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1.
This survey aims to give a broad overview of the way peer support is currently used in English primary and secondary schools, and to highlight common patterns. Regional strata samples of schools were selected from an online database. Questionnaire data were obtained from 240 schools (130 primary and 110 secondary), of which 186 had peer support schemes. An adjusted estimation (which makes some correction for non‐response error) suggests that 62% of schools are using a structured peer support scheme. The survey results also give an indication of some common patterns and commonalities in the characteristics of existing schemes, as well as some differences between primary and secondary schools. The implementation of peer support is often multi‐dimensional, particularly in secondary schools after a scheme had been running for some time. The findings are discussed in relation to previous research and in terms of the nature of school‐based peer support programmes. 相似文献
2.
Susan Capel Paula Zwozdiak-Myers Julia Lawrence 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):283-300
The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools. 相似文献
3.
Gary Raine 《牛津教育评论》2013,39(2):211-231
The commercialisation of schools is a controversial issue, but very little is known about the actual situation in UK schools. The aim of this study was to investigate, with particular reference to health education and health promotion, commercial activities and their regulation in primary schools in the Yorkshire and Humber region of the UK. A questionnaire was sent to a random sample of 650 headteachers with respondents being asked whether a range of commercial activities had been present in their school during the previous 20 months. They also indicated whether the school had any policies on the types of activity covered by the questionnaire. The results showed that four types of commercial activity had been present in over 50% of responding schools. These were voucher/token collection schemes, business linked competitions/contests, business linked sports coaching and sponsorship. Voucher/token collection schemes were found to be the most common form of activity, with 85% of schools having participated in at least one of these initiatives. Only 4% of schools had any policies on the types of activity covered in the questionnaire. Further research in the UK on commercial activities in schools is recommended. 相似文献
4.
Over the past 10 years, mentoring of children and young people has become an increasingly important feature of social policy in the United Kingdom. This is evidenced in the rapid growth in the number of mentoring schemes operating in a range of educational settings. In 2006 the Mentoring and Befriending Foundation was contracted by the Department for Education and Skills to pilot nationally a formal and sustainable peer mentoring scheme in 180 secondary schools in England, generating 3600 matched pairs. The evaluators, appointed by the Department for Education and Skills, had the overarching aim of supporting the development of evidence‐based peer mentoring and enhancing the capacity of those involved to engage in evaluation practice. This article reports the methodology and main findings of the evaluation of the programme. It was evident that schools engaged positively and productively with the project and with this structured form of mentoring. Qualitative interview evidence, self‐report data from the ‘About Me’ scale, and the teacher and mentee and mentor ‘voice’ attested to benefits, but impact data (attendance, attainment, behaviour) did not provide corroborative evidence of a positive effect. 相似文献
5.
While self‐evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self‐evaluations can be explained. This study looks at to what extent the results of self‐evaluation are determined by the way in which self‐evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which schools enjoy. One thousand seven hundred and eighty‐six school principals and team members from 96 schools (primary and secondary) were surveyed by means of a written questionnaire. The data collected were then analysed using multi‐level structural equation modelling. The results provide strong empirical evidence that “attitude with regard to self‐evaluation”, “self‐evaluation as a policy action” and “self‐evaluation as an act of research” are powerful predictors of the quality of self‐evaluations. 相似文献
6.
This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement
with the institution attended. Elements of school culture were identified, specifically the roles played by administrators,
the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary
research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two
composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited
impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools. 相似文献
7.
同行评价:美国中小学教育评价的重要方式 总被引：7，自引：0，他引：7
同行评价是美国中小学开展教学评价所采取的一种重要方式,能够实现教师在评价中的民主参与,促进全体教师的专业发展,提高教学评价结果的信誉程度。同行评价过程包括教师评价员的选择与培训、课堂教学观察、教学档案袋审阅、教师同伴讨论等重要环节。为在我国中小学有效地实施同行评价,学校应当健全制度保障,为评价人员提供有利的支持条件,同时,评价双方要坚持诚信原则。 相似文献
8.
Dennis Lines 《Pastoral Care in Education》2005,23(1):19-27
Peer counselling schemes have been developed in some secondary schools to combat bullying. Research supports the need for bullied victims to speak with their peers. Such schemes need regular monitoring and modification to suit the school's particular pastoral needs. This paper explores the management issues surrounding the provision of peer counselling in one service, managed by a school counsellor. The service is outlined to show that appointment setting requires careful planning and ongoing management. This paper discusses four central issues, which are the role of a peer counselling service; the selected model; the most suitable room location; and the most appropriate time for counselling to take place in secondary school. 相似文献
9.
In this study, we present the conceptions about teamwork questionnaire designed to evaluate the conceptions that secondary students have about teamwork. Participants were 309 students aged 15–16 from eight secondary schools, seven from Barcelona and one from Girona (Spain). The original 27-item questionnaire was reduced according to expert assessment and exploratory factor analysis to 20 items related to three conceptions about teamwork: individualistic, complementary and cooperative. By scores of factor analysis, the results show that empirically there are these three conceptions about teamwork with an appropriate level of reliability and of construct validity according to the theoretical hypotheses. There is no gender difference, but there are differences regarding types of school. The results are discussed with an emphasis on the relevance of this questionnaire as an instrument to identify and train secondary students in the conceptions about teamwork. 相似文献
10.
Byungmin Lee 《Asia Pacific Education Review》2010,11(1):69-82
This study examines university students’ pre-university exposure to extra-curricular English instruction in tutorial or other
private supplementary institutions in Korea and abroad. A questionnaire and an in-depth interview were administered to forty-three
freshman students enrolled in a foreign language program at a comprehensive university in Korea. This study reports on the
key findings in the questionnaire and on the personal language-learning experiences of seven interviewees chosen from the
larger sample. The findings reveal that these students had undertaken widely different language instruction outside of school.
