Articles written by Claudia Caruana Anastasi

A total of fifty-six Mathematics and English Language lessons, conducted in four 6 A classes were observed. The Maltese words in the ‘Mixed Maltese English’ variety used by the teachers were recorded, counted and converted into time. The data describing the exposure to spoken language was crosstabulated with the Mathematics and English Junior Lyceum Exam Results. By administering a questionnaire, information was gathered about other variables that expose children to English outside school. A moderate positive relationship between results and language use has been established for Maths. Some children who were exposed to more English, obtained better grades in the English language exam. The value of this statistical measure is slightly higher than that in Maths. A substantially strong positive relationship between the children’s performance in the mathematics exam and their performance in the English language exam is evident. The research findings also highlight ‘how’ and attempts to find reasons ‘why’ code switching is adopted.

This study explores various means of growing leadership potential in primary school teachers. Central to this study is the definition of teacher leadership and a framework that outlines the main elements of the concept. Moreover, the benefits, as well as the barriers to its implementation in schools, are examined. The teachers’ willingness to assume leadership responsibilities is questioned. The research project was carried out in five Junior / Primary Schools across Nottinghamshire, England. A thirty-minute interview was conducted with four members of staff in every school. This was supplemented by observation of one staff meeting per school, as well as the distribution of a ‘Self Assessment Questionnaire’ about leadership practice. This was completed by every class teacher, resulting in a total number of fifty-three research participants. Definitions of ‘teacher leadership’ varied according to the interviewees’ formal responsibilities. There is a possible correlation between how head teachers perceive their role within the school and the degree of decision-making power given to teachers. Although it is clearly evident that not all teachers want to lead, there is no doubt that all teachers feel the need to be consulted, to be valued and to be trusted. The benefits of teacher leadership identified by participants can be divided into three categories; those affecting teachers, those affecting students and those affecting the school as a whole. The strongest barriers identified were related to classroom practice. Collaboration through networks and peer support, as well as coaching and mentoring were identified by some participants as a means of supporting the development of leadership capacity.

Claudia Caruana Anastasi

Exposure To Language: Its Role In Exams

Growing Leadership Potential in Primary School Teachers: the Route to Sustainability