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1.
Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.  相似文献   

2.
Research and theory suggest that young children are highly attuned to causality. This study explores whether this drive can motivate task engagement. Fifty‐six 3‐ and 4‐year‐olds completed a motor task as many times as desired, viewing a picture of a novel item upon each completion. Forty‐two randomly assigned children then received either: (a) causally rich information regarding the item, (b) causally weak information regarding the item, or (c) a tangible reward. The remaining 14 children participated in a baseline condition featuring no rewards. Preschoolers completed more trials when rewarded with causally rich than causally weak information, or when given no reward. Children also trended toward lengthier persistence in the causally rich than the tangible reward condition. Implications for theory and educational practice are discussed.  相似文献   

3.
The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses revealed that relatively high ratings on the reading and math instruction subscales, which were scored after a half‐day observation, predicted better reading and math achievement test scores, respectively, for third graders who had previously had poor academic performance, but did not have a significant effect for relatively high‐performing students. High teacher ratings on the reading instruction and classroom climate observation scales predicted high levels of student engagement. The findings suggest the importance of high‐quality teaching for economically disadvantaged children who have poor academic skills.  相似文献   

4.
A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.  相似文献   

5.
The question asked by this study was whether information on play behaviour of young children at‐risk of learning difficulties could act as a diagnostic means of investigating emerging learning difficulties. A sociocultural perspective was taken to examine the role of interaction during the play of students in a regular primary school and in a special primary school using a multimethod approach. Groups of students from both schools were studied during eight 30‐minute sessions over a period of 3 weeks. The groups were matched with respect to age and language development and then divided into two further groups of three students each per school. Each group was invited to build a zoo using toy animals and wooden blocks. The 32 sessions were videotaped, transcribed, and analysed microgenetically with measures involving the types of collaboration during play and metaplay. The results showed that the number of episodes and the most elaborate type of collaboration occurred more often in the regular primary school than in the special school, whereas the frequency of metaplay did not differ significantly between the schools. Fragments of discourse obtained during the sessions are presented and discussed. It is concluded from the findings that social play may emerge as a situated performance. Thus, information on social development of young children at‐risk of learning difficulties needs to be related to the school as a context in order to improve diagnostic decision‐making when placement of these children in special education is considered.  相似文献   

6.
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.  相似文献   

7.
School‐Based Health Centers (SBHCs) are ideal primary care settings for improving children's access to and utilization of health care services. In this era of shrinking funding for social service programs, SBHCs may provide services to youth from low‐income families, who otherwise might lack access to health care services. However, the growth of SBHCs has outpaced evaluation efforts. More information is needed about what services are being provided, and for whom services are effective. This article reviews information that will assist in the development of evaluation efforts for SBHCs. A review of evaluation theory, ideas for evaluation in SBHCs, challenges to implementing research in schools, and future directions for evaluation efforts are presented. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 309–320, 2003.  相似文献   

8.
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.  相似文献   

9.
This article uses the views of student teachers and serving teachers from a post‐Soviet context in order to better understand current thinking around teachers’ perceptions of children with what might be termed ‘hidden’ disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers’ perspectives of autism in the Republic of Armenia, offering an insight into the impact of its social, cultural and political history. Whilst serving teachers demonstrated contrastive and downward comparisons when presented with a vignette of a young person with Asperger's Syndrome, student teachers expressed more connective comparisons. The data suggest, then, that Armenian student teachers represent progressive attitudinal change towards individuals with disabilities. These results also shed light on how social comparison theory might be used to tease out assumptions and taken‐for‐granted attitudes in the global West.  相似文献   

10.
This article explores the impact of pre‐school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre‐school Education (EPPE) project, which followed a large sample of young children attending 141 pre‐school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre‐school sample with those of an additional ‘home’ sample (children who had not attended pre‐school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre‐reading, early number concepts and language skills are presented. Duration of time in pre‐school is found to have a significant and positive impact on attainment over and above important influences such as family socio‐economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that pre‐school can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school.  相似文献   

11.
This article reports on a study of 267 primary children (Year 2 and 6) in five schools in South and Mid Wales. It examines their use of information and communications technology (ICT) both in school and at home using a combination of interview and questionnaire data. These data reveal that although the vast majority of children are making some use of computers in school, patterns of sustained and varied engagement with ICT are rare; with educational use of computers curtailed by a variety of classroom factors. Moreover, although many children could be considered to be sophisticated and knowledgeable consumers of ICT, their outside-of-school access to technology is varied. The findings raise questions about the nature of ICT use in primary classrooms and the need to ensure meaningful and regular access to technology in school for all children.  相似文献   

