What emotional-centred challenges do children attending special schools face over primary–secondary school transition?     

Charlotte L. Bagnall  Claire L. Fox  Yvonne Skipper 《Journal of Research in Special Educational Needs》2021,21(2):156-167

Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.  相似文献   

Teacher professional development: Which aspects of inservice do teachers believe influence their classroom practice?     

MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365

Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice, and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine which specific aspects of the project they believed had most influenced the development of their current classroom practice in teaching science. Specializations: inservice and preservice in primary science and technology.  相似文献   

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools     

Yvonne Leckey  Lynda Hyland  Gráinne Hickey  Anne Lodge  Paul Kelly  Tracey Bywater 《Irish Educational Studies》2016,35(1):35-55

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.  相似文献   

What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence     

Jessica Kornmann  Ingo Zettler  Yvonne Kammerer  Peter Gerjets  Ulrich Trautwein 《High Ability Studies》2015,26(1):75-92

Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students.  相似文献   

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball     

Till Koopmann  Yvonne Steggemann-Weinrich  Jochen Baumeister 《Research quarterly for exercise and sport》2017,88(3):365-370

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical displays on observation time and execution performance. High affordances in visual-spatial transformation (e.g., mental rotation processes) might impede information processing and might decrease execution performance with regard to the instructed playing patterns. Method: In a within-subjects design with 1 factor, 10 novice students were instructed with visual tactical instructions of basketball playing patterns with different orientations either showing the playing pattern with low spatial disparity to the players’ on-court perspective (basket on top) or upside down (basket on bottom). Results: The self-chosen time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher when the instructional perspective and the real perspective on the basketball court had a congruent orientation. Conclusion: The effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players’ actual perspective while standing on the court or imagining themselves standing on the court. According to these results, coaches should align their tactic boards to their players’ on-court viewing perspective.  相似文献   

Die Geschichte des Frauenfußballs in Deutschland     

Dr. Yvonne Weigelt-Schlesinger  Carina Sophia Linne  Sandra Hallmann 《Sportwissenschaft》2011,41(2):149-151

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How accurate can A Level English Literature marking be?          下载免费PDF全文

Yvonne Williams  Duncan Williams 《English in Education》2017,51(3):255-274

This article considers in a wide perspective the crisis in the assessment of examinations in A‐level English Literature and current attempts to address the problems. Examining the implications of a survey of recent reports initiated by the regulator, it argues that trying to ensure reliability merely through technological advances and changes in examining practice obscures the need for English teachers’ communal understanding of academic standards to be developed through their professional experience. It proposes ways in which this should be achieved, for example by developing current and potential professional networks and communities of practice.  相似文献   

Does immigration background matter? How teachers’ predictions of students’ performance relate to student background     

Axinja Hachfeld  Yvonne Anders  Sascha Schroeder  Petra Stanat  Mareike Kunter 《International Journal of Educational Research》2010,49(2-3):78-91

Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.  相似文献   

Implementation Effects of a Pre‐service Training Course for Secondary Education Teachers     

Simon Veenman  Jeska Bakermans  Yvonne Franzen  Masja Van Hoof 《Educational studies》1996,22(2):225-243

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers.  相似文献   

Uncovering young children's motivational beliefs about learning science          下载免费PDF全文

Elisa Oppermann  Martin Brunner  Jacquelynne S. Eccles  Yvonne Anders 《科学教学研究杂志》2018,55(3):399-421

Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.  相似文献