共查询到20条相似文献，搜索用时 15 毫秒
1.
C. Bond M. Cole H. Crook J. Fletcher J. Lucanz J. Noble 《Educational Psychology in Practice》2007,23(4):363-379
This article is an initial evaluation of a motor skills assessment for primary aged children. The Manchester Motor Skills Assessment (MMSA) is designed to be quick and easy for teaching assistants to complete, with the dual purposes of informing group programme planning and demonstrating an individual child’s progress following a period of intervention. Inter‐rater reliability checks were conducted during initial assessments of 37 children in 11 schools. Focus groups discussed practical relevance of the tool. The evidence from this small‐scale study suggests that a range of assessors can reliably complete the MMSA. The tool also taps into functionally relevant motor skills for primary age children and informs programme planning. The MMSA appears to be a promising tool for supporting primary schools in identifying children with motor skills difficulties. The contribution of EPs to the MMSA’s development and implementation is discussed. 相似文献
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Carol G. Brown 《Educational Psychology in Practice》2010,26(3):269-278
The aim of this study was to evaluate the effect of the Primary Movement programme on the fine motor skills of children in an early years setting in an area of high social disadvantage. Primary Movement is a programme which can be used as an early intervention technique to help children inhibit persistent primary reflexes that have been shown to adversely affect motor and cognitive development. Previous research has found that the programme can have significant effects in increasing the motor and academic attainments of children, aged 8–11 years. A repeated measures design was used to evaluate the impact of the Primary Movement intervention, in comparison to a control intervention, on the fine motor skills of 65 Reception children, aged four to five years. The results from this study provide evidence that the Primary Movement programme had a significant effect on improving the fine motor skills of the children. This research provides further evidence to support the use of the programme within the Early Years curriculum. 相似文献
3.
Josephine Bleach 《Educational Action Research》2015,23(1):22-35
Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children. 相似文献
4.
This article reports work within a pilot in-service teacher development programme, which aimed to introduce language support teachers to the potential of practice-based research. A teacher, a team coordinator and a teacher educator have collaborated to produce a reflective account, and an evaluation of both the teacher development programme and the research study. The case study illustrates the use of a particular model of exploratory practice (Allwright, 1993) and the authors suggest that the findings on language input and output offer a useful benchmark for further investigation. An evaluation of the project concludes by arguing for the importance of such collaborative work within the teacher educator's research workload 相似文献
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This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities. 相似文献
7.
ABSTRACT In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff. 相似文献
8.
The objective of this study was to investigate a system of training designed by a Local Education Authority support service to promote interactive skill building with children on the autism spectrum. Using a case study approach, the study focused thematically upon outcomes for children, perceptions of schools regarding impact of the training programme and key features of the system of delivering training. Five schools (four primary mainstream and on primary special) which had completed training during a one‐year period participated in the research. Data was gathered using multi‐methods including questionnaires, semi‐structured interviews and document scrutiny. Findings indicate a number of positive outcomes for children, including enhanced communication skills and the development of friendships with peers. The model of training was perceived to be effective by all participants, with a focus upon increased staff confidence in order to become trainer of other members of staff. The training model comprises a number of features essential to effectiveness, including the development of partnerships between all stakeholders. The model of training is seen as a system through which continuation of interaction techniques in schools is promoted, initially with input from a local authority specialist, and with the aims of independent continuation of the programme and practices. This case study reflects the ability of support services to identify innovative ways of providing services, underpinned by the notion of promoting inclusive practices: this holistic package of support could serve as a model for other types of interventions with children with a range of needs. Conclusions indicate that involvement of children as active participants at the inception of the programme should be considered: further research ought also to include the voices of children in order to seek insights into the perceptions of the programme. 相似文献
9.
The European Commission has determined the following priorities to increase the quality of teacher training programmes in the European Union: ensuring that all teachers have access to the knowledge, attitudes and pedagogic skills they require to be effective; ensuring that provision for teachers’ education and professional development is coordinated, coherent and adequately resourced; promoting a culture of reflective practice and research among teachers; promoting the status and recognition of the teaching profession; and supporting the professionalization of teaching. In this context, the RELEASE project pursued the adaptation of the teachers’ in-service training programme in Cyprus to the teachers’ and schools’ needs. The project also aimed at the enhancement of the school principals’ pedagogic role in supporting teachers’ professional development, the promotion of teachers’ development at school and the acquisition of self-regulated learning skills. The present paper draws on the benefits of the action research procedure for teachers’ development and the changes revealed in the teachers’ discourse throughout the project as illustrated in their oral and written reflections. The discourse analysis of the teachers’ speech in different stages of the project indicates a movement from remoteness and distance to collaboration, participation, openness and exchange, and a movement from low trust in their own choices to reflection and self-confidence to make justified selections and act in alternative ways. The discussion of the project’s results attempts to distinguish the effective key components of this project, providing empirical evidence/support for the reflective paradigm of teacher development. 相似文献
10.
