EDF5761 – Education in contemporary contexts Assignment Sample

1. Locate the issue within the media

The practice of streaming is quite popular in all kin\ds of schools, including, primary, secondary and universities. The concept of streaming refers to the process of grouping students with similar minds and abilities into one classroom. The reason for streaming is to initiate the same pace and consistency among the students. Moreover, with steaming, the teachers can maintain consistency in their teaching methods. Regarding streaming, there are both positive and negative opinions in the media. An article highlights the positive aspect of streaming such as streamed classrooms providing the students opportunities to learn at the same pace, as no student is better or worse than the other (Magableh & Abdullah, 2020). Furthermore, another study provides the benefits of streaming:

• In streamed classrooms, the confidence of the students is heightened, and it enhances their competitive nature by promoting healthy competition in the classroom (Abdelsalam, 2018).
• In addition to the competition, streaming increases motivation in the classrooms, as the students can motivate each other as there is no major difference in their abilities.
• Lastly, the main benefit of streaming is that students can go forward or to the next phase of education at the same pace

The benefits or advantages of streaming mainly include providing students with the competition they require to enhance their performance. Similarly, it also encourages the students to help one another, as their abilities are quite similar (Pozas et al. 2018). With streaming, the teacher can maintain a steady pace, without the need of decreasing or increasing the pace of learning. According to the above explanation, streaming has negative opinions as well. A study clarifies that streaming does not have any benefits. It has further arguments that state that streaming instead of promoting healthy competition it rather creates friction inside the classroom. Furthermore, a study highlights the fact that streaming is not responsible for any education achievement (Lindner et al. 2019). Streaming is only effective for pupils with high learning ability; however, for slow learners streaming affects their confidence by creating discrimination. Furthermore, the teachers are supposed to teach students according to their minds, however, streaming provides the teacher to focus only on the group rather than each specific student.

However, a study identifies that in an unstreamed classroom there are certain disadvantages such as,

• Students with high learning abilities tend to lose interest in classes that are not streamed. The main reason for this is a lack of competition in the classes and the students with high learning abilities are not properly challenged (Mahende, 2022).
• In unstreamed classrooms, students with lower abilities are easily discouraged. The main reason for this discouragement is demotivation or the inability to keep up with other high learning abilities. With less attention from the teachers these students are left behind, and that may affect their future eventually.

In the analysis of the different opinions on streaming it is essential to mention that streaming has an equal share of negative and positive opinions. However, in some countries, the process of streaming is used negatively. In brief, rather than dividing the students based on their abilities the schools divide the students on different grounds. For instance, in some situations the division of students has also occurred on the grounds of racism (Bradbury et al. 2021) Therefore, it is essential to mention that despite the advantages of streaming, in some cases the utilization of this concept is quite negative. The debate on this topic is ongoing, however on some grounds both sides are correct, hence it is difficult to identify the side that has absolute facts.

2. Transition your thinking from the media to scholarly writing in this field

The debate on streaming is ongoing; one study highlights the factors that streaming develops the minds of children by sticking them in groups with other children of similar abilities. Contrastingly, another study highlights that streaming creates discrimination between the students. The above explanation contains a description of an unstreamed classroom and its negative impact on the students. A  study highlights the fact that in unstreamed classrooms students with high learning abilities can teach the students that lack in the same area (Taylor et al. 2019). Therefore, rather than creating competition, it motivates the students to help someone below their level. In unstreamed classrooms, the students with low ability can learn from this collaboration and enhance their mind

The main controversy of this topic is the ongoing debate regarding the positive and negative aspects of streaming practice. One of the key contributors to this topic is Olivia Johnston. In one of her studies, she explains the disadvantages of streaming in schools (Johnston & Wildy, 2018). As per the explanation, the students with lower learning abilities have an art disadvantage due to this streaming practice as they are stuck in a group that has slow teaching methods and with no additional help. Furthermore, it also explains that with streaming, the students will lose their interracial friends along with a decrease in cross-cultural communication. In mixed learning classes, the students develop a positive attitude and a helping nature, in comparison to the students in streamed classrooms. Students with low development are quite affected by the streaming process as it is only beneficial for the high development students. Her literature \review contains further analysis of the negativity of streaming. A discussion states that streaming affects different mixed learning methods such as peer-to-peer learning (Kamil, 2019). The process of streaming has a positive impact on the high learning students in composition to the low developing students.

