In‐Service Preparation of Teachers for Administrative Responsibility     

Dora K. Briggs  Peter W. O'Brien 《Asia-Pacific Journal of Teacher Education》1976,4(3):244-251

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Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Factors influencing adaptation from university to employment in Portugal and Brazil     

Soares  Joana  do Céu Taveira  Maria  de Oliveira  Marina Cardoso  Oliveira  Íris Martins  Melo-Silva  Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529

International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This...  相似文献   

‘University is a non-Muslim experience,you know? The experience is as good as it can be’: Satisfied settling in Muslim students’ experiences and implications for Muslim student voice     

Maisha Islam  Lucy Mercer-Mapstone 《British Educational Research Journal》2021,47(5):1388-1415

We report findings from a cross-institutional investigation testing the applicability of a new concept, ‘satisfied settling’, which describes the ways in which students are unconsciously ‘settling for less’ in terms of their university experiences. The context of exploration for this article was that of Muslim students’ experiences as a critical area which has received little previous focus. Our results describe a staged cognitive process undertaken by students to subconsciously excuse institutional failures to support their religious needs by settling for lower levels of satisfaction. The ‘counter stories’ told by 19 Muslim students (via semi-structured interviews) detail how their voices are heard or silenced around the deep importance of religious provisions in their university experiences. Satisfied settling was ultimately found to translate across institutional contexts, and the applicability of the concept is discussed in extending to other marginalised student groups.  相似文献   

Communicative Foreign Language Teaching and how it Reflects on the Training of Modern Foreign Language Teachers     

Dora Dolle‐Willemsen  Jan Menting  Gerard M. Willems 《欧洲师范教育杂志》1983,6(2):175-181

If acquiring a foreign language is a highly individual process—part cognitive part affective, part information based part discovery based—the methodology of creating teaching/learning situations must take (next to linguistic issues) the individual into account: his learning style, his needs, interests, etc.

The article has two distinct emphases: (I) a cognitive, applied linguistics emphasis and (II) an affective, learner‐centred emphasis. By way of conclusion the implications of (I) and (II) for teacher training are involved.  相似文献   

The shifting landscape of open and distance learning     

Lucy Rai 《Open Learning》2020,35(1):1-3

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Local language a medium of instruction: challenges and way forward     

Lucy Dora Akello  M. C. Greetje Timmerman 《Educational Action Research》2018,26(2):314-332

The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms.  相似文献   

Children’s sibling relationships and gendered practices: talk,activity and dealing with change     

Rosalind Edwards  Melanie Mauthner  Lucy Hadfield 《Gender and education》2005,17(5):499-513

This article addresses children’s sibling relationships as a site of social learning involving the (re)production of femininity and masculinity, drawing on in‐depth qualitative interviews with children aged 8–12. We begin by noting the lack of focus on gender in the majority of previous work on siblings. After introducing our own study, we look at the ways in which children understood their siblings in relation to themselves, highlighting points of closeness and division, and pointing to class distinctions around individuality and collectivity. We then explore how ‘talk’ and ‘activity’ are key gendered features of children’s relationships with their sisters and brothers, revealing versions of femininity and masculinity, and interplays of power. Finally, we consider how these gendered features of sibling practices have implications for children’s ability to deal with change in relationships with their sisters and brothers, especially living apart from each other, and we return to class as a feature of their understandings.  相似文献   

Capacity building for school development: current problems and future challenges     

Dora Ho  Moosung Lee 《School Leadership & Management》2016,36(5):493-507

This article offers a theoretical discussion on the current problems and future challenges of school capacity building in early childhood education (ECE), aiming to highlight some key areas for future research. In recent years, there has been a notable policy shift from monitoring quality through inspection to improving quality through school capacity building in early childhood institutions in the global discourse for quality. Reflecting this policy shift and its implications on school development, ECE in Hong Kong is used as an illustrative example to deliberate the issues of school capacity building in Chinese educational contexts. We identify three challenging contexts: (1) low professional qualification and minimal teacher education resulting in a deficit approach to processional development, (2) absence of school-based professional learning culture for empowering teachers as internal agents of change, and (3) hierarchical culture within a school and between university and school hindering the process of school capacity building. Corresponding to these challenges, we aim to propose two suggestions, including (1) empowering teachers in ECE through school-based professional learning community and (2) promoting authentic external support in the process of university–school collaboration. Finally, we further propose specific directions for future research on school capacity building in ECE in Hong Kong. In doing so, it will contribute to knowledge-based development in school capacity building in Chinese educational contexts.  相似文献