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1.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
2.
Peter Blatchford Paul Bassett Penelope Brown Rob Webster 《British Educational Research Journal》2009,35(5):661-686
Despite an unprecedented increase in classroom-based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on their impact. This article addresses the deployment and impact on pupil engagement and individual attention of support staff, commonly known as teaching assistants (TAs), in terms of: (1) a comparison between TAs and teachers; (2) differences between pupils with and without special educational needs (SEN); and (3) differences between primary and secondary schools. Systematic observations of pupil behaviour in 49 primary and secondary schools showed that support staff presence resulted in increased individualisation of attention and overall teaching, easier classroom control, and that pupils showed more engagement and a more active role in interaction with adults. This supports teachers’ positive view of support staff, but their presence also meant pupils’ contact with teachers declined and at secondary level there was less individual and active interactions between teachers and pupils. 相似文献
3.
Stephen Waterhouse 《British Journal of Sociology of Education》1991,12(1):45-60
Mainstream sociology of education has seemingly moved away from the micro‐world of schools and classrooms before we have fully understood them. This is an attempt to reassess some of the prevailing assumptions about the social processes in classrooms, particularly in early schooling. It emerges from an investigation into the formulation of pupils by teachers in primary schools using a four year longitudinal study of a cohort of pupils in two schools. It suggests that Becker's model of ‘ideal‐matching’ may not always be appropriate for understanding interpersonal processes in primary classrooms. Rather than the ‘ideal’ pupil it is apparently the ‘normal’ or ‘average’ pupil that is the significant yardstick in teacher‐pupil dealings. 相似文献
4.
The purpose of the present study was to examine validity aspects of teachers’ judgements of pupils’ reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers’ judgements of pupils’ achievement levels varied from one teacher to another. Moreover, there were significant differences between teachers’ judgements in Grades 3 and 4. Teachers in Grade 3 who had taught their pupils for almost 3 years showed higher correspondence between their judgements and pupil achievement within classrooms than 4th-grade teachers who, typically, had only taught their pupils for approximately 1 semester at the time of the data collection. The results indicate that teachers’ judgements and tests can be useful within classrooms, but that teachers may need external assessments to calibrate judgements over classrooms. 相似文献
5.
L. Ngongo Disashi Et G. Tistaert 《欧洲师范教育杂志》1984,7(2):155-165
This paper describes teacher, management of pupil behaviour and learning tasks in classrooms. Four categories of teacher behaviour were observed: maintenance of class discipline, designation of pupils, organization, and control of pupil activities. Results show that teachers usually see a directive‐managerial style which may be classified as follows: directive‐authoritarian style, directive‐monitoring style, directive‐methodical style and directive‐apathetic style. 相似文献
6.
C. Skelton B. Carrington B. Francis M. Hutchings B. Read I. Hall 《British Educational Research Journal》2009,35(2):187-204
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom. 相似文献
7.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
8.
This narrative inquiry aims to look at teacher–pupil relationships through teacher memories. When 49 university students of education were asked to write their memories of teachers, they told about their teachers in relation to pupils. The data were analysed thematically and, based on that, re‐read through the concepts of body, caring and power in order to answer the question of how these can be understood as elements of the teacher–pupil relationship. We will also discuss the potential for encounter in teacher–pupil relationships, since we noticed that students especially seemed to recall encounters and non‐encounters in the relationship. By listening to former pupils, it is possible to elicit significant memories of what, from their point of view, is in the core of being a teacher. The meaning of recalling one's own teachers in teacher education is also emphasised. 相似文献
9.
Since August 2003, pupils with auditory, communicative, motor, mental or multiple disabilities, as well as severe behavioural/emotional problems, in The Netherlands have been entitled to receive a pupil‐bound budget when attending a mainstream school. The first experiences with this budget in regular Dutch primary schools are described in this paper. The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN pupils. In addition, the class teacher, parent(s), peripatetic teacher and classmates assessed the social position of the SEN pupil via interviews and a sociometric questionnaire. The results showed that teachers and parents and, to a lesser extent, peripatetic teachers, had a more positive view of the social position of the SEN pupils than did classmates. The results of the sociometric questionnaire indicated that the social position of the SEN pupils and that of their non‐SEN classmates did not differ significantly, however. In addition, a panel of five independent assessors assessed the cognitive, social and social‐emotional development of the 20 SEN pupils by examining anonymous pupil dossiers, which comprised information derived from interviews with class teachers, parents and peripatetic teachers, together with results of the sociometric questionnaire and a copy of the individual education programme (IEP) of the SEN pupils. The assessments showed that the panel had concerns about the development of 35% of these pupils; it was (very) positive about a further 35% of the SEN pupils. An expected relation between the social position of the SEN pupils and satisfaction of the panel concerning the development of the SEN pupils, however, was not found. 相似文献
10.
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. 相似文献
11.
Rob Webster Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell 《欧洲特需教育杂志》2013,28(4):319-336
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils’ academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three ‘frames’ – deployment, practice and preparedness – and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support. 相似文献
12.
T. Soini J. Pietarinen K. Pyhältö K. Haverinen D. Jindal-Snape E. Kontu 《British Educational Research Journal》2019,45(3):622-639
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later. 相似文献
13.
