https://www.um.edu.mt/library/oar/handle/123456789/32590 Mon, 20 Apr 2026 07:10:03 GMT 2026-04-20T07:10:03Z https://www.um.edu.mt:443/library/oar/retrieve/459461d3-e6cc-46f1-8c88-603d21fe8fd3/ https://www.um.edu.mt/library/oar/handle/123456789/32590 https://www.um.edu.mt/library/oar/handle/123456789/32744 Title: Understanding and catering for student difference Authors: Sultana, Ronald G. Abstract: In this chapter my main goal is to expand our understanding of student differences, particularly with reference to differential educational achievement. In order to do this, I will first problematise common sense assumptions about the notion of ‘ability’, on which subsequent definitions of ‘achievement’ at school are based. I will argue that this kind of critical reflection on the submerged theories we operate with is crucial, for it is through a better understanding of what we are about in schools and classrooms that we can best serve the interests of those entrusted in our care. The categorisation of students as ‘high achievers’, ‘low achievers’, and ‘under achievers’ depends on particular views of intelligence and ability, which have developed over time and which conceal political and economic ideologies that are often not immediately available to us for critique. Nevertheless, these views of the world, of the place of the school within this world, and of the relative worth of different groups of children therein, have an extraordinarily powerful influence on the way we think and act, and therefore need to be unpacked. Otherwise, we risk perpetrating injustices on those we claim to represent (see Canaan, 2001). Having delved into the political etymology of the concept ‘ability’, we will then explore what it is that can be done to interact more effectively with those who do not fulfil their potential in the school context. Tue, 01 Jan 2002 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/32744 2002-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/32743 Title: Classroom interaction in Maltese secondary schools Authors: Darmanin, Mary Abstract: Many of the important questions about teaching and learning, such as how best to teach, what to teach and to whom, when and where, as well as considerations about the particularities of teachers and learners, finally find some type of resolution when teaching and learning are considered in context. This context includes not only the global, national, regional and school context as has been demonstrated in studies of cultures of schooling but more centrally, the classroom context. As pupils, we recall how different classroom settings, which could include the teacher and his or her strategies and biography, the subject, the group of peers in that class, the physical or ecological classroom arrangements and others, gave each classroom encounter a different and particular dimension. Whilst there are many commonalties in secondary school classrooms there are also differences that have considerable impact on the learning encounter. Tue, 01 Jan 2002 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/32743 2002-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/32742 Title: School cultures Authors: Fenech, Joseph Abstract: All of us have had experience of the process of schooling because we have all spent the best years of our childhood and adolescence in educational institutions. That experience, undoubtedly, has left memories and images of specific places, characters and situations many of which, perhaps with a little effort, can be easily recalled and talked about. All of these can be seen as manifestations of an institutional culture which cumulatively constitute the complex pattern of life in a school. The assumption, of course, is that it is important for teachers to get to know about and understand this culture. And, this is for a number of reasons. First of all, a knowledge of the school's culture helps them gain insights into and develop an understanding of the context of practice. Secondly, it will become easier for them to socialize themselves into the culture of the school and thereby their integration within the school will be facilitated. Thirdly, it will enhance their identity and, as a consequence, help them acquire more confidence, as professional practitioners. Fourthly, their professional competencies will be developed more effectively. And finally, through a reflective exercise, they will be able to understand the process of educational change at the institutional level. Tue, 01 Jan 2002 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/32742 2002-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/32741 Title: Student support Authors: Bezzina, Christopher; Camilleri Grima, Antoinette; Purchase, David; Sultana, Ronald G. Abstract: The Student Services Department within the Directorate for Educational Services offers a variety of support and educational services for students. Student Services are aimed at assisting all learners in achieving optimal educational, social, emotional, personal, interpersonal, and career development. The mission of the Student Services Department is to assist learners in managing life situations more effectively and acquiring the necessary key competences, so as to attain their curricular performance goals, while developing holistically as a person. In the course of the negotiations leading to the Agreement between the Government and the Malta Union of Teachers on the education reform process signed on the 17 July, 2007, the Government and the Union agreed that for the better performance of the students’ learning outcomes and the Teachers’ duties, students may need to be supported by a range of students’ support services in and outside class, including the support of the students’ parents. The Government and the Union have discussed in detail a range of student services. Whilst the Government gave full consideration to the Union’s points of view and suggestions, the Government and the Union agreed that such support will be of great benefit to the student and will also sustain the teacher’s role. The Education Authorities intend to provide such services throughout the calendar year and the Union agreed to fully support and collaborate in the development and implementation of such services according to the job descriptions provided by the Education Authorities for the professionals working in these services. For this purpose the Education Authorities will be engaging qualified personnel as may be necessary to man the required positions in a range of psychosocial services on a College basis including Psychologists, Counsellors, Career Advisors, Social Workers, Prefects of Discipline, Youth Workers as well as personnel and services in the inclusive and special education and the medical and psychiatric sectors. Guidelines detailing the nature of the student services the Education Authorities intend to put in place are found in this document. This document outlines the new framework of student services the Education Authorities intend to gradually put in place in order to offer and improve student services in schools. Tue, 01 Jan 2002 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/32741 2002-01-01T00:00:00Z