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1.
ABSTRACTThe call by policymakers, education stakeholders, and families for children to enter school ‘ready’ has led to numerous empirical studies that seek to identify how children and their families are or are not prepared for school. In the United States, this empirical work tends to identify particular children and their families ‘at-risk’ for school success and often seeks out ways to intervene so that such risks are addressed. Absent from this work is an understanding of how families conceptualise school readiness, and how those understandings influence their conceptions of whether or not their own children are ready for school. Such work could assist educators and other school personnel in supporting families and their children as they enter their programmes. This article examines this issue by presenting findings from a qualitative metasynthesis of studies that investigated how families conceptualised school readiness. Analysing, synthesising, and interpreting their conceptions of school readiness offers the chance to consider how early childhood stakeholders can be ready for families as they enter their programmes as well as support their efforts in readying their children for school. 相似文献
2.
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
3.
《师资教育杂志》2012,38(2):129-138
Abstract In 1986 the Federal Government in India adopted a National Policy on Education after a decade's debate on how to more effectively universalise elementary education. The preparation of teachers is to be central. New attitudes as well as skills are recognised as having to be developed. Many Indian children attend private schools and many others do not attend school at all. The implementing of the NPE aim to equalise educational opportunity is an immense challenge to teachers, especially when working with the disadvantaged sections in society such as women, the disabled, the lowest caste and the scheduled tribes. This follows since, traditionally, teachers worked with the privileged, highly motivated school‐attenders rather than with the school drop‐outs or the non‐enroilers. Teachers will now be expected to be concerned with the development of both the whole person and the community. 相似文献
4.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
5.
《Pastoral Care in Education》2013,31(3):21-24
Sociological research into the changing nature of the family provided the context for a pilot project on the family values of Year 4 children in an inner-city school in Birmingham. An innovatory aspect of the research was that the researcher communicated with the pupils mainly through the means of email. The project’s findings indicate that the family values that the children bring to school may not coincide with those of their teacher. This raises the question of how far the school and its teachers have the right to challenge values that are learned in the home and that underpin family life. 相似文献
6.
Shalhevet Attar-Schwartz 《Child abuse & neglect》2009,33(7):429-440
ObjectiveThis study, using an ecological approach, examines the relationships between problems in school functioning (including academic and behavior problems) of children in residential care with a number of variables describing the child and the care setting.MethodsThe study reports on 4,061 children and youth (ages 6–20) in 54 Israeli residential care facilities supervised by the Ministry of Welfare. It is based on data derived from an ongoing system of monitoring care based on annual reports by social workers on children in care settings. Additionally, data on the characteristics of the settings were collected through a structured questionnaire completed by the supervisors at the Ministry of Welfare. Hierarchical Linear Modeling (HLM) was utilized to examine how characteristics of the individual children and the care settings were related to problems in school functioning among the children.ResultsMost of the children (about 62%) had at least one problem in school functioning. The most vulnerable children were boys, children who were taken from parental homes by court decree, children with problems in quality of contact with their biological parents, and children who stayed in the care setting for shorter periods. The settings’ characteristics most associated with poor performance at school are group structure (vs. mixed and family home structures), higher levels of peer violence, fewer after-school activities, and settings in which children tend to stay for shorter periods of times.ConclusionsThe findings demonstrate the need for an ecological perspective in addressing children's problems in school functioning within the care system. The results help to identify the types of placements that should benefit from additional resources in order to promote adaptive performance in school among the children.Practice implicationsSocial workers in residential care should give high priority to children's positive academic involvement. The study demonstrates the need for identifying the intersection of the individual, familial and institutional contexts in which problems in school functioning are more prevalent. Therefore, it is important to allocate sufficient resources to care settings which serve these children. The study suggests some priorities and directions for policy and practice with children in residential care. 相似文献
7.
Frances O'Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(2):175-179
Abstract This article describes one way in which teacher educators can gain a new perspective on integrating theory and practice. By accompanying teachers and student teachers on field trips, teacher educators have the opportunity to enhance their understanding of the day‐to‐day life of a classroom teacher and become a part of the school community. Participating in a field trip offers a chance to observe classroom management strategies; engage in informal interactions with children, teachers, and parents; develop trust among classroom practitioners; witness emergent curriculum; and participate in authentic assessment. The author documents a visit to the zoo with kindergarten students, teachers, student teachers, and parents from an urban school and how the visit impacted on her working relationship with cooperating teachers, student teachers, and kindergartners. 相似文献
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9.