12.
This study builds on and contributes to work on assessment of children in primary school, particularly in science. Previous research has examined primary science assessment from different standpoints, but no studies have specifically addressed children's perspectives. This article provides additional insight into issues surrounding children's assessment in primary school and how the assessment of science might develop in England after the science SATs (Standard Assessment Tests) were abolished in 2009. Some research suggests that primary science assessment via SATs is a major reason for the observed decline in children's engagement with science in upper primary and lower secondary school. The analytic focus on engaging children as coresearchers to assist in the process of gathering informed views and interpreting findings from a large sample of children's views enables another contribution. The study, based on a survey of 1000 children in primary and secondary schools in England and Wales, reveals that despite being assessed under two different regimes (high‐stakes national tests in England and moderated teacher assessment in Wales), children's views of science assessment are remarkably consistent. Most appreciate the usefulness of science assessment and value frequent, non‐SATs testing for monitoring/improving science progress. There was a largely negative impact, however, of science assessment on children's well‐being, particularly due to stress. The paper demonstrates that children provide an important perspective on assessment and that including their views can improve policy‐making in relation to primary science assessment.  相似文献   

13.
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.  相似文献   

14.
Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers’ engagement with reading behaviours. Across 40 buddy‐reading events, 14 preschoolers (ages 4.0–5.5 years) produced 1,359 conversation turns, which were coded for a variety of reading behaviours including comprehension, thematic vocabulary use and concepts about print. Using statistical discourse analysis, we examined how children's engagement with reading behaviours was related to their buddies’ engagement with reading behaviours in subsequent conversation turns during buddy‐reading events. Findings suggest that some of preschoolers’ reading behaviours, such as literal text representation, inferential text interpretation, character development and comprehension monitoring were related to their buddies’ engagement with reading behaviours; others, such as vocabulary and concepts about print, were not. Implications include that buddy reading can be used to support preschoolers’ engagement with some reading behaviours, such as certain aspects of comprehension.  相似文献   

15.
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments.  相似文献   

16.
Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed.  相似文献   

17.
This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre‐school years, focusing on families who move for the education of their children. We present results showing that education‐ related house moves do indeed occur in the pre‐school years with particular types of parents making these education‐related moves to ensure their children attend a good primary school. We then examine whether this demand for high quality schooling is associated with a house price premia by linking the MCS data to Land Registry data and show that parents are prepared to pay significantly more to buy a house located near to better performing primary schools, even before their children reach school starting age. We interpret this as evidence of demand for school quality in the early years as parents (especially more educated and advantaged parents) ‘gear up’ their quest for what they perceive to be better schooling for their children before they start school.  相似文献   

18.
This article presents the findings from a small scale qualitative study which focused on pupils' perceptions of competence and motivation towards art experienced in school. These are considered as very important in shaping learning and teaching processes. In particular, the article focuses on the role that perceptions of competence play on pupils' quality of involvement and achievement in art. Participants were chosen based on age, gender and their stated perceptions of competence. Sixteen 11‐12 year olds were interviewed in groups and individually. Pupils' perceptions of competence are identified as a key factor in determining pupils' initial engagement and level of engagement with art activities. Moreover they are thought to be important in shaping their learning preferences at an age when pupils' uncertainty about their abilities in art making is getting stronger. The results are situated within the framework of achievement goal theory and have implications for teaching strategies and for ways of responding to pupils' learning preferences.  相似文献   

19.
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective of socio‐economic status, parents engaged with various learning activities (except reading) roughly equally. The socio‐economic factors examined in this study, i.e., family income and maternal educational qualifications, were found to have a stronger effect on children's language/literacy than on social‐emotional competence. Socio‐economic disadvantage, lack of maternal educational qualifications in particular, remained powerful in influencing competencies in children aged three and at the start of primary school. For children in the first decade of this century in England, these findings have equity implications, especially as the socio‐economic gap in our society widens.  相似文献   

20.
This article examines the use of a range of co‐teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first‐year mathematics classroom of an Irish, urban, mainstream, post‐primary, girls’ school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co‐teaching approaches. The potential and challenges of these are considered in the context of schools generally.  相似文献   

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