John Follett 《Pastoral Care in Education》2013,31(1):3-11
This article considers the implications of a small‐scale research project, undertaken by the authors, which used the example of the Massage in Schools Programme (a simple peer massage programme) to ascertain whether the planned use of touch‐based activity can support the growth of social and emotional skills in the primary classroom. Such claims are considered within the context of a modern society that is ill at ease with touch. Data, including observations of children and interviews with children and staff, were collected in two primary school classrooms pre, during and post the introduction of a six‐week massage programme, led by Massage in Schools practitioners. The findings of this project demonstrate that the number of social relationships reported by children did increase post intervention. The article goes on to consider the possible mechanisms by which this was achieved and features of the classroom context that may mediate the impact of the intervention. The authors conclude that a touch‐based intervention such as the Massage in Schools Programme may have a positive and potentially educational value for children and schools and support the growth of social and emotional skills. 相似文献
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Ben Hayes Andrew Heather Daniel Jones Christopher Clarke 《Educational Psychology in Practice》2018,34(2):166-174
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up. 相似文献
12.
Yaoying Xu Christopher Chin Evelyn Reed Cynthia Hutchinson 《Early Childhood Education Journal》2014,42(5):295-304
The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed. 相似文献
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The number of pupils with Statements who are permanently excluded from school has been identified as an issue in several national studies. This paper reports on a small-scale research project within one local education authority (LEA), aimed at identifying common factors and issues around the exclusion of Statemented pupils from mainstream schools. Key findings include a high rate of significant literacy and numeracy difficulties in the sample, limited communication between some schools and LEA support services, the schools' predominant use of Statements to provide in-class support from a learning support assistant rather than other more targeted interventions, and teachers' perceptions that no amount of increased funding through the Statement would have prevented the exclusion. 相似文献
14.
Ben Jeffes 《Educational Psychology in Practice》2016,32(1):73-84
The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The aims of this study were (i) to explore the efficacy of a phonics-based reading intervention programme, Toe By Toe, among secondary age students with severe reading difficulties and (ii) to examine perceived barriers to implementing this intervention programme. Results showed the intervention brought about a statistically significant improvement in the students’ decoding and word reading skills. Interviews with staff and students indicated a wide range of positive responses to the intervention and some key barriers to implementation. This study adds to the evidence base for the use of reading interventions in secondary schools to support students with severe reading difficulties. 相似文献
15.
This article describes an evaluation of universal resources designed to support motor development in Reception and Year 1 children. Four schools (Year R–Year 6) in the South East of England, three with high numbers of disadvantaged children participated. Senior leadership influenced take up of the initiative. Health and well-being practitioners and occupational therapy students contributed to ‘roll out’ of the resources with support provided by the authors over 12 weeks. Interview and focus group data from participating staff were gathered alongside examples of schoolwork from pupils. School staff needed access to support when incorporating universal strategies. The initiative contributed to schools working towards Healthy Schools targets. At the end of 12 weeks, improvements in children's sitting position, handwriting and lunchtime skills were noted, warranting further exploration of this approach to address the needs of children with poor motor skills at school entry. 相似文献
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Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China 总被引：1，自引：0，他引：1
Ewan Wright Moosung Lee 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):199-216
There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising “21st-century skills”. Proponents of this view, who have been termed “the 21st century skills movement”, have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors’ research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP “Core Requirements”, which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China. 相似文献
18.
In the academic year 2006–2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three‐year BEd (Honours) Secondary Physical Education course in the south‐west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. 相似文献
19.
This paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher. 相似文献
20.
Michael Jopling Judy Whitmarsh Mark Hadfield 《International Journal of Early Years Education》2013,21(1):70-84
This paper describes the findings of a qualitative evaluation of an early years' intervention, I Can's Early Talk (ET) programme. ET was designed to improve speech, language and communication outcomes for children aged 0–5 by focusing on enhancing practitioners' knowledge and skills. The research focused on children aged 3–4 years and was conducted in 14 Sure Start Children's Centres across England, using a combination of observations and interviews with practitioners, centre managers and local authority staff, along with a questionnaire survey of parents. Findings revealed improvements in practitioners' confidence and practice as a result of participating in the programme. The results also suggest that participating practitioners felt their capacity to understand and reflect on how to support children's speech, language and communication improved, particularly in the children's centres which had been accredited for over six months. ET was also found to offer a balance of support and challenge which consolidated and extended good practice and identified areas for development where practice was less effective. In addition, some of the challenges, which characterised and ultimately enhanced the research process, are described. 相似文献