson, as cited in Capern &

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Hammond, 2014). Positive relationships is an important educational issue as a holistic

approach to teaching. Gifted students and students with emotional/behavioural disorders

respond to particular learning behaviours that enable students to academically achieve whilst

being supporting in their development of social and emotional skills.

Applying Positive Relationships in Australian Teaching Practice

Education research has allowed educational issues such as positive relationships for

diverse learners to be applied within schools globally. In Australia teachers are required as part

of their professional development to reflect upon and modify their teaching practice to

enhance the learning experience and support given to students. Historically schools have given

significant focus to academic success, rather than holistic development (Oades, Robinson &

Green, 2011). Recently focus has moved beyond academic achievement to incorporate a

number of factors that positive student-teacher relationships support, including social and

emotional development, resilience and wellbeing (Oades, Robinson & Green, 2011). Huitt

(2011) acknowledges the shift of schools to be social and cultural environments concerned

with preparing adolescents for adulthood in the new world of the twenty first century. As the

world around us changes teachers must apply educational strategies such as positive

relationships in order to support gifted students and students with emotional/behavioural

disorders learning and outcomes beyond school.

In the setting of geography as a key learning area in Australia, positive relationships

provide valuable insight into teaching behaviours to enhance the learning experience of gifted

students and students with emotional/behavioural disorders. The Australian National

Curriculum for geography identifies along with assessable geography content, the importance

of students’ abilities for critical thinking, and personal and social capabilities (Australian

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Curriculum, Assessment and Reporting Authority, 2017). It has been identified that the

application of positive relationships in the classroom allows students to academically achieve

and develop their social and emotional skills (Capern & Hammond, 2014). The application of

positive student-teacher relations in a geography classroom provides a supportive

environment for holistic development of students in line with the National Curriculum for

year’s seven to twelve. Positive relationships is a valuable teaching practice and pedagogy for

all teachers to support a range of diverse learners.

Critical Summary of Capern and Hammond (2014)

Capern and Hammond (2014) effectively frame their research question, methodology,

findings and recommendations for practice through the use of a literature review. An in depth

literature review is a strength for educational research, providing context of the topic to both

the researchers and readers. Neuman (2013) explains the significance of a literature review for

linking a path between prior research and the study being conducted. Acknowledging and

integrating literature and research findings from similar studies allows researchers to stimulate

new ideas and address gaps that exist within a topic (Neuman, 2013). The background research

conducted by Capern and Hammond (2014) provides justification for the positive relationship

study identifying a gap in literature previously completed for their research question. Focus is

placed on how positive relationships can be addressed in the classroom for gifted students and

students with emotional/behavioural disorders as a gap in empirical research existed (Capern

& Hammond, 2014). The literature review conducted in the positive relationship research

article provides a theoretical framework to inform the methods for data collection in the mixed

method study (Gall, Gall & Borg, 2015). The positive relationship article utilises previous

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educational research on the topic of positive relationships to establish a research question and

methodology for the purpose of identifiable teacher behaviours.

The methods used in the positive relationship research article are a significant strength

for establishing effective recommendations for practice. Gall, Gall and Borg (2015) highlight

the importance of research conducted through appropriate methods of data collection when

using a mixed method study. Multiple research methods are needed to address particular

research questions through collated data to establish effective recommendations in education

research. Capern and Hammond (2014) successfully address the need for both quantitative

and qualitative research methods in their student surveys and focus groups. As emphasis is

placed on identifiable behaviours numerical data and coded focus group data provided

substantial evidence based upon gifted students and students with emotional/behaviour

disorders needs of their teacher in relation to positive relationships. The researchers place

focus on establishing a deep understanding and high quality data interpretation through their

mixed method study (Johnson & Onwuegbuzie, as citied in Capern & Hammond, 2014).

Significant attention was placed throughout the research collection process on reliability and

validity of data. Capern and Hammond (2014) used Cronbach’s test of reliability on survey data,

and also drew comparisons between survey results and focus group coding data to validate

their findings. This mixed method approach ensured the data results used to inform findings

and recommendations for practice would be effective in addressing the research question

focus on identifiable teaching behaviours for positive relationships.

