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1.
Marta Araújo 《British Educational Research Journal》2009,35(4):599-617
This paper examines Fresh Start, a New Labour flagship initiative to raise education ‘standards’ in a radical and innovative way. Drawing on a qualitative study of a comprehensive school in England, I argue that the initiative added to the problems faced by the ‘failing school’ and promoted rather traditional ways of raising ‘standards’ due to the close surveillance that Fresh Start schools were subjected to. In the case studied, the needs of the pupils that the initiative was meant to address were being sacrificed in the school's construction of a ‘successful’ identity. While the initiative has now lost momentum, some lessons can still be learnt. This paper illustrates the complexity of creating a new school, as well as the need to attend to the specificities of the local context and experiences in raising ‘standards for all’ pupils. 相似文献
2.
High school transition – an intervention that empowers children with special educational needs and improves school practice 
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下载免费PDF全文 This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. 相似文献
3.
David Parker 《English in Education》1999,33(1):24-35
This paper outlines findings from a pilot project undertaken by the Centre for Research on Literacy and the Media, a joint initiative by the British Film Institute and King's College London, School of Education. The project involved a group of primary school pupils adapting a text from a print into a moving image medium, and then examined the impact of this translation on their print literacy. The results suggest that informed practical use of media can have benefits for the literacy development of Key Stage 2 pupils. A possible basis for the correlation is explored taking as its focus ‘narrative structure’. 相似文献
4.
Joan Gaynor Mowat 《International Journal of Inclusive Education》2013,17(6):631-648
This paper takes as its principal theme barriers to the inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) and how these might be overcome. It draws upon an evaluative case study of an initiative, devised by the author, to support pupils – the Support Group Initiative (SGI) – which was conducted over a five‐year period in a Scottish Secondary School situated in an area of multiple deprivation. The central focus of the discussion is the range of variables that impacted upon pupil outcomes, illustrating the ways in which these variables acted as affordances or constraints in the pursuit of inclusive practice. The paper takes as its starting point the contested nature of inclusion and introduces, briefly, the Scottish policy context as it pertains to inclusion before exploring the nature of the problem – the barriers to the inclusion of and the difficulties presented by the inclusion of pupils perceived as having SEBD, as discussed in the literature. The findings of the study are discussed in relation to central themes – the ethos of the Support Group; the process of re‐signification through which pupils are enabled to effect improvement; the classroom context; and wider variables relating to school policy, practice, ethos and the management of change. The paper concludes by exploring what inclusion has meant to the pupils involved within the intervention, summarising the affordances and constraints to its realisation, before reflecting upon the significance of the study. 相似文献
5.
Building Bridges: Preparing Children for Secondary School 总被引：1，自引：0，他引：1
Edward Sellman 《Pastoral Care in Education》2000,18(1):27-29
This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
6.
This study is a further attempt to apply correspondence training in the classroom in order to improve learning outcomes. Using this strategy a class of middle school pupils was encouraged to show more initiative, independence and self‐regulation in planning and carrying out topic work. The pupils were required to forecast what they proposed to achieve in a certain period and then to check up at the end to see how far they had been successful. In addition, upon hearing an audible signal, they were required to decide whether they were ‘on‐task’ and whether they were working well. The outcome was that the pupils achieved a better work output in terms of both quantity and quality than before. In addition, they gained valuable experience in forward planning and in working independently. 相似文献
7.
This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
8.
Concerns about pupil disengagement from school and society have led to compulsory citizenship education in state schools in England. However, there is little evidence that the new citizenship education is meeting its goals. The research described here assesses a new approach to citizenship education that appears to overcome some of the identified obstacles in current practices. Hampshire's ‘Rights, respect and responsibility’ initiative is a rights‐based whole school reform of school policies and practices. Under this initiative the contemporaneous citizenship status of pupils is respected, pupils are taught about their rights under the UN Convention on the Rights of the Child and democratic participation is made meaningful in classroom and school functioning. Of particular interest is that the initiative starts in infant schools. This research indicates that young children can understand their rights and responsibilities in ways that are meaningful to their everyday behaviour and that rights‐based whole school reform has the capacity to improve pupil learning and citizenship behaviours. 相似文献
9.
This study was an exploratory of the Landes initiative to supply all pupils and teachers with portable computers and Internet at school. These surveys involved 817 pupils and parents and produced a response rate of 98% for pupils from the first survey at the beginning of the year and 798 pupils at the end of the year. The approach, which consists of identifying any variances in individual perceptions of technology, was tested in an initial In-Tele research programme in which we were involved. The questionnaire-based survey reveals low usage of information technology in terms of teaching, with no difference between the portable and test groups. Moving on from the first level study, characterizing the sites and studying their viewing frequency produces the surprising outcome that the very high number of sites viewed actually conceals a much more pessimistic reality about pedagogical uses. 相似文献
10.
11.