《Journal of moral education》2012,41(1):46-53
Abstract This article notes the confusion of skills‐oriented curriculum planning when it comes to considering the place of attitudes or values in school History. The possible contribution of values clarification to school History is critically discussed. An approach informing children on values issues and stimulating discussion congruent with History's values is preferred. It is suggested that the content implied by such an approach will consist in the main of topics of cultural centrality. Then school History might become less worried about the practice of skills and show interest in the study of value‐infused (and hence important) issues. Emphasis on History's values would further the move away from concern about skills, the tools of the historian, and revive discussion about the ends of school History as a distinctive study. 相似文献
10.
Sisko Eskola Kerttu Tossavainen Kathelijne Bessems 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):410-426
Background: Increasing numbers of children are facing health problems as a result of physical inactivity. Besides the home, school is a natural place to promote children’s daily physical activity (PA). Knowledge about factors promoting or preventing children’s PA at school, from the perspective of children, is limited.Purpose: The purpose of this study is to learn the factors that eight- and nine-year-old schoolchildren identify from their school environment related to physical activity during their school day. This study was established as a sub-project within a larger, sixteen-country collaboration project by HEPCOM (Promoting Healthy Eating and Physical Activity in Local Communities) and reports on a piloting phase.Sample: Finnish second-graders (age 8–9 years, n = 22) from one primary school participated in the study.Method: A photo-elicitation methodology was used, including photographs taken by children and interviews in groups based on the photographs. The data were analysed qualitatively by inductive content analysis.Results: The children described factors appearing in the physical environment, such as the playground, and those in the nonmaterial, abstract environment, such as the weather. According to the findings, three categories emerged: (1) personal and economic, related to children’s individual preferences and opportunities; (2) sociocultural, related to friends and belonging in a group; and (3) environmental, related to physical and political outdoor and indoor solutions at the school, as well as to policies and rules in the school community. Children emphasised the importance of friends and games, but play areas were also experienced as significant. Based on children’s experiences, rules and laws direct all activities at school, which was not always perceived as a positive thing.Conclusions: Although the findings of this small-scale study cannot be generalised, the children’s perceptions suggest some crucial areas for future research. Playing and exercising during the school day are important in fulfilling the recommendations for daily PA for children, as well as in promoting their mental and social health. To enable equal possibilities for an active lifestyle for all children at school, positive and encouraging adults, as well as age-appropriate and safe infrastructure, are needed. The children’s day should be viewed as a whole, not as single situations, where physical activities are offered. 相似文献
11.
D. VAN DONGEN 《欧洲特需教育杂志》2013,28(2):89-101
Abstract In the Netherlands many pupils in grade one have difficulties in beginning reading. Approximately 7.5% of all children do not succeed in learning to read well enough to be able to proceed to the following school‐year together with the other pupils. These children either have to repeat a year or have to go back to kindergarten; alternatively, they are referred to special education. These children are called ‘reading drop‐outs’. 相似文献
12.
Abstract This paper reports a research study which used the technique of systematic classroom observation to describe pupil behaviour and pupil‐teacher and pupil‐pupil interaction in four classrooms in schools for children with moderate learning difficulties. The results are compared with those of a previously published study in mainstream junior‐age classrooms. The results show that a predominantly individualised mode of working with children prevails both in the mainstream and the special school classrooms and also that, despite the smaller class sizes, teachers in the special school classes are even less likely to use whole‐class approaches than those in the mainstream. Conversly they are more likely to use group work. Children in the special school classes receive considerably more individual attention from the teacher than those in the mainstream. Overall levels of pupil‐pupil interaction are similar but in special school classrooms this is less likely to involve more than two children at once. 相似文献
13.
John Lowe 《International Journal of Science Education》2013,35(7):743-759
Abstract This paper summarises the results of an investigation of Solomon Islands secondary school students’ interpretations of three concepts: vision, animals and burning. Internal comparisons among the three areas and external comparisons with findings reported from other societies are made. While some support is given to the idea that children from different cultures may develop similar conceptions, this support is qualified and is shown to be dependent on the type of phenomenon investigated. The degree to which there is immediate personal experience of phenomena may be important, as may the presence or absence of culturally supported explanations. The commonly reported resistance of children's conceptions to school science teaching is also shown not to be universally true. The article ends with a plea for caution in the cross‐cultural extrapolation of research into children's conceptions. 相似文献
14.
