Mark Minott - Academia.edu (original) (raw)

Papers by Mark Minott

IGI Global eBooks, 2018

This chapter outlines the benefits and challenges experienced by two students who had completed a... more This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.

Reflective Practice, Jul 4, 2015

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a refle... more Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and challenge of an innovative approach to teaching practicum debriefingnamely, an exercise called the reflective approach to teaching practicum debriefing (RATPD). Examples of the usefulness and benefits of the approach are (1) it encouraged student teachers to not only focus on observing the techniques and methods of teaching and the daily issues that teachers face in their practice, but to also consider self as a teacher and (2) it encouraged critical thinking, self-directed critical thinking, and selfawareness. The main challenge of the RATPD is that students are sometimes reluctant to share their perception and what they truly believe and feel about a particular issue or situation. Implications for teacher educators and education are discussed.

International Journal of Music Education, May 1, 2008

This article reports on a study carried out in a secondary school in the Island of Jamaica. One g... more This article reports on a study carried out in a secondary school in the Island of Jamaica. One grade 7 class ( n=20) and one grade 9 class ( n = 23) were taught a six-week unit of lessons aimed at facilitating student listening, performing and composing. Rap and Jamaican dance hall music were used as the stimulus for students' rhythmic accompaniment compositions. Students performed their accompaniments and completed a brief questionnaire at the end of the unit. Students reported that the rap and dance hall music were a positive influence on their enjoyment of the unit. Listening skills were weak across both classes, and, overall, the grade 9 students performed at a higher level of skill than the grade 7 students. It is recommended that `directed listening' be emphasized in music classes, and that students be allowed time to self-reflect on their musical experiences.

Reflective Practice, Feb 1, 2011

The purpose of this literary investigation is twofold: first, to make explicit the connections be... more The purpose of this literary investigation is twofold: first, to make explicit the connections between reflective teaching and critical literacy, and second, to infer from the findings key tasks for teachers in the critical literacy classroom. Specifically, the investigation shows that the following features of reflective teaching connect with and form the core of critical literacy, and are vital to the teaching of critical literacy: giving careful consideration or thought in order to create meaning and pass judgement; questioning personal assumptions, values and beliefs; taking initiatives and using intuition; taking part in development and change; and the use of journal writing. Examples of teachers' tasks in the critical literacy classroom include: building time into lesson plans and implementation for students to give careful consideration and thought to and to pass judgement on the text being studied; guiding students' evaluations and criticisms in a judicious manner; encouraging students to look critically at literature and question what they are reading; emphasizing the readings of texts from a variety of perspectives; allowing students to use journals to write entries that juxtapose multiple viewpoints; and facilitating discussions generally that are based on students' journal entries.

Teacher Education Advancement Network Journal, 2019

The purpose of this grounded approach study is to provide answers to the research question 'what ... more The purpose of this grounded approach study is to provide answers to the research question 'what aspect(s) of schooling could newly qualified teachers contribute to, and why?' Via emails, 22 newly qualified teachers (NQTs) from 10 countries provided answers to the research question. The analysis of the data revealed that NQTs thought attributional, informational and skill and ability based contributions and associated actions and activities could be made to various aspects of schooling. I define attributional contributions as actions and activities in which NQTs engage which are the results of personal qualities/attributes they possess, informational contributions as facts which NQTs share and gain via experience and/or initial teacher education and training, and skill and ability based contributions as school-based activities in which NQTs engage based on personal skills, abilities and interests. Examples of implications of the findings for policy and practice include schools' leadership teams reexamining their views on the use of NQTs and the need to reduce negative human dynamics which prevent NQTs from being recognised and used.

Teacher Education Advancement Network Journal, Jul 17, 2015

Despite conflicting reports on the state of disruptive behaviour in schools it continues to be a ... more Despite conflicting reports on the state of disruptive behaviour in schools it continues to be a perennial one for all teachers. The purpose of this self-study, which utilises personal experience stories in the form of vignettes taken from my experience of teaching in various high schools in London England, is to illustrate how teaching reflectively can result in the reinforcement of practical or work-related knowledge regarding the utilisation of appropriate behavioural management strategies in local schools. Although the study is limited to classrooms in England, disruptive behaviour is a worldwide occurrence therefore it has potential relevance for educators in other countries.

