共查询到20条相似文献，搜索用时 15 毫秒
1.
Peter Wood 《Education 3-13》2018,46(7):741-754
This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home. 相似文献
2.
Kendra McMahon 《International Journal of Science Education》2013,35(8):1009-1021
This article reports on findings from a two‐year project—‘Improving Science Together’—undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross‐phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers’ understanding of both the range of the science curriculum covered in primary schools and pupils’ levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education. 相似文献
3.
This article considers how primary school staff may be supported with developing their capacity for ‘evidence-informed policy and practice’ (EIPP) through partnerships involving academic researchers. It reports on one such partnership, a collaborative research project focused on improving the transition between key stages of the National Curriculum for pupils in the middle years of schooling. A case study of one participating primary school is presented. The headteacher opportunistically capitalised on the unexpected evidence emerging during the project that the vision for the school held by members of the senior management team had not been communicated to other teachers. The headteacher's response was to initiate a management review involving all staff. It is suggested that this sort of approach to collaborative research involving school staff and academic researchers holds great promise as a starting point for many initiatives to strengthen the evidence base informing school policy and practice. 相似文献
4.
Disadvantaged pupils in England tend to have lower average attainment than their peers. They are also less likely to be involved in wider learning and opportunities for experience beyond the classroom walls. Approaches which support learning activities beyond the traditional classroom might assist in overcoming the persistent achievement gap of disadvantaged pupils, as well being valuable in their own right. This paper presents impact evidence of a school programme called Children’s University (CU) for pupils in primary schools which combines outdoor learning activities, after-school clubs and community social action. The evaluation funded involved 1840 year 5 pupils in 68 primary schools, randomised into treatment and waiting-list control (business-as-usual) groups. The programme was delivered for two consecutive years after which the academic and non-cognitive outcomes were re-assessed. The findings suggest that after two years of opportunity to participate in out-of-school hour activities and social action there is a link to slight progress in pupils’ reading and maths performance (‘effect’ sizes of 0.12 and 0.15). A smaller improvement in non-cognitive outcomes of ‘teamwork’ and ‘social responsibility’ was also found (‘effect’ sizes of 0.02 and 0.07). The gains in teamwork and social responsibility results for disadvantaged pupils eligible for free school meals (FSM) were better than the overall figures, suggesting that this intervention may have a role to play in reducing the poverty gradient in such social ‘skills’. It is only fair that wider opportunities at school are made easier for disadvantaged pupils, they may have others benefits. However, if changes in attainment alone are the primary goal, these relatively small effect sizes suggest that there will be more cost-effective routes than the one described in this paper. 相似文献
5.
Ian Hardy 《Cambridge Journal of Education》2019,49(4):501-517
This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students. 相似文献
6.
This paper presents the findings of the first independent UK evaluation of a large-scale randomised controlled trial of Response-to-Intervention, used as a catch-up literacy intervention. A total of 385 pupils in their final year of primary school (Year 6) were involved in the study (181 treatment and 204 control). These were identified as those at-risk of not achieving the threshold Level 4 in English at Key Stage 2. The pupils came from 49 schools across England. Twenty-seven schools were randomised to receive treatment immediately and 22 schools, which formed the control, were randomised to receive the intervention later. RTI was delivered in the summer term in preparation for pupil transfer to secondary school. The overall impact based on the standardised New Group Reading Test (NGRT) showed an ‘effect’ size of +0.19, and of +0.48 when considering only free school meal eligible pupils. However, these results must be viewed with considerable caution given the high attrition (over 25%) especially from the control group, and unclear identification of pupils eligible for the intervention. The fact that the evaluators did not have direct contact with schools when trying to identify eligible pupils, and that the developers wanted to use the pre-test to identify eligible pupils, led to this being a weak trial. The significance of the work therefore lies at least as much in the lessons learnt as in the headline figures. We learnt that ideally no more than two parties should be involved in communicating with schools, so that relevant instructions are passed quickly and acted upon promptly. This helps minimise the risk of misunderstanding and dropout post-allocation. Prior training on the technicalities of trials and research in general is necessary for both developers and any staff delivering the intervention so that all parties involved understand their commitment and the need to provide accurate and complete data. In future trials of RTI, it would be better for individual eligible pupils to be randomised rather than schools. RTI should ideally be given a whole year to allow the full cycle to be implemented, and it should be delivered daily for at least 30 minutes. 相似文献
7.
Johan Samuelsson 《Education 3-13》2019,47(3):333-347
The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance. 相似文献
8.
This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children’s social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils’ home-life. In particular, the sample identified the children’s fathers’ perceived ability/inability as a main cause of pupils’ SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as ‘replacement fathers’ and become ‘role models’. The findings contribute to existing debates relating to the notion of ‘positive male role models’ in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made. 相似文献
9.