Clottlde Fonseca 《Technology, Pedagogy and Education》2013,22(2):205-218
ABSTRACT Teacher training is a key component of any computers in education program. This article addresses how success in teacher training depends on long‐term planning and on a flexible systemic approach to training and support. It describes the system of teacher development established within the context of a widespread national program reaching one out of three elementary school children in Costa Rica and the lessons learned over a five year implementation process. 相似文献
15.
Owen Surridge 《Educational Media International》2013,50(1):38-40
Abstract This article focuses on the possibilities that information technology and mass media offer to learning environments of children and grown‐ups, and in what way they are different from the reality a decade ago, inside and outside school. It takes into consideration the norms valid in learning in schools, including the teachers’ role, and looks into how they coincide with or contradict the modern technological possibilities. In the rapid changes of society and values, the school should serve many ages, children and adults, which would require a greater variety of jobs than at present. Understanding the value of one's own language and culture does not come through isolation; it comes through learning about different societies and cultures, through considering, comparing and categorizing. The article discusses several practical examples from the recent experiences of Iceland. 相似文献
16.
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
17.
ABSTRACT This paper describes a small scale research project to pilot the loan of portable computers to students and staff for use on or off‐campus. The purpose of the research is to identify organisational procedures and associated problems, find out how these portable computers are used, and whether or not they are an effective and efficient use of resources. Take‐up of the scheme in its first phase indicates popularity with students and positive outcomes. Very high use was recorded and many students report that use in their own time and in the atmosphere of their own surroundings encourages greater self‐confidence in information technology. They also consider that access to the portables has proved significant, with the quality of their work enriched. Such experiences raise important questions about the organisation of computing facilities and focus issues beyond the viability and economics of portable computer loan schemes. Within the outcomes of the project, there should be useful data pointing to the need to develop imaginative policies and funding models whereby each student can own or have ready access to their own personal computer. An important outcome of this could be the increased use of information technology by initial teacher education students, resulting in a corresponding increase in the transference of confidence, and use of information technology by children and other teachers in school. 相似文献
18.
Karl Kitching 《Critical Studies in Education》2020,61(2):133-148
ABSTRACTThis paper critiques the idea that secular education policy can neutrally recognise children’s non/religious identities at school. It also empirically analyses how one child becomes restricted by, and eludes, classed, gendered and adult-centred moral codes enacted through local school recognition. The concept of policy assemblage is first used to problematise postsecular, market-led enactments of non/religious school community recognition transnationally. I argue postsecular policy enactments in Ireland and elsewhere produce viable and non-viable forms of non/religious school community, thus containing, rather than facilitating school plurality and (re)creating social hierarchies. However, drawing on Deleuzian ideas of becoming and partial objects, I argue children are not determined by the sense-making moral codes of the policy assemblage. To demonstrate this argument, I map instances of how one girl alters and eludes the meanings of austerity, choice and authenticity moral codes. I do not privilege this girl as an example of child resistance, as I argue against using children as barometers of policy authority and secularist authenticity. Instead, I contend that alongside naming and opposing policy’s unjust effects, we need to cultivate attention to our capacity to affect and be affected by the partial objects (e.g. moral codes) and becomings of postsecular neoliberal policy assemblages. 相似文献
19.
Panos Vostanis Wai‐Ling Bickerton Stuart Cumella Man Cheung Chung Caroline Winchester John Doran 《欧洲特需教育杂志》2013,28(1):117-124
ABSTRACT Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed. 相似文献
20.
Tracy Whattam 《International journal of qualitative studies in education》2013,26(3):435-448
This testimonio takes up what it means to be an educator of Aboriginal ancestry working within existing school structures for the betterment of Aboriginal children. While the testimonialista does not presume to speak for her people, she contends that her story of growing up and becoming a teacher is not unlike that of other First Nations people in Canada. She examines her life within the continuing colonizing structures of Canada and shows how the struggles for justice and recognition of Aboriginal wisdom within education are making a difference. 相似文献