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1.
This paper presents the evidence collected for the National Behaviour and Attendance Review (NBAR) in Wales on the professional development needs of staff on behaviour management and school attendance. These data were collected in two stages between 2006 and 2008. At Stage 1, data were collected from four pre‐selected professional focus groups who met throughout Wales to consider specific topics relating to the behaviour of children and young people in schools at the present time (n = 121). At Stage 2, relevant professional focus groups were established to specifically examine the themes of professional development and training in behaviour management and attendance in both North and South Wales (n = 62). This latter group activity built on the preliminary work of the NBAR review group’s own sub‐group on professional development and training. The paper considers the outcome of all these findings and their implications for future practice in Wales.  相似文献   

2.
The National Behaviour and Attendance Review (NBAR) Report for Wales was produced in 2008. Subsequently, its recommendations were accepted by the Welsh Assembly Government (WAG) which established an Implementation Group to prepare its response in detail. A year later in April 2009 this Group presented its findings and recommendations to WAG in the form of an Action Plan. The Action Plan was entitled Behaving and Attending: Responding to the National Behaviour and Attendance Review. The intention of the Action Plan is to help to shape the direction of future developments on the management of attendance and behaviour in Wales over the foreseeable future. The Action Plan’s recommendations are sub‐divided into three: short, medium and long‐term solutions. The Plan’s strategy is broken down into eight key areas. These are on: attendance, behaviour, children and young people’s rights, early intervention, literacy, multi and inter‐agency working, school effectiveness and finally, on training and development. This paper outlines and considers these ideas, places the work into a UK‐wide research context and the Welsh educational policy strategy. It also indicates areas where future pilot projects and research will be necessary.  相似文献   

3.
In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes.  相似文献   

4.
This is the first article to compare and contrast the outcomes of Office for Standards in Education (Ofsted) reports on the management of school attendance issues in primary and secondary schools, out-of-school and local education authorities (LEA) provision. The findings indicate that schools and LEAs are judged using very strict criteria based on a school's or LEA's authorized or unauthorized rates of attendance, which are then compared with national norms, targets and Ofsted criteria. By contrast, out-of-school providers, often pupil referral units (PRUs), are given much more latitude despite their more obvious and serious attendance difficulties. This paper presents an insight into the reasons given by Ofsted inspectors for making either their positive or negative judgements on schools', PRUs' or LEAs' performances on the management of their attendance agenda. The implications of these findings are considered and conclusions drawn based on the evidence. Further research will be necessary to compare the findings in this paper with subsequent outcomes given the proposed changes with Ofsted's methodology and criteria for conducting its future inspections.  相似文献   

5.
The link between good attendance in school and academic performance has been acknowledged for some time now. However, improving school attendance for young people with social, emotional and behavioural difficulties (SEBD) or pupils at risk of exclusion can be a challenging task for educational leaders. This paper begins with a discussion of earlier studies on outdoor learning and school attendance. It adds to the discourse by presenting findings from a one-year outdoor learning programme situated within an English special school for young people with SEBD. The research reported here is part of a larger study that used an action research design. The paper concludes that although improvements in attendance can be achieved, the factors affecting attendance are complex and that improvements may be restricted to programmes that utilise an outdoor learning approach rather than being achievable across the whole school curriculum.  相似文献   

6.
High rates of absenteeism are often an early warning sign for negative long-term outcomes. Typical high school attendance policies, especially those that are punitive in nature, can make attendance problems worse. Fortunately, evidence suggests that even small improvements in student attendance can lead to meaningful outcomes. To support this recovery, high schools must have access to the most effective and efficient attendance interventions. The purpose of this systematic literature review is to summarize the current empirical research related to improving attendance in high schools. Results indicate that the 3 most common elements of high school attendance interventions with desired outcomes were skills training, family support, and incentive-based strategies. We discuss implications for future research and suggest that developing a continuum of research-supported practices within a multi-tiered system of support framework may be an effective way for schools to proactively and efficiently improve student attendance at the high school level.  相似文献   

7.
The research study presented in this article was conducted because of the surprising paucity of research findings on the effect of significant absence from primary school on peer relationships. Participants in the study were Year 6 pupils, 140 of whom had attendance records of 80% or less in both Years 2 and 6. Of the 140, 133 were matched with those with better attendance records in the same class, of the same gender and born in the same season of the year. As revealed by sociometry conducted in 89 classes, the poor attenders were found to make and to receive fewer friendship choices than those with better attendance records. The question as to whether poor attendance is a result or a cause of having fewer friends is discussed and consideration is given to intervention issues.  相似文献   