Richard Greenwood 《Educational studies》2019,45(4):497-519
Pupil involvement in planning is one way in which teachers listen to the “pupil voice”. This paper focuses on pupil involvement in planning class topics using KWL grids. The opinions of teachers, teacher education students and primary school pupils in Northern Ireland were sought on this using questionnaires and interviews. The vast majority of teachers and student teachers responded positively, many commenting that the pupils had reacted favourably, enthusiastically or with enjoyment, and that they seemed to be more motivated, responsive and interested in topics in which they had some “ownership”. Negative opinions expressed by teachers included arguments about difficulties in incorporating pupil ideas into their planning as well as practical concerns about using a KWL grid with younger or less able pupils. More fundamental were fears about loss of teacher control, teacher authority being undermined, and “interference” in teacher planning. One of the outcomes of the study is a list of recommendations for good practice when using KWL grids. 相似文献
14.
Warren Beasley 《科学教学研究杂志》1983,20(8):713-719
A major concern of many beginning and experienced teachers is that of classroom management and control. This article describes recent research into defining classroom management procedures that are used by high school science teachers and their relationship to pupil ontaskness. The classroom is conceptualized as a manipulable behavioral system. This construct arises directly from Barker's (1968) ecological psychology, the classroom and its occupants being conceptualized as a behavior setting. The behaviors of the teacher and the pupils are an integral part of the unit (behavior setting), which in turn coerces certain behaviors from its participants. Thus settings, and, in particular, subsettings, are seen as more important determiners of social behavior than the personality of individual teacher or pupil. The methodology employed in this research has involved the extensive use of video in naturalistic science classrooms. Tapes of both teacher and pupil behaviors were continuously and independently recorded. Intensive analysis using electronic recording instruments interfaced with the computer has allowed the collection and sophisticated analysis of the observational data. Data relating to teacher management behavior in small group settings have been analyzed and the relationships to pupil task involvement have been explored. 相似文献
15.
Abstract This paper reports a research study which used the technique of systematic classroom observation to describe pupil behaviour and pupil‐teacher and pupil‐pupil interaction in four classrooms in schools for children with moderate learning difficulties. The results are compared with those of a previously published study in mainstream junior‐age classrooms. The results show that a predominantly individualised mode of working with children prevails both in the mainstream and the special school classrooms and also that, despite the smaller class sizes, teachers in the special school classes are even less likely to use whole‐class approaches than those in the mainstream. Conversly they are more likely to use group work. Children in the special school classes receive considerably more individual attention from the teacher than those in the mainstream. Overall levels of pupil‐pupil interaction are similar but in special school classrooms this is less likely to involve more than two children at once. 相似文献
16.
There is a body of evidence that has linked teachers’ verbal feedback to pupils with pupil behaviour. In this study teacher verbal behaviour that was directed towards those pupils that the teachers had nominated as being especially difficult to teach was examined. A series of lessons was observed in a secondary school. The quality and quantity of teacher verbal feedback directed to the class as a whole and to the designated pupils was recorded, as was the on‐task behaviour of the pupils. It was found that the designated pupils were less on‐task than their peers and were more likely to ‘shout‐out’ in lessons. However, they were found to behave appropriately in well run lessons, where on‐task rates were high for all pupils. Teachers tended to give more attention to the designated pupils in the form of positive feedback directed towards their work, but also negative attention directed towards their behaviour. A positive relationship was found between teachers’ use of positive feedback and on‐task rates of the designated pupils. The results are discussed both in terms of the strategies used by teachers but also the effect that labelling of the pupils might have on the behaviour of the teachers and the pupils themselves. 相似文献
17.
Of the growing number of training programs in mainstreaming competencies reported, only a few have used naturalistic observations to evaluate the impact of these interventions. The purpose of the present study was to evaluate the effectiveness of a preparation program in mainstreaming for regular teachers on attitudes, management styles and mainstreamed pupil behaviour. Thirty prospective teachers, including 15 trained in special education (the experimental group) and 15 controls were each observed interacting with a mainstreamed and matched comparison pupil. Findings revealed that (a) training was effective in modifying attitudes toward mainstreaming by experimental teachers; (b) mainstreamed pupils in control teacher classrooms displayed significantly less appropriate classroom behaviours than their comparison peers; and (c) experimental and control teachers did not differ significantly in the management techniques employed. Both groups, however, reacted differently toward mainstreamed pupils than toward their matched classmates. Implications for preparation programs for regular educators are discussed. 相似文献
18.
This paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher. 相似文献
19.
Pupil mobility,attainment and progress in primary school 总被引：1，自引：0，他引：1
《British Educational Research Journal》2006,32(4):551-568
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background factors known to be related to educational attainment (such as special educational need and socio‐economic disadvantage), and is eliminated entirely when account is also taken of pupils' prior attainment as indicated by end of KS1 test scores at age 7. Thus there is no indication that changing school has a negative impact on educational progress during primary school. Pupils who join their school during KS2 from other schools in England are more likely to be ‘at risk’ of low attainment due to higher levels of socio‐economic disadvantage, a greater need for support in relation to English as an additional language, a higher incidence and greater severity of special educational needs and pre‐existing low attainment at the end of KS1. A key factor in understanding the relationship between mobility and attainment is the reason for mobility. One‐third of mobile pupils had arrived from schools outside of England, often as refugees, asylum seekers or economic migrants, and these pupils accounted for the major part of the effect ascribed to ‘pupil mobility’. The low attainment of these pupils is the result not of ‘changing school’ but of a broad range of factors including substantial cultural, educational and social adjustment. 相似文献
20.
In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south‐west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross‐curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers' technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top‐down’ commercial or professional models of transmission training, teachers need a ‘bottom‐up’ approach, that is more practitioner focused. 相似文献