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1.
This article addresses the controversy surrounding the Safe Schools Coalition Australia. Certain politicians and media commentators have accused the initiative of harming the students it ostensibly aims to benefit. Those accusations have, in turn, been labelled ‘homophobic’ by supporters of the Coalition. This article suggests that the term homophobic does not adequately describe or explain the visceral hostility of anti-Safe Schools discourses. Drawing on discourse analysis, I demonstrate how Safe Schools has been represented by its critics as being a sexual predator, while students have been represented as innocent, asexual, and requiring protection by their parents. These parents are the ones who can and should regulate their child’s access to sexual knowledge – and who can and should oppose Safe Schools. I conclude by arguing that the Safe Schools controversy is useful in that it provides an opportunity to recognise gender and sexually diverse student lives as being ‘lives’; and to consider how programmes such as Safe Schools can help create safer educational environments for these and other disadvantaged students.  相似文献   

2.
The Safe Schools/Healthy Students Initiative in Morton High School District 201, Cicero, IL, used a social ecological systems perspective to implement its goals. Social‐emotional learning and violence‐prevention strategies were provided at the levels of the community, school, and individual. Creation of a safe school environment cut across developmental levels from preschool through high school. Intervention activities were universal/preventive, school, and targeted/individual. Finally, the project sought to develop a consortium infrastructure to institutionalize and sustain integrated services. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 549–563, 2003.  相似文献   

3.
This study evaluated the scale‐up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of “real‐world” implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four‐year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.  相似文献   

4.
《师资教育杂志》2012,38(4):379-393
This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI‐led, school‐led and partnership within a partnership.  相似文献   

5.
Greek engineering Schools have a high status and attract good students. However, we show that in the leading institution, the National Technical University of Athens, only 27% of the students admitted in 1992–2003 graduated after the nominal five years study: the median graduation time was 73 months (reaching 93 months in one School) and 12% are predicted never to graduate at all, most without withdrawing officially. Results differ between Schools, between routes of admission and by gender (females being better than males). Systematic study of reasons for not completing or delay in completing studies is urgently needed. Overall, 4% of the students withdraw officially during their first year. The percentage of withdrawals by School is negatively correlated with the percentage that gave that School as first choice in the entrance procedure, indicating problems in the admission system.  相似文献   

6.
Book Reviews     
Book reviewed in this article:
Special Education: The Way Ahead John Fish
One in Five Paul Croll
I Organisation of Speech-Language Services in Schools - A Manual II Administration of Speech-Language Services in Schools - A Manual R.J. van Hattum (ed.)
The Hearing Impaired Child in the Ordinary School A. Webster, J. Ellwood
Paediatric Developmental Therapy Sophie Levitt (ed.)
For the classroom: Happy Families Allan Ahlberg  相似文献   

7.
Book Reviews     
Books reviewed:
Margaret J. McLaughlin and Martyn Rouse, Special Education and School Reform in the United States and Britain
Ofsted, Principles into Practice: Effective Education for Pupils with Emotional and Behavioural Difficulties
G. D. Kewley, Attention Deficit Hyperactivity Disorder (ADHD): Recognition, Reality and Resolution
Ingrid Lunt and Brahm Norwich, Can Effective Schools Be Inclusive Schools?
Mike Blamires, Enabling Technology for Inclusion
Jane Owen Hutchinson, Karen Atkinson and Jenny Orpwood, Breaking Down Barriers: Access to Further and Higher Education for Visually Impaired Students
Sally Beveridge, Special Educational Needs in Schools (2nd edition)
S. Decker, S. Kirby, A. Greenwood and D. Moore, Taking Children Seriously: Applications of Counselling and Therapy in Education  相似文献   

8.
Human Characteristics and School Learning. By B. S. Bloom. Pp. 284. New York. McGraw‐Hill, 1976. £8.20.

Child Language, Learning and Linguistics. By David Crystal. Pp. 106. London: Edward Arnold, 1976. £4.25. Paper £1.95.

Schools Council Working Paper No. 60: Examinations at 18+—The N and F Studies. Pp. 272. London: Evans/Methuen Educational, 1978. £4.50.

In and Out of School (The ROSLA Community Education Project). By R. White &; D. Brockington. London: RKP, 1978. 200pp. Hardback £4.50, Paperback £2.25.

County Grammar School: A History of Ludlow Grammar School Through Eight Centuries Against its Local Background. By David J. Lloyd, 1977.

Adolescence and Youth in Prospect. Edited by John P. Hill and Franz J. Monks. Pp. 216. IPC Science and Technology Press, Ltd., Guildford; 1977. £6.80.

Resource‐Based Learning. By N. Beswick. Pp.xiv+264. Heinemann, London, 1977. £6.50.

Instead of Education. Ways to help people do things better. By John Holt. Pp. 252. Penguin Books, 1977. 8op.

Philosophical foundations for the curriculum. By Allen Brent, pp. 233. London: George Allen and Unwin, 1978. £7.50 hardback, £3.50 paperback.

The Politics of Curriculum Change. By Tony Becher and Stuart Maclure. Pp. 192. London: Hutchinson, 1978, £2.95.

Power and the Curriculum: Issues in Curriculum Studies. Edited by Colin Richards. Pp. 170. Driffield: Nafferton Books. 1978. £2.95.

The Nineteenth Century Woman: Her Cultural and Physical World, Edited by Sara Delamont and Lorna Duffin. Pp. 213. London: Croom Helm 1978: £7.50.

The training of teachers in England and Wales 1800—1975. By H. C. Dent. Pp. viii, 163. London: Hodder and Stoughton, 1977. Paperback £2.35.

