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1.
Anna Eames 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):337-348
Background: To help equip students with 21st century competencies, one popular strategy adopted by governments and schools worldwide is to move from less formal to more engaging school environments through School-Based Curriculum Development (SBCD). In Singapore, the governmental call to Teach Less and Learn More has galvanised SBCD in schools nationwide. Schools have been given more autonomy and greater flexibility to develop diverse approaches in innovating their own curriculum frameworks.Purpose: This study aims to provide a nuanced, retrospective account of the enactment of SBCD via Information and Communication Technology (ICT)-integrated, theme-based programmes in a primary school in Singapore. The research questions that guide this study are: (1) How do the school stakeholders enact SBCD? (2) How does the enactment affect the school stakeholders?Method: This study looked into curriculum innovation using a retrospective lens and employed a case study approach to examine the enactment of SBCD in the school. Five focus group discussions (FGDs) were conducted with the major stakeholders of the school, including two school leaders, ten key personnel and ten teachers across different subjects and grade levels. Thematic analysis of the data was undertaken.Findings: Four themes and twelve associated sub-themes were identified from the analysis of the FGDs. The four themes include experimentation, support, growth and challenges. This whole-school approach to curriculum innovation had a clear focus on mobilizing the school community to tackle the uncertainties of implementing an innovative curriculum. The stakeholders played diverse but intertwined roles throughout different stages of the enactment process, producing strong collegiality amongst the stakeholders. This prevailing collegiality, as embedded in the active participation of the stakeholders in a multiplicity of collective sharing and learning practices, seems likely to help the school achieved desired outcomes.Conclusions: The whole-school approach to curriculum innovation in the case school is promising from the perspectives of teaching-learning and student outcomes, but cannot provide a panacea for all the challenges encountered in the enactment process. 相似文献
2.
《师资教育杂志》2012,38(1):65-77
This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to consider what this reflection on practice might offer to the education of teachers in the current UK training context. The context for the paper was a project which engaged pre-service trainee teachers in researching the proposition that automaticity in handwriting plays a role in facilitating composing processes and that the automaticity of early writers can be trained. Some outcomes of the project for pupils are reported. The focus in the present paper is, however, on the participating trainee teachers and the paper suggests that conducting research was a significant learning event for these pre-service teachers and that, through working together, they were able to analyse their development as researchers and their learning during the research process. At a time when the English government views teacher training as a method of school improvement and the effectiveness of training is measured through its immediate impact on pupil outcomes, this study offers an example of how shared research can offer positive learning outcomes for pupils, develop the reflective thinking of pre-service teachers through researching a real problem, and develop links across a range of school and university settings. 相似文献
3.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives. 相似文献
4.
《Pastoral Care in Education》2013,31(2):22-28
As in England, approaches to guidance/pastoral care in Hong Kong have in recent years become more proactive and less exclusively reactive. This paper presents an example of this, focusing on a secondary school in Hong Kong which has sought to implement a whole-school approach through developmental guidance programmes. The writers' evaluation of this suggests that the integration of guidance/PSE into the whole-school curriculum was feasible, with a favourable outcome perceived by the school community. The findings also identified a number of important factors which facilitated the implementation and development of the policy. 相似文献
5.
《师资教育杂志》2012,38(3):287-295
ABSTRACT Many studies of classroom climate demonstrate effects on student learning outcomes. In this study the effect of a short in‐service teacher training program on pupil perceptions of the classroom climate is investigated. Two conditions are compared: in the first condition the teachers participated in the training program at the beginning of the school year; in the second condittion the teachers participated in January. It appeared from the results that pupils did not perceive a difference between teachers in the first condition and teachers in the second, with respect to the topics which were the focus of training (classroom management and instruction). However, a difference in the perception of the teacher/pupil relationships was found in favor of the teachers in the first condition. 相似文献
6.
归因训练是帮助学习障碍学生增强学习动机,提高学习成绩的有效 干预手段。目前关于学习障碍学生的归因训练多以小学生和初中生为对象, 采用的训练方法为直接法和间接法。研究表明,个体和小组形式的归因训练 优于团体归因训练,实验情境中的归因训练优于课堂情境的效果,将策略教 学与归因训练结合比单独使用归因训练更为有效。提高团体形式和课堂情 境中归因训练的有效性是今后研究的重点。 相似文献
7.
