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1.
Nurture groups are now being established in many parts of the UK, as research evidence continues to confirm both their effectiveness and cost-efficiency in helping children with emotional and behavioural difficulties to remain within mainstream schools. Their conceptual framework is based on Bowlby's attachment theory, in which impaired early care is seen to have led to low self-esteem, mistrust of others and behaviour that impedes success in school. The nurture group provides the opportunity to re-experience early nurturing in a warm and accepting environment, which fosters positive self-regard and the development of secure relationships with the nurture group staff. The study reported in this article sought to determine a reason for the effectiveness of this early intervention by focusing on the enhancement of self-esteem. John Colwell, Senior Lecturer in Psychology at De Montfort University, and Tina O'Connor, a teacher at Oakthorpe Primary School in the London Borough of Enfield, conducted an observational study of nurture groups and normal classrooms in order to compare climates in terms of self-esteem enhancement strategies. Results confirmed that teachers' verbal and non-verbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils. In contrast, the communications of normal classroom teachers were found to be less likely to create an environment conducive to fostering positive self-esteem. The authors conclude that their evidence supports conceptual explanations of the effectiveness of nurture groups and propose that mainstream schools could become more inclusive if whole-school nurturing approaches were adopted. 相似文献
2.
《British Journal of Special Education》1988,15(1):27-30
The London Borough of Enfield was one of 14 LEAs chosen to pilot the Technical and Vocational Education Initiative (TVEI) in September 1983. A unique feature of the scheme at the time was the inclusion of West Lea, a school for delicate children between five and 16, among the 12 schools and two colleges of further education taking part. Terence Bailey, senior adviser, special education, and Michael Hearn, assistant education officer (TVEI), London Borough of Enfield, describe the experiment, following up the theme of the December 1987 issue on new national curriculum and training initiatives 14–19. 相似文献
3.
Michael Farrell 《British Journal of Special Education》2000,27(1):35-38
Michael Farrell, Education Inspector with the London Borough of Hillingdon Education Services, suggests that the term 'mainstream inclusion' should be replaced by 'educational inclusion' in order to avoid the implication that venues other than mainstream schools are inferior. He argues that the placement of pupils with SEN in mainstream schools should be informed by a consideration of the effectiveness of the venue in raising academic and personal and social standards. 相似文献
4.
《British Journal of Special Education》1980,7(1):15-16
Terence Bailey adviser for special education, London Borough of Enfield, and two educational psychologists, Frances Martin from Leeds and Denis De Souza from Northampton, evaluate an integration project in a Devon comprehensive school 相似文献
5.
The positive impact that nurture groups can offer is well documented. This study aims to describe the evaluation of a nurture group intervention across six schools. In contrast to previous research, children accessed the group for a maximum of four mornings per week. The findings show that this model did not comprise the gains reported in previous studies. The results show a significant positive effect on the children with reference to their behaviour both in school and at home. In addition, the intervention appears to have contributed further to the whole school system. Schools reported an improved ethos and an increased capacity to support children with social and emotional difficulties. This paper concludes by considering the new Scottish Curriculum guidelines A curriculum for excellence and whether the principles and theoretical underpinnings of nurture groups can be fully integrated into a mainstream environment. 相似文献
6.
Nurture groups have contributed to inclusive practices in primary schools in the UK for some time now and have frequently been the subject of articles in this journal. This large‐scale, controlled study of nurture groups across 32 schools in the City of Glasgow provides further evidence for their effectiveness in addressing the emotional development and behaviour problems of vulnerable children. In particular, Sue Reynolds, Principal Educational Psychologist, Maura Kearney, Senior Educational Psychologist, both working in Glasgow City Council Psychological Services, and Tommy MacKay, Professor at the University of Strathclyde and Director of Psychology Consultancy Services, suggest that is the first study to report quantitative gains in academic achievement when the progress of pupils in nurture groups is compared with that of matched children in mainstream classes. This highlights the importance of providing a nurturing context as a basis for promoting children's learning. 相似文献
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《British Journal of Special Education》1988,15(2):65-71
Handwriting is a skill which must be taught. The aim in teaching handwriting is for each child to develop a personal style which remains legible at speed. This objective requires the systematic teaching of handwriting. Teachers need to ascertain what are the important factors to consider when teaching handwriting and how to assess pupil performance. Chris Bailey reviews research on some of the factors affecting writing – pencil grip, finger pressure, writing implements and writing paper – and the literature relating to the assessment of legibility and speed. The author is headteacher of a primary school in the London Borough of Enfield. 相似文献
9.
《Support for Learning》2003,18(3):107-111
Acting locally, thinking globally: this article by Keith Bovair follows naturally from the previous one. Here, Keith describes some early experiences of a link initiated by his colleague Robin Griffith between Durants School in Enfield, London and Dworzulu School in Accra. Of particular interest, in the context of this issue, is the positive impact the initiative has already had on curriculum development in both schools. 相似文献
10.