8.
This is the first article to focus specifically on an evaluation of the existing strategic policies and related professional development needs on attendance within an LEA. Such evaluations are becoming more important as LEAs respond to their first ever OFSTED and prepare for follow-up visits and/or second inspections. Recent evidence suggests that attendance issues are becoming central to overall outcomes in OFSTED visits and in their subsequent reports to LEAs.
This paper outlines the evidence from recent international and British research, considers the national scene and role of the education welfare service and then examines existing practice on attendance within an LEA. The findings of an in-depth investigation into attendance issues within the LEA are then presented followed by key recommendations, an analysis of professional training needs as well as providing evidence on the LEA's progress since these training needs have been fulfilled.  相似文献   

9.
Just under half a million children and young people in state schools in England miss school every day. Indeed, improving school attendance has remained a key aim for successive governments. Various strategies have been adopted at both national and local levels in an attempt to tackle the persistent issue of school attendance with varying degrees of success. This study explores the effectiveness of one of those strategies – that of parental prosecutions – as a means of improving children and young people's school attendance. It reports on the effectiveness of parental prosecutions while highlighting some of the emerging patterns among a cohort of those prosecuted within one local authority during one academic year.  相似文献   

10.
Because of established links with attainment, the UK government has, over the last ten years, developed policies to improve school attendance. Legislation now makes school attendance a parental responsibility. In the small-scale study reported in this article, Anne Sheppard, manager of an Education Welfare Service Team in North Yorkshire, collected data on 57 pupils' attitudes to school and schoolwork and their perceptions of their parents' involvement in their education. In order to examine the role of these variables in relation to school attendance, 'good' and 'poor' attenders of 12 to 13 years of age, matched for ability, were compared on a number of quantifiable measures regarding their perceptions of schoolwork and their parents' behaviour in relation to aspects of their schooling. Both good and poor attenders avoided class work if possible, but good attenders were more likely to do their homework and perceived their parents as more involved in their education. Anne Sheppard argues that Education Social Welfare Services need to take account of findings from parental involvement research in their practice if they are to increase both children's school attendance and attainment.  相似文献   

11.
This article highlights the experiences of students and educators from a larger sociocultural study of participation and engagement at a senior alternative high school programme in British Columbia, Canada. Drawing on participant observation, active interviews and document analysis, school attendance was remediated as a meaningful social practice as a result of the relationships young people formed with educators and peers, rather than meaningful in and of itself or in relation to academic performance. These findings trouble school attendance policies that locate absenteeism as a problem within individual students and as decontextualised from their lived experiences. Findings also foreground the importance of examining how school attendance may be interpreted by students. For some students, participation in relationships and communities lies behind school attendance, highlighting the necessity of attending to the role of identity and values alongside of the construction of knowledge as central to the work of schools.  相似文献   

12.
Concern about poor school attendance and participation, particularly of Indigenous children, is a key issue in Australian education; however, strategies to address this issue have been piecemeal and have met with limited success. While much has been written about the issue of school attendance, little attention has been given to absenteeism in early childhood education or its effects at this level. Drawing on data from a longitudinal ethnographic study of Indigenous children in early childhood education in an Australian city, this paper examines the impact of intermittent attendance on the academic, social and personal wellbeing of young Aboriginal children. Explanations for non‐attendance, particularly in the non‐compulsory pre‐school, are considered, and the efficacy of current policy trends to coerce parents to deliver children to school by withholding welfare income is challenged. It is argued that because absenteeism in the Indigenous context is part of the broader complex of social exclusion and disadvantage, policy‐makers and service providers, such as the school, are presented particular challenges involving the balancing of competing principles.  相似文献   

13.
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured interviews, and focus groups across four of Iraq's 18 governorates (Erbil, Baghdad, Najaf and Basra). An initial scoping study collected background data through interviews, site-visits and document analysis, establishing the context and informing the design of the main study. In this paper, we provide an overview of the educational context in Iraq, data on school attendance and disability among children aged 6–18 years, and the perspectives and vision for education in Iraq verbalised by key stakeholders. This research provides insights into current patterns of school attendance, and considers some of the implications for inclusive education in Iraq. We conclude by discussing the potential for implementation of Iraqi policy initiatives to impact on the rights of disabled people within education and wider social provision.  相似文献   

14.
This paper reflects upon a career of 40 years involving teaching and research into the causes and solutions for school absenteeism and truancy. It includes insights into both professional and empirical work and notes how the subject has become increasingly ‘politicised’ over the last 25–30 years by governments of both persuasions: Left and Right. It also reinforces difficulties which educational researchers can face in obtaining funding for their chosen field and notes how stubbornly difficult improving school attendance and reducing truancy and school absenteeism has become, despite innovations and the changing curriculum and educational policy scenes. Moreover, truancy has changed from being a largely male phenomenon to one where girls now play an equal role.  相似文献   

