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1.
Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. 相似文献
2.
Christine Parton 《Pastoral Care in Education》2013,31(1):5-19
Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula. 相似文献
3.
Elizabeth Dunphy 《International Journal of Early Years Education》2009,17(1):3-16
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high‐quality early childhood mathematics teaching. Consequently, the characteristics of high‐quality early childhood mathematics education are clearly identifiable. Issues such as building on young children’s prior‐to‐school knowledge; engaging children in general mathematical processes; and assessing and documenting children’s learning are some of the key aspects of high‐quality early childhood mathematics education. The extent to which teachers of four‐ and five‐year‐old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four‐ and five‐year‐old children attending primary schools. This paper presents some of the findings of the study in relation to teachers’ self‐reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy. 相似文献
4.
There is a striking dearth of studies focusing sensitively and in depth on the mainstream educational experiences of children with epilepsy, as viewed by those children themselves. The one‐year project (2006–7) reported here addresses that gap. Children’s perceptions about mainstream teachers’ understanding of epilepsy and school‐based needs are particularly interesting and this work breaks new ground in that connection. The authors report findings from two complementary qualitative methods of data collection: (1) an e‐survey of 44 self‐selected children and young people with epilepsy, and (2) interviews (mainly individual) in mainstream schools with 22 children/young people with epilepsy. Overall, the children and young people (aged 7–18) were clear about the nature of their condition, including seizures. For many, there was an implicit reluctance in accepting epilepsy as a “part of them”; self‐reported feelings of secrecy, stigma and shame abounded. This had repercussions for how schools were seen to need to respond with sensitivity and knowledge‐based understanding. Taking a qualitative methodological approach revealed important insights into complex concepts like stigma in the school context. This was illustrated in children and young people’s readiness to talk about their feelings of “difference” in relation to others when given the opportunity to do so sensitively. The findings have important implications for how schools and services work in a genuinely fully inclusive way with children and young people who have epilepsy. 相似文献
5.
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
6.
Colette Murphy Jim Beggs Karen Carlisle Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science. 相似文献
7.
The aim of this study was to acquire in‐depth understanding of parental experiences and encounters with the school system relative to having a child with dyslexia or experiencing difficulties with reading and writing (dyslectic difficulties). Mothers of seven children who attended lower or upper secondary school were interviewed. The interviews were analyzed using qualitative methods. According to the participants, schools often failed to identify their child’s difficulties that led to lack of appropriate support. The mothers were active in allocating support and developing strategies to alleviate lowered self‐esteem. individual education programmes (IEPs) were not used regularly. Highlighted is the need for a more explicit national policy regarding parental and children’s rights in regard to dyslectic difficulties. 相似文献
8.
This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media ‘mediated’ a period of educational change marked by moves to self‐management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media ‘issues’, how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year‐long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo‐liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work. 相似文献
9.
Sithembile Ndhlovu 《Education 3-13》2018,46(5):494-505
The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools’ understandings of the significance of playground spaces in children’s social lives so children can fully benefit from the time they spend in school playgrounds. 相似文献
10.
Murray Oswald 《Educational studies》1995,21(2):265-276
Previous studies of discipline problems in junior primary and primary schools have indicated that the majority of behaviour management problems both inside and outside classrooms can be attributed to relatively small numbers of children who persist in difficult‐to‐manage behaviour. This study explored particular aspects of these children's behavioural characteristics, as reported from the results of a survey of principals from the majority of junior primary and primary schools in South Australia. The data summarised propose a tentative profile of these difficult‐to‐manage children, together with findings concerning the impact their behaviours have on the school staff. Suggestions are offered for more effectively meeting the demands and needs of these children. 相似文献
11.
Rajalakshmi Muralidharan Paramjeet Kaur 《International Journal of Early Years Education》1995,3(2):19-28
One of India's main problems in achieving universalisation of primary education is the inability of the schools to hold the children for a required minimum period of five years. Much of the drop‐out, nearly 30–35%, occurs in classes I and II almost immediately after children are enrolled. Project Motivation is an attempt to help young primary school children from disadvantaged homes develop an interest in learning and acquire the required competencies through a Child‐to‐Child approach. The middle school children were oriented to work with primary school children on a one‐to‐one basis. The findings show that as a result of this interaction younger children acquired some of the basic competencies over which they initially had problems and older children developed a positive self‐concept and a better sense of concern for younger children.
In our schools where one teacher has to struggle with 50‐60 children, this one‐to‐one approach should go a long way in giving the little children the required support and motivation to learn. 相似文献
12.
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
13.
Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. 相似文献
14.
