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1.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献
2.
Jenny Mant Helen Wilson David Coates 《International Journal of Science Education》2013,35(14):1707-1719
This paper reports research into the effect on 11‐year‐old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children's enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in thirty‐two English primary schools as part of a project “Conceptual Challenge in Primary Science”. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched‐school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2–17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability. 相似文献
3.
High school transition – an intervention that empowers children with special educational needs and improves school practice 
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下载免费PDF全文 This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. 相似文献
4.
C. K. Cheung 《Educational studies》2005,31(4):361-374
In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both primary and secondary, have tried it out. This paper argues for the desirability of introducing media education in primary schools in Hong Kong, with regard to social change, recent education reform and learning initiatives of primary pupils. It then draws on the findings of a study conducted in a local primary school to examine the views of pupils, parents, and teachers on the effects on pupils of the implementation of media education lessons and campus radio projects in this age of new media. 相似文献
5.
Building Bridges: Preparing Children for Secondary School 总被引：1，自引：0，他引：1
Edward Sellman 《Pastoral Care in Education》2000,18(1):27-29
This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
6.
Moshe Barak 《European Journal of Engineering Education》2012,37(1):105-116
Project-based learning is undoubtedly one of the best instructional methods for developing students’ broad learning capabilities, beyond teaching specific subject matter. However, experienced engineering teachers often tend to concentrate on merely teaching pupils the technical side of project work. This paper describes a programme aimed at fostering self-regulated learning among high schools pupils working on projects in electronics, control systems and robotics. The programme sought, for example, to promote pupils’ conceptual knowledge regarding the subjects they dealt with in their projects, enabling the learners to gain experience using simulation, laboratory testing and troubleshooting in a system that they were constructing. The change in project work also required pupils to document systematically all stages of system development and reflect on their learning by preparing a printed or web-based ePortfolio on the project. Outcomes of the in-service training course given to teachers countrywide and the first signs of change in project work in schools are reported. 相似文献
7.
A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school , and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks. 相似文献
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9.
This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
10.
《International Journal of Educational Development》2002,22(2):169-180
Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed. 相似文献
11.
Marjukka Barron Mirka Kastinen 《The International Journal of Art & Design Education》1998,17(2):181-190
The Finnish Art Teachers’ Society celebrated its 90th anniversary in 1996 with an exhibition `Picturing a Century’. In connection with this occasion, four students of the University of Art and Design Helsinki (Marjukka Barron, Mirka Kastinen, Iris Kärner-Kupiainen and Elina Heikkilä) organised a course ‘The Body Frontier’ involving 25 upper secondary school pupils from four Helsinki schools. One of the aims of the course was to bring forth the many possibilities art education offers, another was to expand the anniversary exhibition outside the museum walls, reaching people who do not usually go to museums. The course first examined different views of the body and studied historical and philosophical aspects as well as contemporary media images, and secondly the study of one’s own body; e.g. its form and the space it holds. The pupils made paper sculptures using their own body as a mould. The sculptures and a short video about their making were exhibited in the central shopping arcade Forum, adjacent to the museum with the main exhibition. The course instructors approached people in the arcade and discussed feelings and ideas evoked by the work. The process itself and the pupils’ ideas were documented in the museum with the main exhibition. The course was a successful experiment in co-operation between schools and a university, financing itself largely through commercial sponsorship. The exhibition provoked discussion about the dividing line between art education and `art proper’, and the public presentation of pupils’ work. 相似文献
12.
This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries. 相似文献
13.
Rainer Domisch 《Zeitschrift für Erziehungswissenschaft》2009,12(4):617-632
The Finnish education system has received much international attention because Finnish pupils have attained leading positions in the PISA studies. There are both historical and societal reasons for this, but the success is also a clear consequence of school reform and projects to develop school teaching. Following a historical overview, this essay will present the concrete reform initiatives at the educational system level (introduction of community schools) and at subject level (work on the curriculum, mathematics and natural science lessons, promotion of reading competencies, synergy effects and teacher training). The article will conclude with considerations for the future of the Finnish education system. 相似文献
14.
The earthquakes that rocked the city of Christchurch and surrounding districts in Canterbury, New Zealand, were to take their toll on families, schools and communities. The places that had once represented safety and security for most children were literally and figuratively turned upside down. Rather than reinforce the trauma and continue to frame children as passive victims, the study reported here aimed to help children reframe their experiences through active engagement in participatory research projects. This article reports on three schools drawn from a UNESCO-funded project in which schools recorded their earthquake stories. While children were the centre of each of the school’s earthquake stories, schools engaged children to different extents in their chosen projects. These three schools exemplify different places along a continuum of children’s engagement in research on their own experiences. In one school, children, families, teachers and the principal all contributed to an illustrated book of their experiences. In another school, children created a series of mosaic panels to record the community’s story before, during and after the earthquakes. In the third school, children became documentary makers and interviewed other children about their earthquake experiences. In all cases, children found their projects positive and helpful activities, enabling them to put their experiences into a broader context. This article argues that schools have an important role to play in providing emotional processing activities which help children gain perspective and distance as part of their recovery from large-scale disaster events. 相似文献
15.