The analysis of the counter-argument states that streaming is essential as it promotes the students to be competitive and motivates the students to support others. The argument against the unstreamed classroom states that students should gain opportunities to work alongside peers that can benefit them equally. In unstreamed classrooms, the students with high learning abilities are expected to help the students with low development. However, the benefit of these unstreamed classrooms is only limited to the low-developing students (Lynch, 2021). Contrastingly, in streamed classrooms, as the students’ division contains students with the same abilities, hence, equal participation is expected from the students. Furthermore, high learning students working with low-developing students usually do not feel adequately challenged and might lose interest in their studies. Hence, it is essential to mention that students should be steamed according to their abilities to maintain a steady pace in their development.

The counter-arguments further state that streams are quite beneficial to the teachers. As in a big classroom, it is quite impossible to focus on each student and ensure that they are following the teaching pace. In streamed classrooms, the division of students is according to their abilities the teachers are not worried about any students unable to cope with the teaching methods. Contrastingly, in unstreamed classrooms, the teachers are expected to ensure that each student is following the pace of teaching and provide additional support to the \students that are unable to follow the pace. The study further highlights the groups of low ability students the teachers require additional training (Hedstrom, 2019). Extra resources are required to make the students attractive and in some scenarios, teachers ignore rulers for the low-ability students. In unstreamed classrooms, the low ability students are usually unable to move forward along with the other students of high learning abilities. This creates tension and discrimination among the students; the unstreamed classrooms are responsible for creating physical division among students.

3. Shift to wider research in this area

• Mental health and psychological issues are prime examples of alternate studies that are considered for conducting educational debates regarding cyberbullying. Psychologists have implemented several processes to deal with the safe usage of social media and online platforms. The technical workshops associated with safe usage of social media platforms have created advantages for students to tackle the after effects of cyber bullying. The role of parents is essential for dealing with online threats. Studies have carefully mentioned multiple strategies such as technical and mood observation to deal with the challenges of cyber bullying.

A case study highlights the different perspectives of teachers and students on the same topic. Streaming is responsible for improving the academic performance of students. Students that have access to peers with the same abilities perform better than the students in unstreamed classes do. The study highlights the perspective of the teachers as well. The teachers usually prefer a streamed classroom as it is quite an essay to keep track of the students, in comparison to the unstreamed classroom which requires providing attention to each individual. Another study highlights the teaching approaches the teachers usually utilized in inclusive classrooms. Differentiated instructions are frequently used in the classroom to meet the different educational needs of the students. The study indirectly supports the unstreamed classroom objective, as it states that each student requires personalization and differentiation teaching techniques to adapt to the other students.

Another study highlights the perspective of the students regarding the streaming practice; The study mentions that the unstreamed classroom creates a negative impact on the students’ minds. As in an unstreamed classroom, they are usually unable to cope with the pace of the students with high learning abilities.  In unstreamed classrooms, the students with high learning abilities are expected to help the students with low development (Hedstrom, 2019). This as a result creates tension between the students. In streamed classrooms, as the students’ division contains students with the same abilities, hence, equal participation is expected from the students. Furthermore, high learning students working with low-developing students usually do not feel adequately challenged and might lose interest in their studies. Hence, it is essential to mention that students should be steamed according to their abilities to maintain a steady pace in their development.

The three pieces of the study highlight the different perspectives and opinions of teachers, students and in general. The discussion clearly states that even with the negativity, and racial, discrimination included in the streaming practice. It is essential to mention that students and teachers are in support of streaming. As in a big classroom, it is quite impossible to focus on each student and ensure that they are following the teaching pace. In streamed classrooms, the division of students is according to their abilities the teachers are not worried about any students being unable to cope with the teaching methods (Lynch 2021). Contrastingly, in unstreamed classrooms, the teachers are expected to ensure that each student is following the pace of teaching and provide additional support to the \students that are unable to follow the pace. The study further highlights that the groups of low ability students the teachers require additional training. Extra resources are required to make the students attractive and in some scenarios, teachers ignore rulers for the low-ability students.

4. Exploring the implications

• Cyber bullying has become a serious issue in today’s environment due to the massive increase in information and communication technology. Education and locality are major areas of the impact associated with cyber bullying.

