What does effective classroom research mean for teaching — and for schools as learning communities?

In this episode of Education Unlocked — Learn. Apply. Thrive., Marc Pietersen explores the implications of his action research findings for both classroom practice and whole-school development.

This episode examines:

•How research-informed strategies can strengthen everyday teaching

•Why scaffolding, reflection, and confidence matter — especially for EAL learners

•How action research can move from individual inquiry to collective professional growth

•Practical ways schools can embed reflective practice into CPD

Grounded in established educational research, this episode supports teachers and leaders looking to create sustainable, inclusive, and evidence-informed learning environments.

References:

•Alqahtani, S. S. (2024). A meta-analysis of technology-based interventions for
elementary students with reading difficulties. Humanities and Social Sciences
Communications, 11, Article 1629. https://doi.org/10.1057/s41599-024-04159-y

•British Educational Research Association. (2018). Ethical guidelines for
educational research (4th ed.)
https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-20
18

•CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST.
http://udlguidelines.cast.org

•CColorín Colorado. (2012). ELLs and reading fluency in English.
https://www.colorincolorado.org/article/ells-and-reading-fluency-english

•Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution
of scaffolding in articulating ESL education. Prospect: An Australian Journal of
TESOL, 20(1), 6–30.
https://neilwhitfield.wordpress.com/wp-content/uploads/2008/11/20_1_1_hammo
nd.pdf

•Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

•Piaget, J. (1973). To understand is to invent: The future of education. Grossman
Publishers. https://archive.org/details/tounderstandisto0000piag

•Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).
Harvard University Press.
https://www.hup.harvard.edu/catalog.php?isbn=9780674576292

About the Podcast

Education Unlocked supports teachers in building confidence, clarity, and classroom impact through research-informed, practical strategies. Hosted by Marc Pietersen, this podcast bridges the gap between theory and practice — helping teachers thrive, one lesson at a time.

If this episode helped you reflect or refine your practice, consider following the podcast or sharing it with a colleague.

Learn. Apply. Thrive.

What happens when struggling readers begin to believe they can succeed?

In this episode of Education Unlocked — Learn. Apply. Thrive., Marc Pietersen shares the key findings from his action research exploring how technology-supported, research-informed strategies impacted reading fluency and learner confidence among low-ability EAL students.

This episode unpacks:

•How fluency improved through structured practice

•Why confidence became a catalyst for progress

•Practical strategies teachers can apply immediately

•How action research can inform wider teaching practice

Grounded in established literacy research, this episode offers actionable insight for teachers looking to improve reading outcomes while strengthening learner confidence.

References:

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at the primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x

Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEP’s integrated reading performance record (IRPR) at grade 4. U.S. Department of Education, National Center for Education Statistics. https://eric.ed.gov/?id=ED522191

Virginia Literacy Partnerships. (2024). Fluency infographic. University of Virginia. https://literacy.virginia.edu/sites/g/files/jsddwu1006/files/value-series/inforgraphics/Fluency-Infographic-20240611.pdf

Zuo, X., & Ives, D. (2023). The effectiveness of Reading Tutor software for improving EAL students’ oral reading fluency and comprehension. SAGE Open, 13(3), 1-12. https://doi.org/10.1177/20965311231179490

About the Podcast

Education Unlocked supports teachers in building confidence, clarity, and classroom impact through research-informed, practical strategies. Hosted by Marc Pietersen, this podcast bridges the gap between theory and practice — helping teachers thrive, one lesson at a time.

If this episode helped you reflect or refine your practice, consider following the podcast or sharing it with a colleague.

Learn. Apply. Thrive.

Episode 4: Data Collection & Analysis — Turning Classroom Evidence into Insight

How can everyday classroom data be transformed into meaningful evidence that improves teaching and learning?

In this episode of Education Unlocked — Learn. Apply. Thrive., Marc Pietersen explores how data was ethically collected and systematically analysed within a Year 6 action research project focused on improving reading fluency for low-ability EAL learners.

This episode breaks down how quantitative measures (such as oral reading fluency and recorded reading samples) and qualitative data (including student journals, audio reflections, and teacher observations) were gathered naturally within the classroom environment. Marc explains how these data sources were triangulated to strengthen trustworthiness and ensure that findings reflected genuine learner progress rather than isolated outcomes.

Grounded firmly in educational research, the episode draws on:

• Naturalistic inquiry to support classroom-based research design (Lincoln & Guba, 1985)

• Thematic analysis to identify meaningful patterns in learner responses and behaviours (Braun & Clarke, 2006)

• Ethical research practice, ensuring consent, confidentiality, and learner wellbeing throughout the study (BERA, 2018)

This episode is ideal for teachers, middle leaders, and practitioner-researchers who want to:

• Collect meaningful data without overburdening learners

• Strengthen reflective teaching through evidence

• Use action research to drive authentic classroom improvement

References Used in This Episode

- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

- British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018

- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

- Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEP’s integrated reading performance record (IRPR) at grade 4. U.S. Department of Education, National Center for Education Statistics. https://eric.ed.gov/?id=ED522191

- Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x

About the Podcast

Education Unlocked supports teachers in building confidence, clarity, and classroom impact through research-informed, practical strategies. Hosted by Marc Pietersen, this podcast bridges the gap between theory and practice — helping teachers thrive, one lesson at a time.

If this episode helped you reflect or refine your practice, consider following the podcast or sharing it with a colleague.

Learn. Apply. Thrive.