15.
The history of Scandinavian social welfare services is a well-established field of research. Numerous studies have examined the principles and consequences of poor laws and criminal legislation with respect to various social groups, the emergence of child-rescue institutions and their activities. The socio-political function of education legislation has, however, received little investigative attention. This article discusses the relationship between child welfare, the parental prerogative and compulsory school attendance with regard to vulnerable children in Norway 1814–1900. Questions concerning the parental prerogative and child welfare arose within the school sector from the debate concerning compulsory school attendance specifically for neglected, poor and abnormal children. The issue prompted arguments for family intervention and the forceful relocation of children to new families/institutions that could cater better for their education. At the same time, the authorities sought to protect the parental prerogative. This article argues that compulsory school attendance represents a link between the fields of socio-politics and the history of education, which in turn raises fundamental questions about the family as society’s primary institution for the provision of children’s education.  相似文献   

16.
This article discusses aspects of school attendance difficulties, focusing on why a minority of children decide to miss school. It is an exploratory study representing a developmental approach that aims to establish the immediate determinants of school absence to gain more understanding of the nature of attendance difficulties and eventually inform practitioner methods. Questionnaires, designed to measure attitudes, perceptions and parent–child interaction over school absence were administered to two hundred and nine 12–13 year olds attending a comprehensive school. Thirty-five individual interviews were carried out with good and poor attenders to clarify the questionnaire responses. It was concluded that school attendance difficulties develop like other defiant behaviour problems, with parental reaction playing a major role. Government policies encouraging the use of punitive measures with parents of poor attenders do not provide practitioners or pastoral staff with the sophisticated working methods necessary to help poor attending children achieve an education.  相似文献   

17.
Mamusu Kamanda 《Compare》2016,46(3):435-456
In Sierra Leone, the number of primary schools is almost seven times more than junior-secondary schools (JSS). Living in a poor community has been shown to reduce children’s school attendance because of lower access and poorer quality of education in these communities. However, it is unclear whether living in a poor community reduces attendance at primary school more than at JSS, given the wide disparities in school supply between the two educational tiers. Random effects logistic regression models are applied to the 2008 Sierra Leone Demographic and Health Survey for analyses. The results show that living in a poor community reduces primary school attendance but increases attendance at JSS. These results reflect post-war reconstruction in Sierra Leone where: (1) primary schools were rapidly reconstructed without inspection, leading to poor-quality schools; and (2) the redevelopment of JSS was concentrated in war-torn areas, which had minimal access to post-primary education in the pre-war era.  相似文献   

18.
《Support for Learning》2006,21(4):204-209
This article considers the issues of attendance and non‐attendance, the latter of which has been recently linked with ‘behaviour’ in a range of policy initiatives in England. John Dwyfor Davies and John Lee review some of the existing material on non‐attendance and then draw on data they have collected in one large English city. The authors summarise their discussions with 13 non‐attending young people and some of their parents, as well as conversations with 35 students who have a satisfactory attendance record, together with a perspective from educational professionals. The authors address the issue of why certain students, who apparently will gain little from school, in terms of certification, continue to attend school. They argue that ignoring the reasons why such students actually attend school is a major oversight in current research.  相似文献   

19.
Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. It is this relationship that we explore in this paper – the power and potential of green school grounds to promote health and well‐being and to be an integral element of multifaceted, school‐based health promotion strategies. Specifically, we bring together recent research to examine green school grounds as places where the interests of educators and children’s health advocates can meet, inform and support one another. By grounding our comments in recent thinking about health‐promoting schools, we highlight the growing body of evidence that green school grounds, as a school setting, can contribute to children’s physical, mental, social and spiritual well‐being.  相似文献   

20.
The practice of informal fostering is prevalent in many developing regions of the world. Our paper investigates the effects of this practice on school attendance in Jamaica using a rotating panel data set of children constructed from the 2004, 2006, 2007, 2008, 2009, and 2010 rounds of the Jamaican Survey of Living Conditions. Using panel data allows us to deal more effectively with the problem of endogeneity by being able to control for household and child fixed effects. Our findings indicate that the effect of fostering on school attendance depends on whether the household is a beneficiary of PATH, a conditional cash transfer programme instituted by the Government of Jamaica in 2001. We find that a foster child that lives within a non-PATH household is associated with being less likely to be absent from school than a foster child who lives in a household that benefits from PATH. This is true especially for foster girls. Although the PATH programme generally appears to be linked to the improvement in school attendance of Jamaican children, the benefits of the programme may be skewed towards biological children.  相似文献   

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