Figure 1: Number of children suffering cyberbullying threats

(Source: Ons.gov.uk, 2020)

From figure 1 it can be observed that numerous children aged between 10 to 15 have suffered the consequences of cyber bullying. Nasty messages, false rumours and online threats are creating negative effects on the minds of the children (Ons.gov.uk, 2020). Online behaviour is having a major impact on the education quality of children. The degradation in mental behaviour is having a negative impact on the education quality of children.

The local areas are also getting affected due to the constant cyber bullying. People are using multiple online platforms to share their feelings in private.

Figure 2: Mediums used for cyberbullying activities

(Source: Ons.gov.uk, 2020)

From figure 2 it can be noted that students aged between 10 to 15 have faced cyber bullying activities mainly in the form of online private messages. Approximately 60% of nasty messages were sent in private for sharing hate among the children (Ons.gov.uk, 2020). Disruption in communal harmony is a major consequence of cyberbullying activities. The mental health of the communities is also degrading due to the effects of cyberbullying. The constant hate messages across Twitter regarding Premier league football players are a prime example of the typical cyberbullying activities. Clubs are trying to start an anti-cyberbullying initiative for tackling the negative effects of cyberbullying.

Cyberbullying has become a significant global issue in the educational system. Due to the use of online mediums for educational processes, students can conduct cyberbullying activities without much hazard. Cyberbullying can create temporary or permanent mental damage for students. The international students are suffering consequences of mental disorders while tacking the cyberbullying activities (Kwan et al. 2020).

• The controversy surrounding cyberbullying has implemented multiple changes in the educational systems. The schools have implemented careful usage of online platforms while conducting studies. Several workshops and seminars have been introduced into the curriculum regarding the safe usage of online platforms. Psychologists have been introduced into the educational system to deal with the students who have suffered the consequences of cyberbullying (Carter et al. 2017). Mandatory therapeutic sessions have been introduced for students to deal with the challenges of the cyberbullying
• The key thinkers associated with cyberbullying are the government and educational authorities. The management has introduced several rules and regulations for dealing with the issues of cyberbullying. Following are several changes for dealing with cyberbullying

1. The school staff have introduced a user technology guideline for attending to the cyberbullying issues
2. The staff are notifying students to log off from the devices before leaving the school premises or in between classes
3. Using strong undetectable passwords to protect personal data from cybercriminals
4. The school across the UK have introduced guidelines for parents to understand the requirements associated with safe usage of social media and online platforms. The parents will be able to keep an eye on the online behaviours of the students for dealing with the threats of cyberbullying.

• The debate associated with cyberbullying has made numerous changes to the educational system from a global point of view. The school authorities are taking mandatory actions against the cyberbullying mediums. The changes in rules and regulations and the introduction of therapeutic measures have indicated that the debate had a positive effect on the aspects of cyberbullying. The education system is recognising the massive threat of cyberbullying by introducing numerous laws within the system. The UK government has introduced guidelines for teachers and professors as well for helping students deal with the challenges of cyberbullying.

5. Personal Reflection

Cyberbullying has become a major concern for students all over the world. The increase in information and communication technology has created multiple platforms for communication. The increase in social media platforms has exposed information regarding the person la life of a student. Therefore, cybercriminals are able to gather personal information and use the information to abuse the students using the online platforms. I think the students will need to realise that, safe usage of online platforms will decrease the effects of Cyberbullying activities. The following are several processes that can be used for tackling the effects of cyberbullying

1. Attending the workshops and seminars regarding the safe usage of online platforms will enable students to deal with the challenges of cyberbullying in an effective way.
2. Parents need to take an important role in dealing with the challenges of cyberbullying activities for students. Careful observation is necessary to analyse the threats and challenges associated with cyberbullying.
3. Guidance from school is necessary for students to understand the vulnerable areas associated with online platforms. Knowledge regarding the safe online activities will eliminate the threat of cyberbullying

I am leaning towards mitigation and assistance for dealing with the issues of cyberbullying. I think the rules and regulations associated with cyberbullying can be used for mitigating the issues from the core. The improved password protection process, the safe internet accessibility process and rules and regulations associated with cyber activity knowledge will provide the necessary help for students to deal with cybercriminal activities.

Knowledge is a powerful medium for dealing with online issues. Minimising the knowledge gap associated with online activities will help students safely use social media and other online platforms. The students can utilise the online platform for their academic prosperity after gaining knowledge regarding the safe usage of online platforms.