This paper reports on a preliminary investigation on a small scale of the way the schools programme ‘Look and Read’ is used and evaluated both by teachers and pupils. The research was carried out among a small group of primary schools in an outer London Borough and began by eliciting responses from individual teachers concerning their use and attitudes towards the programme. A more detailed comparison was then made between two schools; first in their use of ‘Look and Read’ and secondly amongst children themselves in an attempt to assess the impact of the programme. The paper concludes that although the programme has the potential for enhancing children's reading development, this potential is not being fully realised and teachers need to be more aware of educational TV as a valuable learning resource. 相似文献
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《British Journal of Special Education》1980,7(4):27-29
Teachers in ordinary schools need to realise that eczema is not contagious and to accept it in the same way as they accept children with flat feet, writes Shirley Street, who teaches at Westbourne Junior School, London Borough of Sutton 相似文献
13.
Rebecca Doyle 《Emotional and Behavioural Difficulties》2013,18(4):252-266
Abstract This article describes how establishing a nurture group in a challenging infant school had a profound effect on whole school development. Since May 2000 the nurture group has been the hub of an evolutionary process, which the author was able to experience at first hand as the nurture group teacher. Under her guidance, all mainstream classrooms became increasingly nurturing and the impact of the nurture group practices became entrenched in the policies and practices of the whole school. This has had a significant, positive impact for a number of the most vulnerable pupils with social, emotional and behavioural difficulties and their mainstream peers. The mainstream application of these principles supported the school's evolution from special measures in 1997 to its current position, judged by Ofsted as a good school, representing good value for money and very effective in helping pupils with special educational needs. 相似文献
14.
Heidi Pustjens Eva Van de Gaer Jan Van Damme Patrick Onghena Georges Van Landeghem 《British Educational Research Journal》2007,33(3):419-440
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross‐classified structure were constructed to estimate the long‐term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long‐term effects of primary schools and classes, which were small and died out fast. 相似文献
15.
Rebecca Doyle 《British Journal of Special Education》2004,31(1):24-30
Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in working with socially and emotionally vulnerable children in their classes using the principles and practices from the nurture group. A social development curriculum was written to support this interest, offering mainstream staff a planning tool to complement their existing schemes of work and to help in the drive to make the curriculum appropriate for every child, regardless of their barriers to learning. This article indicates that mainstream staff are now able to bring the increasing knowledge of nurture group working to the fore in their planning, supporting the development of whole-school nurturing approaches. The social development curriculum has become a well-used document alongside current planning frameworks, supporting staff in meeting the diverse needs of pupils within mainstream classrooms with minimal cost and little additional workload.
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia. 相似文献
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia. 相似文献
16.
Steve Strand 《牛津教育评论》2013,39(2):223-245
There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream primary schools in an ethnically diverse inner London borough. The groups with the lowest educational achievement and poorest progress were both Black Caribbean and White British low SES pupils. White British middle and high SES pupils made substantially more progress than White British low SES pupils, significantly increasing the SES gap over time. However low and high SES Black pupils made equally poor progress age 7–11. School effects on pupil progress were large, but there was no evidence of differential school effectiveness in relation to SES, ethnicity or gender. Low SES pupils in the more effective schools performed significantly better than high SES pupils in the less effective schools, but all pupils (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the SES gap. The limits to change that may be achieved by schools alone are discussed. 相似文献
17.
Rebecca Kirkbride 《British Journal of Special Education》2014,41(1):82-104
The approach taken by nurture groups emphasises that difficult early experiences can be modified through creating opportunities to develop security and attachment from alternative sources other than parents. Despite previous research indicating the positive impact parental involvement can have on both parents and children, research into parental involvement in nurture groups has been identified as being sparse and requiring further investigation. This exploratory study provides an insight into the perceptions of parents and nurture group staff regarding parental involvement. In‐depth qualitative data were collected from semi‐structured interviews with parents and nurture group staff. Inductive thematic analysis was applied to draw out themes from the data. Findings highlight different experiences of parents and staff, but also common themes of relationships, communication and sharing practice. Findings are discussed in relation to the research questions and the relevant literature regarding parental involvement. Implications for nurture groups and schools are discussed. 相似文献
18.
This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive impact on short and long term school performance. However, these results could be biased because a rather strong endogeinity of the pre-school education variable. We solved the problem by bivariate probit and treatment effects estimations. The results confirmed the bias and suggest that our previous estimations underestimated the positive effect of pre-school educations. Thus, we found fairly strong empirical evidence to suggest that having pre-school education has a short term positive effect on these children's results in the first year at school, and the long-term effect, after six years, seems to be somewhat weaker but is still positive. We also found several other factors connected with schools and with households that might lie behind children's short-term and long-term performance. It is important to note that, in the long-run, we found that a variable reflecting the general performance of the school had a strong effect on the academic performance after six year. 相似文献
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《Educational Philosophy and Theory》2013,45(5):546-567
In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy. 相似文献