Derbyshire secondary development project     

Marianne McCarthy 《School Leadership & Management》2013,33(3):323-332

This paper concerns a project involving six secondary schools in different parts of Derbyshire lea. The broad aim of the project is to investigate ways of helping schools deal more effectively with difficult behaviour. Central to its philosophy is that of building working teams within schools which have the time and power to influence decision making. The team concept is further enhanced by the creation of ‘support’ teams outside the schools which act as a management structure to the project. This structure has formed the vehicle for evolving a partnership with lea senior staff and for sharing ways of identifying and meeting school‐based needs and those of the authority.  相似文献   

Annual Index Volume 8     

Alison Scope  Janet Empson  Sue McHale  Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity.  相似文献   

The icelandic educational network: incidents reported as fostering successful use of educational networks     

Unnar Thorsteinsson  Sue Espinoza  Madeline Justice 《Technology, Pedagogy and Education》2013,22(2):233-239

Abstract

Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities  相似文献   

Measuring Jews in Motion     

Zvi Bekerman  Sue Rosenfeld 《Journal of Jewish Education》2013,79(3):196-215

Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well—in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect essentialist concepts of identity that assume Jews and their Jewishness remain unchanging across various contexts. Our intention in this article is to review briefly some of the ways in which traditional methods of studying Jewish identity reveal problematic conceptualizations, and to suggest an alternative that seems to us more in keeping with constructivist concepts of identity.  相似文献   

Smart toys and sophisticated learning tools     

Sue Greener 《Interactive Learning Environments》2013,21(5):549-550

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Bridge to Teaching—An Accelerated Teacher-Certification Program     

Henri Sue Bynum  Lorraine Coughlin  Edwin R. Massey 《Community College Journal of Research & Practice》2013,37(8):633-634

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Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK     

Maura Jones Moyle  John Heilmann  S. Sue Berman 《Early education and development》2013,24(5):668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.  相似文献   

Classroom behaviour management content in Australian undergraduate primary teaching programmes     

Sue O’Neill  Jennifer Stephenson 《Teaching Education》2013,24(3):287-308

The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models.  相似文献   

Universal access to preschool education: approaches to integrating preschool with school in rural and remote communities     

Sue Dockett 《Early Years: An International Journal of Research and Development》2014,34(4):420-435

In 2012, the government of South Australia responded to Federal agreements aimed at universal access to preschool education for children in the year before starting formal schooling by introducing a trial designed to ‘integrate’ preschool children into first year of school programmes in rural and remote areas of the state. This paper reports on the evaluation of this trial, exploring the ways in which integration was interpreted and implemented in eight rural and/or remote sites, the perceived value of collaboration in planning integrated provision and the ways in which two new curriculum documents – one for the prior-to-school years and the other for compulsory school – influenced the delivery of integrated preschool–school programmes. Results identify several types of integration, highlight some of the challenges of collaboration in integrating preschool with school and share the caution of educators about the push down of school curriculum into preschool contexts.  相似文献   

“Lies,damn lies and statistics”: a history of museum visits in Australasia     

Lee Davidson  Conal McCarthy 《Cultural Trends》2019,28(1):36-55

ABSTRACT

While a great deal of attention has been paid to museum visit data in the last few decades, very little is known about long-term trends. This article examines the distinctive history of museum visits in Australasia through a comparative study of eight key institutions from across the region. Archival research was undertaken at each institution to compile as complete as possible a data set of annual visitation from opening until present day. Any stated changes in funding, admission charges, buildings etc. were also recorded, along with comments indicating contemporary explanations for fluctuations in visitation. Sources included official documents such as annual reports and trustee minutes, as well as visitor books and attendance records. We provide an initial overview of the quantitative and contextual data we collected from the case study museums focusing on a number of key questions: How have museums in Australasia been counting and reporting visit data over the past 150 years? What does this reveal about changes over time in the perceived value of visit data and museum attitudes towards their visitors? What are the key trends in museum attendance at the local, national and regional level in Australia and New Zealand? What contemporary explanations were given for fluctuations in museum attendance and are they supported by a long-term, cross-institutional comparison of the data? The study provides insights into historical shifts in thinking about the importance of visitors, appropriate methods for recording visitation, and the value of this data. The findings are also relevant to how museums today interpret attendance figures. The ways in which visit data were included or excluded from historical narratives about the value of museums highlights the constructed nature of visitor data and raises questions about the role of visitor research in contemporary museums.  相似文献