Reference

Abdelsalam, A. M. (2018). The use of streaming as a differentiated strategy in middle school mathematics classes: a case study of a private American-curriculum school in Dubai (Doctoral dissertation, The British University in Dubai (BUiD)). Retrieved From: https://bspace.buid.ac.ae/handle/1234/1280

Bradbury, A., Braun, A., & Quick, L. (2021). Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education, 42(2), 147-163. Retrieved From: https://www.tandfonline.com/doi/full/10.1080/01425692.2021.1878873

Carter, M. A., M’Balla-Ndi, M., van Luyn, A., & Goldie, D. (2017). Taking a stand against cyberbullying in higher education. In Teacher Education for Ethical Professional Practice in the 21st Century (pp. 197-235). IGI Global. Retreived On 10^th April 2022 from: https://researchonline.jcu.edu.au/45293/11/45293_Carter_etal_2017_Accepted.pdf

Hedstrom, O. (2019). Why Streaming Kids According to Ability Is a Terrible Idea. Larry Cuban on School Reform and Classroom Practice. Retrieved From: https://larrycuban.wordpress.com/2019/05/25/why-streaming-kids-according-to-ability-is-a-terrible-idea-oscar-hedstrom/

Johnston, O., & Wildy, H. (2018). Teachers’ perspectives of lower secondary school students in streamed classes–A western australian case study. Educational Studies, 44(2), 212-229. Retrieved From:  http://dx.doi.org/10.1080/03055698.2017.1347494

Kamil, Y. (2019). Streaming students in school is a long-standing practice, but is it effective? Study International. Retrieved From:   https://www.studyinternational.com/news/streaming-students-in-school-is-a-long-standing-practice-but-is-it-effective/?fbclid=IwAR2yZ4W_bbtHyzC1mtC3R7joucCGL7Lj0LX797e_KwVTZpYld_C-VsHQFzI

Kwan, I., Dickson, K., Richardson, M., MacDowall, W., Burchett, H., Stansfield, C., … & Thomas, J. (2020). Cyberbullying and children and young people’s mental health: a systematic map of systematic reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 72-82. Retreived On 10^th April 2022 from: https://www.liebertpub.com/doi/pdfplus/10.1089/cyber.2019.0370

Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019, July). Perceived differentiation and personalization teaching approaches in inclusive classrooms: perspectives of students and teachers. In Frontiers in Education (Vol. 4, p. 58). Frontiers. Retrieved From: https://www.frontiersin.org/articles/10.3389/feduc.2019.00058/full

Lynch, M. (2021). Advantages of Streaming in Schools. The Edvocate. Retrieved From: https://www.theedadvocate.org/advantages-of-streaming-in-schools/?fbclid=IwAR1_7eedu-8MELhNDjXFpeK5hhcpdhKuzDuXf1BlKzCilZ_cvEE1PIbGcDY

Magableh, I. S. I., & Abdullah, A. (2020). The Effectiveness of Differentiated Instruction by Streaming: A preliminary Study of Current Practices in the UAE. International Journal of Learning, Teaching and Educational Research, 19(6), 95-110. Retrieved From: http://ijlter.net/index.php/ijlter/article/view/306

Mahende, G. A. (2022). Effects of Subject Streaming on Students’ Perceived Probability of Academic Success among Secondary School Students’ in Tanzania. Papers in Education and Development, 39(1). Retrieved From: https://journals.udsm.ac.tz/index.php/ped/article/viewFile/4562/3973

Ons.gov.uk, (2020). Online bullying in England and Wales: year ending March 2020.Retreived On 10^th April 2022 from:https://www.ons.gov.uk/peoplepopulationandcommunity/crimeandjustice/bulletins/onlinebullyinginenglandandwales/yearendingmarch2020

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. Available at: https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1471-3802.12481

Publishing.service.gov.uk. (2022). Cyberbullying: Advice for headteachers and school staff Retreived On 10^th April 2022 from:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/374850/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf

Taylor, B., Francis, B., Craig, N., Archer, L., Hodgen, J., Mazenod, A., … & Pepper, D. (2019). Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’?. British Journal of Educational Studies, 67(1), 5-24. Retrieved From: https://www.tandfonline.com/doi/full/10.1080/00071005.2018.1424317

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