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Title: Developing and evaluating communication supporting classrooms in Brunei primary schools
Author: Badar, Siti Rafizah
ISNI:       0000 0004 6062 4966
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2016
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Background: Research has investigated how changes to the classroom layout, activities and teachers' language can facilitate children's communication development. Very little is known about how children's communication is supported in Brunei primary schools. Furthermore, there is very little research into how best to support teachers to increase the communication supportiveness of their classrooms. Aims: • Examine how children's communication is supported in Brunei primary school classrooms using the Communication Supporting Classroom (CsC) Observation Tool. • Provide an intervention to increase teachers' use of communication supporting strategies. • Investigate the use of the CsC Observation Tool within an intervention to modify teachers' classroom practice in supporting children's communication, and its use as an outcome measure. • Identify facilitators and challenges in creating communication supporting classrooms in Brunei schools through teachers' perspectives. Method: Classroom observations in the profiling phase explored patterns of performance on the CsC Observation Tool (n = 12). Observations in the intervention phase examined changes in teachers' classroom practices for Intervention (n = 5) and Control classrooms (n = 5) over four months. Intervention involved working with Special Educational Needs Assistance (SENA) teachers in conducting observations and supporting the classroom teachers. Focus group sessions (profiling, n = 4 groups and intervention, n = 1 group) explored teachers' perspectives of the facilitating and challenging factors in developing communication supporting classrooms. SENA teachers were also asked about their experience in implementing the intervention. Outcomes and results: The profiling phase indicated children's communication was supported in the participating classrooms, especially in structured language learning environments. The intervention phase demonstrated the effectiveness of the CsC Observation Tool as an outcome measure of changes in teachers' classroom practice, and progress in achieving target items. Children's communication was indicated to be supported more in pre-school classrooms than year one. Focus group data identified six facilitating and eleven challenging factors. Conclusions and implications: This study provides evidence for the use of the CsC Observation Tool as a measure of classroom practice to develop children's communication. The findings support the success of the CsC Observation Tool in increasing teachers' use of evidence-based strategies in focused intervention targets, and in their overall classroom practice. It also highlighted the need for increased school support and understanding of factors impacting on developing communication supporting classrooms in Brunei schools.
Supervisor: Clegg, Judy ; Spencer, Sarah Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available