Journal of Perspectives in Applied Academic Practice, Jan 21, 2022

The purpose of this small qualitative study was twofold: one, to show how reflection-on-experienc... more The purpose of this small qualitative study was twofold: one, to show how reflection-on-experience enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job. Two, to continue redressing the lack of attention given to invigilators in the research literature. Interviews were the data collection method used and responses analysed to reach interpretation and answer the research questions. Interview results revealed participants viewed invigilating computer-based examinations as either 'easy' or 'demanding'. They displayed knowing: the facets or procedures of exam invigilation (timekeeping, giving instructions, rest, or toilet breaks), the characteristics of the students (special educational needs-SEN), and computer and operational knowledge-such as knowing about a USB stick and deleting a document, and who to call when there is a problem with a computer. Participants also displayed procedural skills (discretely directing students to the toilet and computer troubleshooting) and intangible skills (mental flexibility, care, and creativity). This study shows, through a critical discussion of the literature, coupled with the findings that invigilators learn on the job, i.e., they developed work-related knowledge and skills. Knowledge and skills are often implicit or tacit and may remain that way if not given an opportunity, via reflection, to be made explicit.

Teacher Education Advancement Network Journal, Oct 29, 2021

Journal of Perspectives in Applied Academic Practice, Apr 24, 2018

The aim of this small-scale grounded approach qualitative study was to examine the beliefs of sel... more The aim of this small-scale grounded approach qualitative study was to examine the beliefs of selected external examination invigilators (EEIs) and infer the kinds of activities they consider important. The importance of this study rested in the fact that there is a paucity of research which examines the role of EEIs at secondary, further and higher education levels. Therefore, it aids in filling a literary gap and gives them a 'voice' in the research literature. Study participants were five EEIs, working in a London secondary school. Purposeful convenience or opportunity sampling was used in their selection. Informal interviews and participant observation were the research methods used. The findings revealed the fact that beliefs of the EEIs guide how they rated their role and that maintaining examination intangibles and procedures is of high importance. Implication of the findings are discussed.

Journal of Music, Technology and Education, Dec 1, 2015

Australian Journal of Teacher Education, Oct 1, 2008

A study of pre-service teachers' use of reflective journaling was carried out. Participants were ... more A study of pre-service teachers' use of reflective journaling was carried out. Participants were teachers in a new postgraduate diploma in education programme in the Cayman Islands. The aim of the study was twofold. Firstly, to determine (through an analysis of the participants' reflective journals) the types of reflection in which they engaged and secondly, to evaluate Valli's (1997) typology of reflection as a tool for analyzing reflective journals. The results of the study showed that a modified version of Valli's typology aided in determining (from reflective journals) the types of reflection in which the participants engaged as well as actions to be taken. For example, while participants did engage in reflection-inaction and reflection-on-action and personalistic reflection, efforts should be made to encourage this occurrence. There was also the need to improve their skills in reflecting deliberatively, critically, and technically. Implications of the results of the study for journaling in teacher education were also highlighted.

Journal of Perspectives in Applied Academic Practice, Sep 1, 2020

The aim of this small-scale grounded approach qualitative study was to examine the extent to whic... more The aim of this small-scale grounded approach qualitative study was to examine the extent to which the skill of 'thinking on your feet'/reflection-inaction is relevant to the role of further and higher education examination invigilators, particularly during the phases of an examination where students are present. The importance of this study rested in the fact that there is a paucity of research which examines the role of examination invigilators at the further and higher education levels. Therefore, it aids in filling a literary gap and gives them a 'voice' in the research literature. Study participants were six examination invigilators, working in a London further education college. Purposeful convenience or opportunity sampling was used in their selection. Interviews and documentary analysis were the research methods used. The main research question was: 'To what extent is 'thinking on your feet'/reflection-inaction relevant to the role of further and higher education examination invigilators?' This also formed the topic for this paper. The findings revealed the fact that examination invigilators have a common understanding of the research term 'thinking on your feet'/reflection-inaction , and rated it relevant, very relevant and extremely relevant to their role. Relevance was linked to its usefulness, i.e., usefulness in various circumstances; decision making; preventing mistakes and uncovering students' duplicity. Implication of the findings are discussed.