A Whole-School Approach to Guidance: A Hong Kong Experience 总被引：1，自引：0，他引：1
As in England, approaches to guidance/pastoral care in Hong Kong have in recent years become more proactive and less exclusively reactive. This paper presents an example of this, focusing on a secondary school in Hong Kong which has sought to implement a whole-school approach through developmental guidance programmes. The writers' evaluation of this suggests that the integration of guidance/PSE into the whole-school curriculum was feasible, with a favourable outcome perceived by the school community. The findings also identified a number of important factors which facilitated the implementation and development of the policy. 相似文献
8.
This study aims to provide deeper insight into participants’ (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school principals, 10 teachers, and six student teachers from four professional development schools in the Netherlands. A trend displayed across all types of participants was their focus on the context dimension of research. Moreover, respondents often focussed in rather general terms on the process of conducting teacher research within the school and the content of this research. A major difference exists between perceptions of the actual and preferred situation related to the effects of teacher research on pupils’ outcomes: despite the central focus of research on pupil learning and learning results, according to participants effects on pupil level were not (yet) reached at this moment. These results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research. 相似文献
9.
Sara Bragg Ruth Ponsford Rebecca Meiksin Maria Lohan G.J. Melendez-Torres Alison Hadley Honor Young Christine Anne Barter Bruce Taylor Chris Bonell 《British Educational Research Journal》2022,48(4):665-683
Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice. 相似文献
10.
Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts. 相似文献
11.
Lauren Donovan Dacia McCoy Hilary Denune David W. Barnett Janet L. Graden Victoria Carr 《Journal of educational and psychological consultation》2015,25(2-3):252-275
Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE. 相似文献
12.
This case study of an Integrated Learning System in a UK school was designed to examine staff and pupil attitudes towards the software and to understand why the school chose to cease using the ILS after two years of implementation. Staff who used the software in their teaching were interviewed and their pupils’ attitudes were measured using questionnaires. We analyse and discuss the results of the staff interviews alongside the pupil questionnaires in order to shed some light on the reasons underlying the cessation of the ILS. The study concludes that a combination of technical problems with the ILS software and the lack of a clear focus in managerial decisions concerning the purchase, implementation and administration of the system in this school hindered the successful implementation of the ILS.“The Machine Stops” by E. M. Forster was first published in the Oxford and Cambridge Review in 1909. 相似文献
13.
Aubyn C. Stahmer Sarah Rieth Ember Lee Erica M. Reisinger David S. Mandell James E. Connell 《Psychology in the schools》2015,52(2):181-195
The purpose of this study was to examine the extent to which public school teachers implemented evidence‐based interventions for students with autism in the way these practices were designed. Evidence‐based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence‐based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence‐based strategies; however, they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time and across intervention strategies is examined. 相似文献
14.
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi-experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes. 相似文献
15.
Laura J. Nicholson Sara Rodriguez-Cuadrado Clare Woolhouse 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):420-440
ABSTRACTThe benefits of peer mentoring in school settings are well-documented, however, the focus has been on the perceptions of teachers, as opposed to teaching assistants, who report distinct beliefs about their professional development. A mixed methodology was used in which 304 primary school teaching assistants completed questionnaires regarding their views of their professional development while undertaking training on a mathematics intervention for underachieving pupils. Open-ended questions elicited the perceived benefits of the peer mentoring aspect of the training. We utilized Lave and Wenger’s (1991) community of practice framework to inform the qualitative analysis and the principles of grounded theory to arrive at three themes representing the perceived benefits: an opportunity to discuss and share experiences; increased confidence; and a safe space to test teaching plans and resources. Findings were used to reframe the benefits of peer mentoring for teaching assistants undertaking intervention training, which can inform further research and future training programs. 相似文献
16.
Emily Warren Leonardo Bevilacqua Charles Opondo Elizabeth Allen Anne Mathiot Grace West Farah Jamal Russell Viner Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers. 相似文献
17.
Roelande H. Hofman W.H. Adriaan Hofman Henk Guldemond 《School Effectiveness & School Improvement》2013,24(3):352-366
This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school. 相似文献
18.
Lina Lago Helene Elvstrand 《Early Years: An International Journal of Research and Development》2019,39(2):163-174
This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other. 相似文献
19.
20.
Carla C. Johnson 《Journal of Science Teacher Education》2007,18(4):629-661
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献