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1.
Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship. 相似文献
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Scruggs PW Beveridge SK Watson DL Clocksin BD 《Research quarterly for exercise and sport》2005,76(2):166-175
The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education. 相似文献
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Michael Dixon Pamela Beveridge Charlotte Farrior Beth Ann Williams William Sugar Abbie Brown 《TechTrends》2012,56(6):44-48
Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University??s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester??s time, to produce supplemental instructional content for students new to the masters program. Working from locations scattered throughout North Carolina, the production team found the time and resources, and relied on the strengths of individual team members, to produce an online orientation for students new to the instructional technology masters program. 相似文献
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Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life. 相似文献
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Recently, teachers have been described as lacking an organised and consistent understanding of how children acquire literacy. Arguments about falling standards have been aired in the media, and links drawn between methods currently in favour in UK schools, and an apparent failure of children to acquire ‘basic skills'. Proposals have now been made by the Department for Education which give greater prominence to more structured, skill-based primary teaching which, it is claimed, will raise standards and better prepare children to meet the demands they face as they move into secondary school. This study analyses teachers’ conceptual maps of literacy teaching as the preliminary phase of a research programme aimed at describing and enhancing pupils’ functional use of literacy across the curriculum. The analysis is based on a four-quadrant model of adult-child proximation. Using a questionnaire format, important similarities and contrasts were found between the views of primary and secondary teachers. However, the study does reveal that teachers have complex models of literacy which underpin their work and do not adhere to simplistic, uni-dimensional methods. 相似文献
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Three different groups of 10‐11‐year‐old children in each of three primary schools, 90 children in all, were given a lesson on the topic of Cartesian coordinate line graphs representing journeys. Three teaching procedures were used which differed according to their degree of embeddedness. The children in each group demonstrated a substantial degree of learning of the topic, a result which is discussed in relation to the general absence from the primary school curriculum of lessons about journey graphs.
However, no significant differences were found between the three teaching procedures indicating that these children were capable of learning about journey graphs from a relatively disembedded point‐plotting procedure. The lessons in which the journeys represented were placed in a social context did not produce a significant degree of additional learning as compared to the formal procedures. 相似文献
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The role of ‘academic partners’ working alongside teachers is an increasingly complex and sometimes controversial one. This article explores the role of academic partners in Educational Action Research, reporting on data from a larger study conducted in New South Wales, Australia. Schools involved in the study had received targeted government funding between 2006 and 2010 to conduct school-based action learning projects employing action research. As part of the funding, the schools had been provided with external support from university-based academic partners, who supported individual school teams in the completion of their projects. Here we focus specifically on the role of the ‘academic partner’. Data were obtained via semi-structured interviews with academic partners themselves, with the project’s state coordinators who oversaw the project, and with teachers who had worked with the academic partners over the course of their school-based projects. Participants in the study identified significant benefits for both teachers and academics engaging in co-inquiry, but findings also suggest that the role of academic partner is increasingly complex, multifaceted and sometimes under-supported. When there is ‘good fit’ between academic partners and schools and when structures are in place to support academic partners in their work, the academic partner role in schools can contribute to sustained educational change. In this article we discuss the crucial antecedents, enablers and constraints which ensure that academic–school partnerships enrich learning for both academics and teachers, building mutual capacity. 相似文献
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abstract This study investigates the extraction of information by 13 and 14 year old children (n= 120) from four different pictures displaying ecological topics. The pictures were reproduced as coloured or monochrome and photographs or line drawings. The children perceived significantly more from photographs than from line drawings and from coloured than from monochrome pictures, even after the exclusion of colour‐specific items. The results are discussed with reference to the role of colour in enhancing figure‐ground quality and the effect of colour as a distractor. Evidence is also presented which suggests that the higher scores made with photographs are related to the general ability of the child. This result is discussed in terms of the possible motivational and cognitive effects of complex pictures. 相似文献
10.
This paper reports two experiments which use a micro-computer driven self-paced reading task to examine the reading strategies of good and poor readers. Unlike previous work using this technique the children were able to regress to earlier parts of the texts by pressing the appropriate computer key. The main focus of the experiments is on the relationship between reading strategies, reading ability and the length of the textual units which are presented to the children. Reading ability is found to influence reading strategies differently according to whether text is presented in single words or in phrases. A similar result is found for the time taken to read the texts. The results are discussed in the light of current theories of text processing. However the main point of the paper is to illustrate the use of a potentially powerful diagnostic tool which will operate on computers currently available in schools. 相似文献