Concepción Sánchez-Blanco 《Educational Action Research》2013,21(4):514-528
This article examines part of an action research project carried out in a Spanish public school. We explain the complex reality of an early childhood education classroom. Focusing on early childhood education, the project was developed in collaboration with a teacher from one of the classrooms of four year olds. Several of the children in the class have serious behaviour problems. The teacher (Lucía) is very concerned because they take their anger and frustration out on objects, classmates and adults by hitting them. She has a lot of difficulty working with these problem children. This research work deals with transforming the practices of the researcher, the pupils and the teacher. One of the first critical challenges was to turn classroom discussions into opportunities for addressing the injustices that the children experience daily. Teaching should serve to empower children. Programmed classroom discussions can be a place where pupils are given the chance to speak out about conflicts, and where important decisions are made to address them. 相似文献
16.
Roy Nash 《Education 3-13》2013,41(1):14-18
This article reports on research funded as a ‘Best Practice’ project by the Department for Education and Skills (DfES) designed to use action research to progress the government agenda for healthy schools. The project involved teachers working with university researcher. The outcome is five small research reports consisting of two studies into playground behaviour management, a report on the production of a school drug policy, a review of transition from Nursery to Early Years school provision and a study of the impact of a Family Nurturing approach used with pre-school pupils. This article reviews the research process and includes reflection on methodological issues and outcomes giving voice to the teacher-researchers by drawing on the reports they have compiled. The research recommendations are for more projects which use action research to promote change in our schools. 相似文献
17.
This study focuses on the development of the understanding of historical time of pupils in primary school. We present a developmental model with three stages: emergent, initial and continued understanding of historical time. Based on this model, we constructed an instrument to measure how pupils aged 6–12 perform. The participants were 1457 pupils from 7 Dutch primary schools. The analysis of the data showed that in all three stages pupils in higher grades significantly outperformed pupils in lower grades and that pupils’ performances were influenced by the variables gender and parents’ education. In all grades, there seemed to be room for improvement, especially in the lower grades (ages 6–9) where pupils have hardly had any teaching on the understanding of historical time. However, in the higher grades as well (ages 10–12), pupils could improve on the level of continued understanding of historical time. 相似文献
18.
Tina Hellblom-Thibblin 《欧洲特需教育杂志》2018,33(1):1-15
The aim of this article is to discuss and problematise issues related to conceptual approaches to differences among children in the world of school education. The article is based on results from a Swedish study on categorisation of schoolchildren’s ‘problems’ from a historical perspective. Its central questions are: ‘What concepts are used to formulate children’s various educational needs, and how can these concepts be understood?’ Supported by an ecological analysis model, complex situations in the categorisation and problem-solving process are clarified. Using terminology to refer to pupils’ diverse abilities and needs involves aspects of categorising. An understanding of how this works may bring more profound knowledge of obstacles to children’s learning. The categorisation process illustrates effects both at individual level and more generally. Categorisation may be regarded as a useful practice for understanding children’s differences better, and thereby finding the best ways of responding to them. However, categorisation based on abilities and needs also adds a challenge to the important idea of inclusion. The article discusses categorisation as a basis for educational problem-solving and the implications of categorising children’s varying abilities and experience of school education. The theoretical premises enhance understanding of the dynamic nature of terminology usage, and thus future prospects of meeting challenges that may arise, in schools. 相似文献
19.
Most of the focus of research and debate about school exclusions in the U.K. has been about secondary age pupils, which is not surprising in that secondary school exclusions are much more numerous than at the primary school stage, accounting for approximately 87 per cent of all permanent exclusions (DfE, 1992). However, the research reported here takes the longer view and thus hopes to inform preventative work with primary age children, who are displaying great difficulties in mainstream schools, and special schools. It is based on the hope that there might be more potential for “success” when children are helped earlier. As primary age exclusions are relatively unusual they may present a different order of concern, in relation to the excluded children themselves. This paper will examine evidence about the incidence and nature of primary school exclusions and debate some of the issues which make these exclusions a particularly serious focus for concern. The data from a national questionnaire, three regional case studies and 265 excluded children within them, is reported here. The research project was supported by a grant from the Economic and Social Research Council. 相似文献
20.
In this paper, we examine the trajectories of initially higher- and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time. We also explore what explains these trajectories. This enables us to provide new insights into when and why the performance of children with similar initial achievement diverges on the basis of their socio-economic background. Our results indicate that pupils from poor backgrounds who are higher achievers in primary school fall behind their better-off but lower-achieving peers during secondary school. This suggests that secondary school may be a critical period to intervene to prevent poor children from falling behind their richer peers. Our analysis suggests that there is less divergence in performance between pupils from different socio-economic backgrounds who attend the same schools. This result is particularly strong for children with low initial achievement. While we remain cautious about the implications of these findings, they provide suggestive evidence that schools (or the sorting of pupils into schools) play an important role in explaining why the test scores of richer and poorer children diverge over time. 相似文献