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1.
The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study.  相似文献   

2.
This article describes a small‐scale study which emanated from the concern of the head teachers and staff of two primary schools serving deprived, multicultural areas of an inner city. The concern of the staff related to the level of their pupils' spoken language skills through the schools and the perceived impact that this has on pupils learning more widely. The article explores the nature and importance of oral language development in the early years and describes an intervention designed to enhance the spoken language skills of the reception children. The pre‐intervention scores of the children at school entry indicated that the language skills of the children were less well developed than those of the general population. The findings suggest that the intervention had a positive effect on the speaking and listening skills of the reception children and that the teachers' involvement in the research contributed to their professional development.  相似文献   

3.
This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils’ conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the co-development-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish.  相似文献   

4.
The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children.  相似文献   

5.
This paper describes group work developed to enhance pupil self‐esteem. The intervention was originally developed in response to an identified need that arose in a resourced provision for pupils identified as having dyslexia, attached to a mainstream secondary school. However, more recently the same intervention has been found to be beneficial for pupils in mainstream provision. Feedback from pupils indicated that they found participating in a group very enjoyable, and that it had been useful to work with others who had similar difficulties. The staff involved reported a variety of beneficial outcomes for those who had taken part and requested that such groups become a regular feature of the psychology service to the school. A self‐rating scale administered prior to and following one group showed a rise in self‐esteem scores for the group as a whole over the course of the six‐week intervention.  相似文献   

6.
This article reports findings from a qualitative case study whose main focus was on how four 10–11‐year‐old dyslexic pupils coped with the demands of classroom reading during their final two years (Years 5–6) at a primary school in the north of England. Data were also collected on more general issues associated with the pupils' experiences of small‐group withdrawal tuition, and it is this evidence that is drawn on here. Although there were some benefits in terms of improved self‐esteem and overall confidence levels, problems with the sessions were revealed. The work on basic literacy skills lacked challenge as it was not well matched to learning needs and disaffection was created due to missing class lessons. Because of their literacy difficulties these dyslexic pupils were inevitably marginalised within the classroom community of learners, and I argue that attending withdrawal sessions added to their exclusionary experience of school.  相似文献   

7.
The purpose of the present study was to explore the effect of both short‐ and long term Child‐Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short‐term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long‐term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre‐ to posttest. Post hoc analyses indicated that the short‐term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc.  相似文献   

8.
There is a body of evidence that has linked teachers’ verbal feedback to pupils with pupil behaviour. In this study teacher verbal behaviour that was directed towards those pupils that the teachers had nominated as being especially difficult to teach was examined. A series of lessons was observed in a secondary school. The quality and quantity of teacher verbal feedback directed to the class as a whole and to the designated pupils was recorded, as was the on‐task behaviour of the pupils. It was found that the designated pupils were less on‐task than their peers and were more likely to ‘shout‐out’ in lessons. However, they were found to behave appropriately in well run lessons, where on‐task rates were high for all pupils. Teachers tended to give more attention to the designated pupils in the form of positive feedback directed towards their work, but also negative attention directed towards their behaviour. A positive relationship was found between teachers’ use of positive feedback and on‐task rates of the designated pupils. The results are discussed both in terms of the strategies used by teachers but also the effect that labelling of the pupils might have on the behaviour of the teachers and the pupils themselves.  相似文献   

9.
Data derived from systematic observation of pupils and teachers in 32 junior classrooms are used to consider the relationship between the teaching methods employed by teachers and the proportion of class time pupils spend engaged on curriculum tasks. Correlations between levels of whole‐class, group and individual interactions and the proportions of lesson time pupils spend working directly on curriculum tasks show that classrooms which have higher levels of whole‐class interaction have considerably higher levels of pupil time on task than classrooms with lower levels of whole‐class interactions. Further analysis shows that this association cannot be accounted for simply by pupils spending more time on task during class lessons. In particular, higher levels of whole‐class interaction are associated with pupils spending a higher proportion of time on task during periods of individual activity as well as at other times.  相似文献   

10.
Disobedient pupils, off‐task behaviour, and bullying are common problems in schools in many countries; they interfere with teaching, create an unsafe learning environment, and challenge the staff. Effective programs involving entire schools to prevent and reduce such problems have already been designed and implemented. However, most interventions target one type of problem behaviour, and their effects have only been evaluated in the short term. The Respect program 1 1. The program was run under the name “Connect” in the ConnectOSLO project. View all notes is broad in the sense that it targets not just one but several types of behaviour in order to prevent and reduce problem behaviour. The program was implemented among all the staff and pupils at three primary schools and one secondary school in Norway. A cohort longitudinal design was used in evaluating the program. Pupils in the four schools reported a decrease in the four areas of problem behaviour. This decrease was sustained or continued after the intervention period for some types of behaviour, even though the results differed between grade levels. In terms of effect size, the results were small to moderate for most grade levels. Although this analysis was non‐experimental in nature, it does document sustainable change resulting from intervention in an entire school and suggests that this could be maintained in the long term.  相似文献   

