soroush
Paper presented at the
Third International NLP Research Conference
Hertfordshire University – 6th and 7th July 2012 http://nlpresearchconference.squarespace.com/ For further information about this research contact r.churches@surrey.ac.uk; rchurches@cfbt.com Training in influencing skills from neuro-linguistic programming (modelled from hypnosis and family therapy), in combination with innovative maths pedagogy, raises maths attainment in adult numeracy learners
Allan, F., Bourne, J., Bouch, D., Churches, R., Dennison, J., Evans, J., Fowler, J., Jeffers,
A., Prior, E. and Rhodes, L.iii
Abstract
Case study research suggests that NLP influencing strategies benefit teacher effectiveness.
Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3) teachers trained in both NLP and the innovative maths pedagogy. NLP training included suggestion using language patterns modelled from hypnosis, body language modelled from family therapy and spatial anchoring for emotional state management. A significant within-subject mean difference in maths test scores for the innovative maths pedagogy group (MD = 10.97, t(66) = 7.292, p< .0005, 2=.446) was nearly twice that of the control (MD = 5.67,
Third International NLP Research Conference
Hertfordshire University – 6th and 7th July 2012 http://nlpresearchconference.squarespace.com/ For further information about this research contact r.churches@surrey.ac.uk; rchurches@cfbt.com Training in influencing skills from neuro-linguistic programming (modelled from hypnosis and family therapy), in combination with innovative maths pedagogy, raises maths attainment in adult numeracy learners
Allan, F., Bourne, J., Bouch, D., Churches, R., Dennison, J., Evans, J., Fowler, J., Jeffers,
A., Prior, E. and Rhodes, L.iii
Abstract
Case study research suggests that NLP influencing strategies benefit teacher effectiveness.
Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3) teachers trained in both NLP and the innovative maths pedagogy. NLP training included suggestion using language patterns modelled from hypnosis, body language modelled from family therapy and spatial anchoring for emotional state management. A significant within-subject mean difference in maths test scores for the innovative maths pedagogy group (MD = 10.97, t(66) = 7.292, p< .0005, 2=.446) was nearly twice that of the control (MD = 5.67,