Peter Lloyd Bennett 《British Journal of Special Education》2006,33(4):188-195
The emotional and behavioural problems experienced by pupils continue to be a key concern for educationalists. In this article, Peter Lloyd Bennett, an educational psychologist, reports on his research into the views of staff about this important area of work. Questionnaires on meeting the needs of pupils with emotional and behavioural difficulties were circulated among professionals in one local authority as part of the development of the authority's behaviour support plan. Respondents were asked to identify the practices and forms of additional support which, in their view, resulted in successful and less successful outcomes for pupils. Peter Lloyd Bennett analysed these responses and presents here ideas about staffing, strategies, training, multi-agency work, provision and the role of parents. Interestingly, staff working with primary-aged pupils frequently referred to whole-school behaviour policies as contributing to successful outcomes. Professionals involved with both primary- and secondary-aged pupils suggested that the constraints of the National Curriculum can contribute to pupils' emotional and behavioural difficulties. The results of this survey were used to inform developments in Peter Lloyd Bennett's local authority and will be directly relevant to colleagues grappling with similar issues in other contexts. 相似文献
12.
Transition club: Facilitating learning, participation and psychological adjustment during the transition to secondary school 总被引：1，自引：0，他引：1
The transition from the primary to secondary phase of education has been highlighted as an area of concern for policy makers, educators and researches alike in recent years. In particular, there is evidence to suggest that it is during this crucial phase of compulsory education that many pupils are at risk of becoming marginalized and disaffected — thus, it is a salient topic for consideration in the broader discourse on inclusive education. The current paper reports on the attempts of a secondary school in the north-west of England to facilitate the learning, participation and psychological adjustment of new pupils through an innovative process called Transition Club. Using participant observations, questionnaires and a focus group interview we examined the views of 38 pupils who participated in its pilot. Qualitative content analysis of our dataset indicated that Transition Club was successful in providing pupils with a sense of belonging, helping them to navigate the ‘maze’ of secondary school, and making learning fun. There was also evidence to suggest that pupils who did not participate directly also experienced some of the benefits of the process. 相似文献
13.
Physical restraint is a restrictive practice used in schools across the UK and there have been recent concerns around the appropriateness and frequency of using this intervention with pupils. Current data suggest that pupils with Special Educational Needs (SEN), a vulnerable and diverse group, are experiencing the majority of physical restraint used in educational settings. Physical restraint can lead to negative emotional and physical consequences in pupils who experience it and it is, therefore, important to explore alternative strategies to reduce or eliminate its use in educational settings. A systematic literature search found 15 studies (date range 1999–2019) that explored the effectiveness of school-wide or individual approaches in reducing the frequency and/or duration of physical restraint. Most studies saw a significant decrease in physical restraint, and this study will discuss the key elements of the successful approaches, as well as consider the facilitators and barriers to implementation. 相似文献
14.
This article is a continuation of the exploration started by Sylvia Ashley in Mentoring and Tutoring, Autumn 1994, of the ‘Roots and Wings' mentoring initiative. The Roots and Wings programme is a Business in the Community initiative using the principles of community group mentoring. Sylvia Astley reported on the London and Bristol pilots. We follow this through with a digest of the evaluation of the Manchester pilot. In this pilot the British Telecom Personal Communications division offered mentoring support to the pupils from a Manchester high school. The evaluation attempted to capture the experiences of the mentors and mentees and the perspectives of the teaching staff involved. Recommendations were made with a view to expanding the scheme into other schools and businesses. 相似文献
15.
Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential. 相似文献
16.
Concerns about literacy are currently high on the political agenda in the UK. With the National Literacy Strategy now in place in primary schools, attention is being focused upon how pupils in secondary schools can be supported in continuing to develop their literacy skills. In this article we will briefly consider the current state of literacy within secondary schools and the different curriculum elements that need to be part of a secondary literacy initiative. We examine the key factors, identified through research and good practice, which will influence the successful implementation of a literacy strategy within secondary schools and indicate how such factors might translate into effective practice within schools and classrooms. 相似文献
17.
Ian Schagen Lesley Kendall Caroline Sharp 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):255-267
'Playing for Success' is a national initiative to establish Study Support Centres in professional football clubs, intended to support underachieving young people at key stages 2 and 3. The second year of the evaluation involved collection of data from pupils in 12 such Centres. Instruments were administered before and after attendance at the Centres, and measurements taken relating to literacy and numeracy, as well as attitude scales and self-assessments of ICT skills. Data were also obtained from a small 'control' group. Multilevel analysis of the results has given insights into the areas where the initiative appears to have had positive effects, and the other factors which may be associated with such effects. 相似文献
18.
With recent increases in the number of students attending universities without a proportional increase in resources, it is likely that there has been a decrease in the quality of life students experience and an increase in the stress they feel. This is of course added to by tuition fees and the need to take out student loans. The writers review research into student stress and highlight the fact that many researchers have noted the need for stress-reduction courses, though this has been a recommendation that has not generally been taken up. A specific stress-reduction programme for school pupils and university students is described. This programme was tested with first-year undergraduates. The students involved all felt that the programme had been valuable. Apart from its clear relevance to the support of university students, this paper raises issues which are of importance to those working with sixth-form students. 相似文献
19.
Chi-Kim Cheung 《Religious education (Chicago, Ill.)》2013,108(4):504-515
In this age of advanced technology, the pervasive influences of the media on pupils has aroused widespread concern among educators in general and religious educators in particular. This article argues for the teaching of religion through media education. It first discusses the interest of religious groups in media education and how media education might make an important contribution to the teaching of religion. Then it provides data from two schools who have adopted media education in the teaching of religious education to see how teachers and pupils have responded to this initiative. 相似文献
20.
This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom. 相似文献