11.
Booster sessions are often recommended to reestablish or reinforce the cognitive messages or behavior changes due to therapeutic and behavioral interventions. To plan intervention‐relevant booster sessions, researchers need to know the pattern(s) of individual change over time in outcome variables and for experimental groups. Growth curve analysis of repeated measures can estimate these patterns for different categories of intervention participants. This article demonstrates an application of this method using data from a recently completed multisite randomized experiment that compared 3 different counseling and testing methods for prevention of HIV infection and other sexually transmitted diseases, Project RESPECT. Reported self‐efficacy for condom use with the main sexual partner is used as an illustrative example. For most experimental groups, self‐efficacy for condom use declined for both female and male respondents soon after the intervention and booster sessions should have been instituted within 3 months after the intervention. The article closes with some recommendations for both prospective and retrospective use of growth curves to rationally plan the timing of booster sessions and to evaluate their effectiveness in preventing relapse.  相似文献   

12.
The aim of this study was to build an implementation process model for social–emotional interventions. Case studies were conducted at five primary schools in England nominated as ‘lead practise’ by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area.  相似文献   

13.
This paper presents an analysis of the social organisation of news sessions in infants and primary classrooms. We argue that these events are essentially occasions for the initiation of pupils into aspects of school knowledge and culture, although they are ostensibly spaces in the school day where children may introduce their own topics and interests. We show, through a detailed conversational analysis of varieties of morning news events, how these activities are stage‐managed, what the nature of the children's contributions are, and how these are organised to legitimise school knowledge and to define pupil‐teacher relationships, especially the teacher as primary receiver and announcer of news. The transformation of children into pupils is seen to occur in news sessions as much as in any other classroom activity. The distinctive feature of news sessions in the first years of schooling is that these are early instruction in how the private/personal realm can be fitted to the contours of the public/official curriculum, how everyday life interests are subordinated to and appropriated by the culture of the school.  相似文献   

14.
British‐Chinese pupils are the highest achieving ethnic group in the British education system, and British‐Chinese boys’ performance equals that of girls. This paper investigates aspects of British‐Chinese pupils’ constructions of learning, focusing particularly on subject preferences and their constructions of themselves as pupils. The results are analysed according to gender as well as social class, and demonstrate that British‐Chinese pupils’ constructions of gender, subject preference and self‐image as pupils differ in some respects from those of pupils from other ethnic groups. Reasons for such differences are considered, and the paper also reflects on the implications of these findings in relation to broader findings concerning the stereotyping and ‘othering’ of the British‐Chinese within the British education system.  相似文献   

15.
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

16.
Judi Kidger 《Sex education》2013,13(2):185-197
This paper presents data from a study of four projects in which young mothers deliver school sex education sessions, with the aim of giving pupils ‘informed choices’ regarding their sexual behaviour. Eleven focus group discussions were carried out with pupils, and semi‐structured interviews were carried out with 14 young mothers in order to assess the extent to which the sessions were of value in this way. The findings show that pupils perceived the sessions to be beneficial, not necessarily through providing new information as implied by the notion of ‘informed choice’, but because they fostered a deeper level of understanding and acceptance of the potential consequences of their decisions regarding sex and contraception. The main reason for this outcome, that is pupils' beliefs that they were hearing the whole truth from their peers, is demonstrated and critically explored in relation to the young mothers' own perceptions of the sessions. The implications of the somewhat different understandings of the sessions that emerged for the key notion of ‘informed choice’ are considered.  相似文献   

17.
The arrival of refugee pupils in UK schools has presented significant challenges to staff, pupils and families. The aim of this study was to record and analyse the views of teaching staff regarding their experiences of integrating these pupils into schools in Newcastle upon Tyne. A questionnaire was sent to 53 schools in the city known to have pupils who are refugees or asylum seekers. Questions focused on key issues identified by the Local Education Authority Working Group for Refugees and Asylum Seekers, including the dissemination of information prior to the arrival of new pupils, staff training and the response of the school community as a whole. Twenty‐four questionnaires were completed (response rate 45.3%), from two nurseries, 13 primary schools, seven secondary schools and one special school. The overwhelming need identified was for improved access to interpreting services, and more reliable information about pupils’ backgrounds. It was evident that integration is approached differently by individual schools depending on their overall ethnic mix and the availability of resources and support networks.  相似文献   

18.
Literacy for pupils in the secondary phase of education is a key concern for practitioners and policy makers alike. Tony Lingard is the SENCo at a large comprehensive school in the south-west of England but he is also involved in staff development and school improvement initiatives across the UK. Literacy Acceleration is an intervention strategy for pupils with literacy difficulties that he and his team at school have been developing over many years. He undertook the research reported in this article at a comprehensive school where Literacy Acceleration was well established and being delivered by experienced staff. The research found that Year 7 and 8 pupils with literacy difficulties who followed Literacy Acceleration made significant progress with reading and spelling while similar pupils, who only had access to National English Strategy classes, did less well over the period of the study. The research also found that most of the pupils who experienced Literacy Acceleration in small groups, as well as mainstream English lessons, preferred being taught in smaller Literacy Acceleration groups where they also felt that they were making more progress. In concluding his article, Tony Lingard argues that pupils with literacy difficulties need specific, targeted interventions and that it may be a mistake to assume that the normal secondary English curriculum effectively meets their needs. This small-scale study therefore offers a challenge to a widely accepted policy. It suggests that abandoning strategies that focus on addressing the particular needs of pupils with literacy difficulties (of which Literacy Acceleration is one example) may not best serve the interests of a significant group of learners.  相似文献   

19.
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect.  相似文献   

20.
This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention.  相似文献   

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