Nicola Rollock 《International Studies in Sociology of Education》2013,23(3):275-287
The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and policy debates centring on the causes and potential ways of addressing this gap remain marred by controversy and disagreement. This paper is based on qualitative research, which explores how staff and pupils at an inner city secondary school in the south of England construct academic success. Focusing on one aspect of the findings, it reveals that staff subscribe to two forms of success: an inclusive, low D to G grade success and an exclusive, high A? to C grade success, each of which are seen as attainable only by certain types of pupils. The appearance and behaviour of Black pupils, particularly those engaged in what is termed ‘Black street culture’, are seen as directly at odds with the aims of the school and therefore minimize their likelihood of attaining success in exclusive terms. 相似文献
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11.
《Pastoral Care in Education》2013,31(4):13-21
Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff. The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils. 相似文献
12.
ABSTRACTCoombe Boys’ School in New Malden worked with Kingston University to establish a ‘Big Read’, a scheme of pre-arrival shared-reading for boys transitioning from local primary schools into year 7 of the Coombe Boys’ secondary school. A novel was chosen for shared-reading, and all arriving pupils were given a copy at their Induction Day (at the end of the summer term). Copies were also made available to all staff. The book was the basis of group-based activities during the school’s Summer School (three weeks before of the start of the autumn term) and of cross-curricular individual and group-based activities during the early teaching weeks of the new school year. Outcomes were monitored using online surveys of pupils, staff and parents/guardians, and through face to face interviews with individuals from representative groups. Here outcomes are reported, both direct and indirect, comparisons made with similar schemes within higher education, and recommendations are made for how the scheme might be adapted for greater effectiveness in future. 相似文献
13.
The article presents a new adaptation programme entitled ‘With a smile to school’ for pupils of the first year at primary schools. The adaptation programme comprises several methods and measures which are focused on the regulation of pupils’ adaptation process. The efficiency and effectiveness of the adaptation programme were verified through an experiment at selected primary schools in Slovakia in the school year 2016/2017. Based on the experiment results, a proposal for implementation of the adaptation programme to school practice was drawn up. The experiment results were evaluated by means of selected statistical methods. 相似文献
14.
《Learning and Instruction》2003,13(1):53-72
The goal of this exploratory study was to uncover the construction processes which occur when pupils are taught to work with models in primary maths education. Two approaches were studied: ‘providing models’ versus ‘designing models in co-construction’. A qualitative observational study involved two groups of pupils of a primary school in the Netherlands. A series of lessons involving problem-oriented tasks was given. For this article’s purpose, we studied the learning processes of one pupil per condition in detail. Interpreting the results it is assumed that upper-grade pupils may be able to design models in co-construction as long as they receive sufficient teacher guidance. 相似文献
15.
Kerry Vincent 《Emotional and Behavioural Difficulties》2017,22(4):303-316
This article presents the results of a small-scale research project that aimed to evaluate the effectiveness of a part-time nurture group recently established in one primary school. Qualitative interviews were used to gather staff, pupil and parental perceptions about the nurture group. These focused not only on what difference the nurture group was making to the pupils concerned but also on views about what factors contributed to noted changes. All stakeholder groups identified areas of development for nurture group pupils. These included improved social skills, growth in personal confidence, greater engagement with academic tasks and fewer incidences of undesirable behaviour. The evidence suggests that the nurture group offered an effective way of supporting the social, emotional and behavioural skills of a group of ‘at-risk’ pupils. Nine practices thought to be important in achieving these outcomes are highlighted. 相似文献
16.
This article considers a recent policy initiative in assessment in English primary schools (ages 5–11?years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning. 相似文献
17.
Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature – democratic – citizens by being involved in dialogue. In the 1990s, calls for ‘democratic education’ intensified in Sweden. This article analyses two pedagogical models influenced by programmes developed in the USA that have recently had a great impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the ‘art of democratic deliberation’. By analysing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a ‘democratic mentality’. Referring to Foucault, this kind of dialogue can be seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities as a way to change themselves and become democratic subjects. 相似文献
18.
Primary schools and network governance: A policy analysis of reception baseline assessment 
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下载免费PDF全文 Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE‐accredited baseline assessment providers blurred the distinctions between not‐for‐profit social enterprises, digital policy innovation labs, edu‐business, and the state. It is argued that through a process of networked governance, these cross‐sectoral organisations successfully enticed some primary schools with the ‘moral economy’ of using baseline assessment. It is argued that baseline's simplistic reductionism allowed for the economisation of early years education assessment and for its commercialisation of comparison. This paper reports on a sample of five head teachers, taken from a much larger study that used a mixed‐methods approach involving a nationwide survey (n=1131) and in‐depth interviews with reception staff and head teachers in five geographically disparate primary schools. Baseline assessment was ‘withdrawn’ by the DfE in April 2016, quite possibly because of campaigns by early years organisations, the government's own report showing that the three separate baseline datasets were incompatible, and national research funded by the teachers’ unions, a small part of which is reported upon here. 相似文献
19.
Enhancing social interaction of pupils with intellectual disabilities with their general education peers: the outcomes of an intervention programme 下载免费PDF全文
下载免费PDF全文 Ilias Vasileiadis Maro Doikou‐Avlidou 《Journal of Research in Special Educational Needs》2018,18(4):267-277
The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study. 相似文献
20.
Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion. 相似文献