Social and emotional aspects of learning: Complementing,compensating and countering parental practices 
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下载免费PDF全文 This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning (SEAL) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teaching assistants, welfare assistants and pastoral staff members illustrated how the interpretation and use of SEAL was influenced by their perceptions about the pupils' parents and, in particular, parental ability to develop ‘appropriate’ social, emotional and behavioural skills in their children. In schools where parenting was positively appraised, SEAL was used to complement parenting practices; whilst in schools where parents were negatively appraised, SEAL was used to counter their endeavours. The scheme was also used to compensate for certain inadequacies that were deemed to be taking place in the home. These differing perceptions of parents were linked to social class, with the scheme being used to complement the practices of middle‐class parents and to counter those of minority‐ethnic and working‐class people. We contend that this interpretation and use of the scheme helped to re‐affirm the practices of the dominant culture whilst serving to marginalise the values of the less powerful groups in society. Implications of the study's findings are discussed and recommendations for staff, schools and policy are made. 相似文献
15.
School self‐evaluation is receiving increasing attention in England, partly as a result of changes in the Ofsted inspection framework giving greater prominence to what schools can do to speak for themselves. The relationship between internal self‐evaluation and external inspection was a theme in a high profile policy speech made by the Schools Standards Minister, David Miliband, at the North of England Conference in January 2004. As part of a ‘new relationship with schools’ heralded in the speech, Miliband articulated critical friendship in terms of a ‘school improvement partner’. This article draws upon a number of research projects to critique these proposals, especially in respect of the role of a critical friend in school self‐evaluation. Issues discussed include different models of self and external evaluation, the importance of context, and the various ways in which a critical friend can support school self‐evaluation. 相似文献
16.
《Pastoral Care in Education》2013,31(3):2-9
This paper reports the findings of new research on the school as a source of psychosocial support for primary‐ and secondary‐stage children of cancer patients. It begins with a restatement of the importance of pastoral care in schools and of teachers listening to children. Academic success is an important factor in maintaining positive self‐esteem and psychological functioning. The authors show how parents’ cancer affected their children at schoool; how children do not disclose important personal and familial information; and that this can mean that problems in school are not fully understood nor supported. Peers had an important role to play in adjustment. 相似文献
17.
AbstractChildren’s sexuality education continues to be plagued with tensions and controversies. In consequence, children’s access to sexuality education is severely compromised, especially in terms of the time dedicated to this topic, the content addressed, how it is taught and by whom. Based on a study of 342 Australian parents of primary school aged children we explore: (i) parents’ perceptions of the relevance and importance of sexuality education to their primary school aged children and the discourses that inform their perspectives; (ii) parents’ views on who should be responsible for the sexuality education of young children; (iii) whether there are certain aspects of sexuality education considered more appropriate for the family to address with children; and (iv) what the implications of these findings are for sexuality education policy and practice in Australian primary schooling. Despite the controversial nature of the topic, the majority of parents in this study believed sexuality education was relevant and important to primary school children and that it should be a collaborative approach between families and schools. However, some parents/carers acknowledged that while that they believed that some topics should only be addressed at home they also indicated that this often does not happen. 相似文献
18.
Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths’ development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self‐efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self‐efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in‐service staff training efforts are discussed. 相似文献
19.
This project explored the prevalence of self‐harm by cutting in a geographically circumscribed area of the North of England, using a school‐based survey. Twenty‐three per cent of the young people reported they had cut themselves at least once, with no major changes evident at different age groups or with gender. There were clear differences in rates between schools, and statistically significant differences when comparing the coping mechanisms used by young people who cut themselves with those of their peers. 相似文献
20.
This paper examines the causes of pupil mobility and good practice in schools to address mobility issues. Pupil mobility is defined as ‘a child joining or leaving school at a point other than the normal age at which children start or finish their education at that school’. The first part draws upon evidence of a survey, which explores the views of headteachers on the nature and causes of pupil mobility in schools and the priority they give to addressing pupil mobility issues in their schools. It examines the cause of mobility in schools in the context of mobile groups. This is followed by the challenges for managing mobility and strategies to address pupil mobility in schools. The second part of the paper outlines successful strategies that minimize the effects of mobility in schools. Evidence is drawn from case‐study research and focuses on the school systems, pastoral care and access to learning which combine to support the induction, assessment and monitoring of newly arrived pupils in school and effective use of data for self‐evaluation. Examples of flexible curriculum organization, innovative approaches to additional support and effective administrative procedures are drawn upon. Evidence reflects the views of a range of school staff, parents/carers and pupils in the case‐study school, as well as the judgements of senior researchers. Policy implications for government and for all concerned with school performance are highlighted, as well as many practical suggestions for raising achievement of mobile pupils 相似文献