Some had access to supplemental programs, while others relied completely on language training available in primary and secondary
schools in Korea. Those with opportunities for study in venues outside the standard language sequence in Korean schools had
significantly higher English proficiency and may affect their performance in their subsequent university-level English program.
The paper concludes with the proposals for addressing discrepant English-learning backgrounds in order to remediate the significant
differences in English language proficiency that characterize post-secondary programs at Korean universities. 相似文献
11.
为了解当前中职学生的心理健康情况,笔者对山东省日照市的七所中职学校学生的心理健康状况进行了抽样问卷调查,调查发现学生对心理健康的知识了解较少,学生的心理存在健康隐患,其中人际交往和沟通、恋爱问题成最大隐患,需进一步加强指导和帮助,在调查和分析的基础上提出了有针对性的建议。 相似文献
12.
Ruth Whiteman 《Educational studies》2005,31(4):375-391
The arrival of refugee pupils in UK schools has presented significant challenges to staff, pupils and families. The aim of this study was to record and analyse the views of teaching staff regarding their experiences of integrating these pupils into schools in Newcastle upon Tyne. A questionnaire was sent to 53 schools in the city known to have pupils who are refugees or asylum seekers. Questions focused on key issues identified by the Local Education Authority Working Group for Refugees and Asylum Seekers, including the dissemination of information prior to the arrival of new pupils, staff training and the response of the school community as a whole. Twenty‐four questionnaires were completed (response rate 45.3%), from two nurseries, 13 primary schools, seven secondary schools and one special school. The overwhelming need identified was for improved access to interpreting services, and more reliable information about pupils’ backgrounds. It was evident that integration is approached differently by individual schools depending on their overall ethnic mix and the availability of resources and support networks. 相似文献
13.
国际上越来越多的研究表明,专业学习社群能够促进教师专业发展及推动学校变革。本研究对专业学习社群进行概念化,并基于中国的学校背景,探索出一套教师专业学习社群的表现指标,对上海市7所中小学进行抽样调查。运用主成分分析法对数据进行分析,得到适用于中国大陆的指标体系,并进一步分析教师专业学习社群的内涵与发展状况。研究发现,所调查的学校在教师合作学习、专业能力、校长领导、结构支持方面均具有良好的表现,且组织变革障碍不大。可通过改善校长领导和结构支持,控制学校内部的组织变革障碍等途径促进教师合作学习和专业能力的发展,以进一步促进教师专业学习社群的发展。 相似文献
14.
Peer Mentoring: A Citizenship Entitlement at Tanfield School 总被引：1，自引：0，他引：1
Ann Nelson 《Pastoral Care in Education》2003,21(4):34-41
This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met. 相似文献
15.
《British Journal of Educational Studies》2012,60(3):246-259
Abstract Significant differences in perceptions between teachers in primary and secondary grant‐maintained schools are reported and analysed. Parents were more frequently involved in promoting opting‐out in primary schools, primary teachers had more favourable attitudes to the grant‐maintained school policy and, in primary schools, grant‐maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para‐professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant‐maintained schools, and of the explicit objectives of the grant‐maintained policy. It is further suggested that the evidence provided about grant‐maintained primary schools could be used to inject new life into a policy faltering in secondary schools. 相似文献
16.
2007年以来,合肥市教育行政主管部门以课题研究为载体,在合肥地区中小学教师中全面推进教师专业化发展。为了解教师参加专业化发展课题研究活动的基本情况,我们在合肥地区中小学中开展了一次问卷调查,调查重点为教师专业化发展的主要影响因素,并根据调查分析结果,对进一步深入开展"有效推进合肥地区教师专业化发展"课题研究提出了相关建议。 相似文献
17.
The Solution Circle (SC) approach is a flexible tool which encourages participants to maintain a positive, creative approach to problem-solving. This project focussed on the introduction of this approach to staff in a primary and a secondary school. The rationale was to implement a problem-solving/discussion tool that would allow staff to utilise expertise present within the school before looking to outside agencies for support. In both schools staff participants reported positively about the process, highlighting its potential use to promote the inclusion of pupils with a wide range of needs. 相似文献
18.
《Pastoral Care in Education》2013,31(4):34-41
This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met. 相似文献
19.
郑文 《课程.教材.教法》2022,42(1):117-122
当前中小学中国画课堂教学仍以“教”为主,未能充分调动学生学习的主动性。倡导“以学习者为中心”的中国画课堂教学能更好地引导中小学生感受中国画的博大精深和艺术魅力。依据“以学习者为中心”的理论及我国美术课程标准、核心素养的基本理念和要求,采用德尔菲法、层次分析法等方法,构建包含3个一级指标、6个二级指标、22个三级指标为主要内容的中小学中国画课堂教学评价指标体系,并通过确定各指标的权重,实现对中小学中国画课堂教学评价指标的量化评价。经过对具体教学案例的试测,证明此评价体系具有较高的信度,能比较全面地评价中小学中国画课堂教学质量。 相似文献
20.
南阳市留守儿童问题行为研究 总被引：1，自引：0，他引：1
魏萍 《黑龙江教育学院学报》2011,30(1):111-113
为了解留守儿童问题行为的现状,以某地区291名中小学留守儿童为对象,采用留守儿童问题行为和同伴依恋问卷进行测试。结果显示,留守儿童在攻击行为、冒险行为、同伴依恋上存在显著的性别和年级差异,留守儿童问题行为与同伴依恋有显著相关。 相似文献