The findings of Capern and Hammond’s (2014) research presents limitations for the

application of this research in the classroom as particular results can be considered difficult to

transfer into practice. The findings presented by the researchers are the collated data results

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provided by the research participants, gifted students and students with

emotional/behavioural disorders. The identified teacher behaviours for forming positive

student-teacher relationships are important findings in educational research, though some are

unteachable behaviours or difficult to implement into a real classroom setting (Capern &

Hammond, 2014). Capern and Hammond (2014) identify this as a limitation in applying their

findings in classroom practice. Examples of research findings limitations include unteachable

behaviours such as humour, whilst no deadlines on assignments is difficult to apply into a

classroom setting (Capern & Hammond, 2014). Stanovich and Stanovich (2003) identify that

although particular areas of research findings may not be able to be applied in education, this

does not diminish the significance of other findings that can be applied. Teachers must reflect

on educational research objectively when interpreting findings that make recommendations

for practice (Stanovich & Stanovich, 2003). Each classroom has a range of diverse learners with

various needs. Teachers should critically evaluate educational research findings according to

their students’ needs and applicability in relation to their classroom pedagogy. Although the

findings of the positive relationship study contains some limitations, the findings do clearly

inform recommendations for practice.

The background research, methods used and findings clearly lead to the

recommendations for practice made by Capern and Hammond (2014). Although the research

paper has strengths and limitations, overall Capern and Hammond (2014) make valuable

recommendations for teaching behaviours in practice to establish positive relationships with

gifted students and students with emotional/behavioural disorders. As highlighted by Gall, Gall

and Borg (2015) it is important for researchers to identify potential future research areas that

would be a valuable extension of their research. Capern and Hammond (2014) make an

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important reference to future research, identifying the ability of positive relationship research

to extend focus beyond particular groupings to apply and support mainstream students.

Capern and Hammond’s (2014) literature review, methods and findings have led to the

recommendations made for positive relationships in practice.

Year Ten Geography Earth Hour Empathy Task, Learning Activity

The Cool Australia (2017) year ten geography Earth Hour empathy task has strengths

and improvements that can be made to incorporate Capern and Hammond (2014) positive

relationship behaviours for teaching practice. The Earth Hour empathy task allows students to

collaborate, discuss and role play the impact of climate change on food production (Cool

Australia, 2017). The geography learning activity, shown in figure one engages in critical

thinking, and personal and social capabilities, identified as important focus areas in the

Australian National Geography Curriculum (Australian Curriculum, Assessment and Reporting

Authority, 2017). Adjustments to the learning activity should be made to allow teachers to

apply positive relationship behaviours in practice to create a supportive and inclusive

classroom.

Figure 1. Earth Hour learning activity goals and capabilities, Cool Australia (2017).

Alton-Lee (2003) identifies the importance of pedagogy and practice for diverse

learners to create a learning community generated through the support and interactions of

students and teachers. The Earth Hour learning activity as shown in figure two allows students

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to work collaboratively in groups to establish a safe learning environment for the learning of

syllabus content (Cool Australia, 2017).

Figure 2. Earth Hour learning activity group role play teacher instructions, Cool Australia (2017).

Gifted students and students with emotional/behavioural disorders both identified non-

discrimination towards students based on ability level as an important behaviour for

developing student-teacher relationships (Capern & Hammond, 2014). Highlighted in figure

two are areas for adjustment to introduce teaching behaviours for positive relationship

practice. Applying positive relationship strategies in classrooms requires modifications to

teachers’ unconscious behaviours towards diverse learners to improve the learning

environment for students.

Alton-Lee (2002) discusses the significance of student driven activities for engagement,

inclusivity and cohesion in the classroom. The positive relationships study conducted by Capern

and Hammond (2014) identify gifted students and students with emotional/behavioural

disorders value a teacher’s patience and the opportunity to learn from their peers. Providing

the opportunity for students to be a scribe instead of a speaker, as shown in figure two can be

valuable for creating participation in the activity. Preparing an alternative task for students that

complete the task quickly or are unwilling to participate in the role playing task ensures

students of a diverse range of abilities will connect with the syllabus content. The Cool Australia

(2017) learning activity provides differentiated instructions, as shown in figure three. This task

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can be an extension or alternative task for students of a range of abilities. Positive relationships

allow students and teachers to engage and collaborate on syllabus content.

Figure 3. Learning activity differentiated instructions for teacher, Cool Australia (2017).

Revisions for the Earth Hour Learning Activity for Establishing Positive Relationships in Practice

for Diverse Learners

The study conducted by Capern and Hammond (2014) provides teachers with evidence

based research for student identified teaching behaviours to establish positive relationships

for gifted students and students with emotional/behavioural disorders. The Earth Hour

empathy task is an inclusive and collaborative task that can be modified to apply positive

teaching behaviours for student-teacher relationships.