American Education: An Introduction to Social and Political Aspects. By Joel Spring. Pp. vi, 234. New York and London: Longman, 1978: £4.50.  相似文献   

9.
The Safe Schools/Healthy Students (SS/HS) Initiative is currently underway in the Tyrone Area School District. Tyrone is a rural community characterized by high levels of poverty, unemployment, and youth problems including substance use and alienation from school and community. Its strengths include strong administrative leadership and prior successful collaboration with Penn State University. The goals of the SS/HS Initiative involve reducing risk and building competencies for students and their families through integration of law enforcement and mental health into school‐based prevention efforts. The programs include early childhood, elementary, and secondary school components; and also district‐wide components that span these developmental levels. Despite challenges associated with the integration of different professional perspectives into the school environment, the Tyrone SS/HS Initiative has been quite successful. Program evaluation is varied, and reflects the different programs and student populations served. Currently, plans for sustaining and institutionalizing SS/HS programs are underway in Tyrone. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 457–472, 2003.  相似文献   

10.
Book Reviews     
Encouragement Works Best: Positive approaches to classroom management.
Special Educational Needs Beyond 16…
Special Educational Needs in Schools
Special Education Integration in Europe
Practical Record Keeping for Special Schools (Resource Material for Staff Development
Steps Towards Graduation
Exclusion from School: Provision for Disaffection at Key Stage 4.
MAKATON. National Curriculum Series. Part 1. (Book and Video).
The Reality of Dyslexia
Feeling Violent  相似文献   

11.
Book Reviews     
Louis Cohen, Lawrence Manion and Keith Morrison, Research Methods in Education (5th edition)
Martyn Hammersley (ed), Researching School Experience; Ethnographic Studies of Teaching and Learning
Cecile Wright, Debbie Weekes and Alex McGlaughlin, 'Race', Class and Gender in Exclusion from School
Gary McCulloch, Gill Helsby and Peter Knight, The Politics of Professionalism: Teachers and the Curriculum
Brian Simon, A Life in Education
Howard Gardner, Intelligence Reframed
J. Swann and J. Pratt (eds), Improving Education: Realist Approaches to Method and Research
Peter Mortimore (ed), Understanding Pedagogy and Its Impact on Learning
Roger Marples (ed), The Aims of Education
Patrick Ainley and Helen Rainbird (eds), Apprenticeship: Towards a New Paradigm of Learning
Jim Docking (ed), New Labour's Policies for Schools – Raising the Standard?
Harry Daniels (ed), Special Education Re-formed: Beyond Rhetoric
Neil Ferguson, Peter Earley, Brian Fidler and Janet Ouston (eds), Improving Schools and Inspection: The Self-Inspecting School  相似文献   

12.
In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘international’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, underpin the institutionalisation of organisations. We employ this framework to analyse and illustrate the legitimacy of a school’s claim to be an International School and also to bring to light the challenges that schools face in establishing a legitimate claim to be ‘international’.  相似文献   

13.
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14.
This article describes the planning, implementation, and evaluation of school‐based Wellness Centers operated by the Riverside Unified School District in Riverside, CA, as part of the Safe Schools/Healthy Students Initiative funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). We describe the program as planned in terms of the theoretical model for the intervention and the evaluation design, and discuss the actual implementation including accomplishments and challenges. The program was designed to promote positive development and wellness for individual students via self‐ and teacher‐referrals for personal and mental health problems handled through a case management and referral process, support groups, and other activities such as after‐school programs, mentoring, tutoring, and parent training. An effort was also made to promote wellness at the school level by providing wellness campaigns, information, and compatible policies and procedures designed to enhance healthy development. Our observations are based on a qualitative assessment that was a component of the evaluation. A more detailed evaluation examining the impact of school‐wide and student‐focused activities on academic and behavioral outcomes is currently underway. However, we do include comments from students suggesting that the Wellness Center concept holds much promise for school‐based mental health and violence prevention services. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 473–487, 2003.  相似文献   

15.
Will Swann and Peter Mittler, of the Schools Council project: Education of Severely Educationally Subnormal Pupils, Greenbank School, Hartford, Northwich, Cheshire, report on their findings  相似文献   

16.
This article provides an overview of a special issue of Psychology in the Schools that examines the implementation of the Safe Schools/Healthy Students (SS/HS) Initiative in seven local communities. An overview of the SS/HS Initiative is provided. Critical lessons learned from the seven sites are discussed with a focus on the special role that school psychologists can play in implementing these complex violence prevention programs. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 447–456, 2003.  相似文献   

17.
Books reviewed:
Louise Porte, Behaviour in Schools: Theory and Practice for Teachers
Chris Watkins and Patsy Wagner, Improving School Behaviour
Garry Hornby, Improving Parental Involvement
Carl Parsons, Education, Exclusion and Citizenship
Marianna Csot, People Skills for Young Adults  相似文献   

18.
Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003.  相似文献   

19.
Book Reviews     
Book reviewed in this article: Developing the Arts in Primary Schools: Good Practice in Teacher Education C. SHARP Art in the Primary School J. Lancaster A Tool for Learning: Some Functions for Art in Pirmary Education M. Rubens & M. Newlands  相似文献   

20.
当前美、英、日三国学校评估的新特点及启示   总被引：1，自引：0，他引：1  
本文采用Why、What、How框架,分析美国不让一个孩子掉队——蓝带学校计划、英国每个孩子都重要视导框架以及日本义务教育学校评估指南,发现美英日三国学校评估呈现出一些新特点:(1)在评估功能上兼顾问责与改进;(2)重视学生的发展与成就;(3)强调与家庭及校外的联系;(4)加强学校自我评估。这些新特点在一定程度上代表了当前学校评估领域的新趋势,对我国学校评估工作具有启示意义。  相似文献   

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