Using selected research reports, personal correspondence with students and, my experience as a hi... more Using selected research reports, personal correspondence with students and, my experience as a higher education administrator of a College in a Caribbean small islands state, I reflexively display the usefulness of a pastoral approach to student retention. Difficulties of employing the approach are also explored.

This research was motivated by my personal desire to learn more about reflective teaching, and by... more This research was motivated by my personal desire to learn more about reflective teaching, and by the fact that there was the need in the Cayman Islands to accumulate a body of knowledge addressing local issues in all disciplines, including aspects of teaching and learning. A qualitative instrumental case study was employed. Six broad research questions guided the study. Participants included four seasoned teachers. The field research made use of interviews and documentary analysis. Interviews focused on participants' experience and observations, regarding the research areas. Documents, in the form of lesson plans, were used to confirm or make findings, more or less plausible. By analysing similarities and differences in the respondents' views, I outlined: the extent to which they made use of elements of reflective teaching in their lesson planning, implementation and evaluation; and implications of the results for teacher education and training globally and locally.

Journal of Workplace Learning, Jan 23, 2020

Purpose-The purpose of the self-study is twofold: first, to aid in redressing the lack of attenti... more Purpose-The purpose of the self-study is twofold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward the idea that engaging the examination invigilation process reflectively is an effective form of self-directed professional development. Design/methodology/approach-The report uses reflective journaling based on Minott (2017) reflective approach to teaching practicum debriefing strategy to show the practical or work-related knowledge built by the author. Findings-The report shows how the author built practical or work-related knowledge about critical aspects of the invigilation process: adaptability/flexibility, leading humanely and "thinking on your feet"/ reflection-inaction. Originality/value-This paper shows (through a critical discussion of the literature, coupled with the author's personal professional experiences displayed in reflective journal entries) that an attitude of self-directed inquiry combined with reflective journaling can enable professional development i.e. the development of practical or work-related knowledge.

British Journal of Special Education, Apr 11, 2019

Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom. A lit... more Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom. A literary investigation. The broad purpose of this literary investigation is threefold. One, to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning. Two, to make explicit the connections between reflective teaching and inclusive teaching. Three, to infer key tasks for teachers in the inclusive classroom. Single searches of keywords and phrases took place during a selected month of the year. Searches occurred during the first, third and last weeks of that month. Through a process of winnowing and the use of various search criteria, relevant articles were selected for inclusion in the review. The literature review reveals that the following features of reflective teaching connect with and are fundamental to inclusive teaching: giving careful consideration or thought; questioning personal assumptions, values, and beliefs; taking initiatives; using intuition; taking part in development and change; and the use of journal writing. Examples of teachers' tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be thought-rather than who is to learn; considering the learning needs of all students-not just those with additional needs; questioning beliefs and rejecting deterministic and associated ideas; reflecting on the classroom situation; constantly seeking out and trying new things to support all learners; discussing with colleagues new initiatives in order to receive feedback; examining, framing and attempting to solve dilemmas of the classroom; using journals to track students' learning; and taking responsibility for one's professional growth and understanding.

Reflective Practice, Sep 28, 2021

ABSTRACT This thought piece draws the readers’ attention to the pervasive nature of reflection, r... more ABSTRACT This thought piece draws the readers’ attention to the pervasive nature of reflection, reflective teaching and learning and the use of questions. Specifically discussed; are the theoretical framework that guides the piece, reflective teaching, the reflective approach to teaching practicum debriefing (RATPD) and lesson study. Provided is an example that incorporates the RATPD primarily in the post-lesson discussions/colloquia while being faithful to the collaborative nature of lesson study. Achieving these answers the question: ‘To what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?’ The piece ends with a question that challenges readers to conclude and perhaps engage in further reflection on the discussed topic.

Advances in mobile and distance learning book series, 2014