As identified in figure two, the Cool Australia (2017) learning activity requires the class

to be divided into six groups. Applying Capern and Hammond’s (2014) positive relationship

behaviours, the teacher would select the groups through a randomised system to avoid any

unconscious discrimination or bias based upon a student’s learning ability. To achieve a

randomised selection of groups a teacher should give each student a number around the room

between one and six. This will allow a mix of student ability in each groups, as well as

encouraging students to collaborate and communicate outside their friendship groups. The

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use of group work is valuable for students’ connections and allows the geography teacher to

facilitate students’ critical thinking and social capabilities, a requirement of the Australian

National Geography Curriculum (Australian Curriculum, Assessment and Reporting Authority,

2017).

Providing students the ability to direct and control their own learning can be powerful

for academic outcomes (Alton-Lee, 2002). Students identified in Capern and Hammond’s

(2014) research that an important teaching practice behaviour for promoting academic

success of gifted students is to provide them the opportunity to talk in class and help each

other. The Earth Hour learning activity allows students to work together and discuss food

production issues (Cool Australia, 2017). Figure two shows teachers have the choice to select

a scribe and speaker, or to allow students to nominate for each group. The teacher should

allow students to decide their role within their groups as this allows students to engage in their

interests in a relaxed environment, establishing a positive learning community (Rimm-

Kaufmann & Sandilos, 2017; Capern & Hammond, 2014). Gifted students and students with

emotional/behavioural disorders benefit from connecting with peers and actively engaging in

content (Capern and Hammond, 2014).

Providing differentiated instruction is significant for supporting students’ learning and

academic achievement. Along with being treated equally, students identified in the Capern and

Hammond (2014) study that they wanted to be given responsibility, and academically

extended and challenged through content. To be inclusive of all learning abilities in the

classroom and facilitate positive relationship behaviours the differentiated instruction task

shown in figure three should be modified. This learning activity would be extended to the next

geography lesson, allowing all students to now work individually, enhancing their literacy skills

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which are an essential part of the Australian National Geography Curriculum (Australian

Curriculum, Assessment and Reporting Authority, 2017).

Conclusion

Modifications can be made to a learning activity to incorporate the research findings of

Capern and Hammond (2014) for establishing positive relationship teaching behaviours.

Positive relationships for diverse learners is an educational issue for the inclusion, learning

experience and academic success of students. Positive relationship teaching behaviours and

pedagogy in geography establishes collaborative and supportive learning environments for

students. Caper and Hammond’s (2014) positive relationship study is valuable for teaching

practice.

Word Count- 2 196

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Reference List

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: best evidence

synthesis- what role this kind of work can and can't take in building teaching quality. Building

Teacher Quality (Research Conference). Retrieved from

https://pdfs.semanticscholar.org/a226/fa28642de462d520cfeaab9b283898d909e5.pdf#page

=31

Australian Curriculum, Assessment and Reporting Authority. (2017). Geography:

general capabilities. Australian Curriculum. Retrieved from http://v7-

5.australiancurriculum.edu.au/humanities-and-social-sciences/geography/general-

capabilities

Blum, R. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-

20.

Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary

gifted students and students with emotional/behavioural disorders: giving these diverse

learners what they need. Australian Journal of Teacher Education, 39(4), 46-67. doi:

http://dx.doi.org/10.14221/ajte.2014v39n4.5

Cool Australia. (2017). Earth hour: empathy task- years 7, 8, 9 and 10. Cool Australia.

Retrieved from https://www.coolaustralia.org/activity/earth-hour-2015-empathy-task-years-

7-8-9-10/

Gall, M.D., Gall, J.P., & Borg, W.R. (2015). Applying educational research: How to read,

do and use research to solve problems of practice. (7th ed.). Hoboken, NJ: Pearson Education,

Inc.

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 Neuman, L.W. (2013). Social research methods: Qualitative and quantitative

approaches. (7th ed.). Pearson Education Limited.

Oades, L.G., Robinson, P., & Green, S. (2011). Positive education: creating flourishing

students, staff and schools. InPsych: The Bulletin of the Australian Psychological Society,

33(2), 16-17.

Rimm-Kaufman, S., & Sandilos, L. (2017). Improving students' relationships with

teachers to provide essential supports for learning. American Psychological Association.

Retrieved from http://www.apa.org/education/k12/relationships.aspx

Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: how

teachers can use scientifically based research to make curricular and instructional decisions.

University of Toronto.

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 Appendices

Learning Activity Website Screenshots and Link.

Cool Australia. (2017). Earth hour: empathy task- years 7, 8, 9 and 10. Cool Australia.

Retrieved from https://www.coolaustralia.org/activity/earth-hour-2015-empathy-task-years-

7-8-9-10/

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