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1.
As part of citizenship education, school councils have been set up in primary schools based on adult models of democratic committees. This article looks at children's and teachers' perspectives on their school councils and goes on to analyse the ways in which alternative strategies for addressing the constraints identified were developed in three Norfolk primary schools.  相似文献   

2.
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The action research project was carried out by children, their class teachers and university researchers in six Norfolk primary schools from 2004 to 2006. As the project aimed to introduce more participatory approaches to decision making in classrooms, this necessarily had implications for the ways in which adults worked with children as action researchers. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research, and identifies two dimensions: the teachers’ thinking and action, as well as children’s research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target‐driven school culture.  相似文献   

3.
Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.  相似文献   

4.
School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils.

Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff.  相似文献   

5.
School-based management (SBM) is a potentially valuable reform mechanism in urban school districts in which each school serves a unique mix of students drawn from a heterogeneous population. Because SBM usually relies on leadership councils that function as the decision-making bodies for individual schools, its effectiveness as a reform mechanism ultimately depends on the quality of these councils. This research explores how council decision-making quality is affected by five dimensions of council diversity. Results indicate that diversity in terms of council member roles and tenure in the district is related to council decision-making quality, while ethnic and gender diversity and diversity in council experience are unrelated to decision processes. Potential explanations for these findings are discussed.  相似文献   

6.
《Literacy》2017,51(1):36-43
With the goal of developing culturally appropriate approaches for assessing and supporting children's language use, teachers of 4‐to 6‐year‐old children in northern Canadian rural and Indigenous communities are involved in a 6‐year collaborative action research project. Teachers video record children's interactions during dramatic and construction play and then meet with university researchers to carry out inductive analyses of ways in which children use language to achieve social purposes. From these analyses, a Play‐based Communication Assessment has been created. Examples from two teachers' classrooms in one Indigenous community are used to show how play contexts and the still‐evolving play‐based communication assessment provide opportunities for teachers to recognise and build upon the linguistic and cultural resources that children bring to classrooms. Through the play‐based assessment and action research processes, teachers have come to recognise the richness of children's language when they are engaged in play and have gained understandings of their community's culture. Teachers and researchers are exploring ways to capture children's non‐verbal communication abilities through this assessment approach.  相似文献   

7.
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Whilst there is now clearly an expectation upon parents to become more involved in schools and to take a greater part in their children's education, there is still little attempt to address the constraints upon achieving such aims. These constraints have been shown to include social class factors, gender relations, ethnicity and power relationships. This paper will take the analysis of some of these constraints further and, in particular, will focus on the views of working‐class parents on their relationships with, and role in relation to, their children's secondary school. The paper will explore the reasons for the orientation by working‐class parents which would seem to differ markedly from that of middle‐class parents. It will be shown that working‐class parents are committed to their children achieving educational success, and that they perceive their own role as supportive in a variety of ways. However, their position in relation to schools is to view the school as separate from their everyday social and cultural world and that the parent‐teacher role comprises a division of labour. It will be argued that teachers tend to adopt the same strategies for promoting parental involvement irrespective of class, parental needs, individual circumstances, and so on. Hence, because they take no account of differences, and because their strategies are constructed essentially from a logocentric position, then they serve to reinforce the parents’ perception of teachers as the professional ‘who knows best’: as the powerful knower which thus reinforces working‐class parents’ fatalistic view of schooling and their role as passive. The paper draws on data from a three‐year research project into the parents’ relationship with their children's secondary school. The data set which formed the basis of the analysis presented here comprises interviews with 58 parents from one of the case‐study schools which will be known as Acre Lane, and 15 of the school's teachers.  相似文献   

8.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated.  相似文献   

9.
Educational Television language series are used extensively by infants' schools teachers, but there is insufficient evidence to suggest that they are incorporated into the curriculum or that their use abides by a school's language policy. A survey of over 400 teachers indicates that the teachers' criterion for usefulness seems to be the scope which a programme offers for follow‐up, particularly for discussion and phonic training in the teaching of reading. Similarly, there is little evidence of effective use of mathematics series; follow‐up and children's enjoyment of broadcasts seem to be the emphasis. Many teachers feel that it is difficult to present aspects of mathematics on television when children vary widely in their levels of mathematical development. Others teachers follow a mathematics scheme, in which television is irrelevant. The habit of whole classes of infants' school children watching language and mathematics broadcasts is not in keeping with primary school principles. Most infants' schoolteachers appear to use the programmes as a means of direct teaching to the class at the expense of children's real life experiences. Neither do the series in their present forms appear to be flexible enough to cater for the individuality of young children. Although these factors relate to educational television, they reveal a lack of flexibility in much infants' school practice, a charge which is not often levelled at infants' schools in this country.  相似文献   

10.
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic ‘other’ in school.  相似文献   

11.
A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.  相似文献   

12.
The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of children's socioeconomic status and initial language achievement are explored. In alternative schools, children's initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.  相似文献   

13.
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality.  相似文献   

14.

This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives.  相似文献   

15.
Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China.  相似文献   

16.
Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country.  相似文献   

17.
In this article we discuss students’, teachers’ and school principals’ perceptions of democratic school leadership reforms in Kenya. The article is based on a study that was conducted in two phases. In phase one (conducted between September and December 2007), interviews were undertaken with 12 school principals in which understandings of democratic school leadership were explored. These data were then used to develop a rationale for selecting the case schools. The second phase (conducted between January and April 2008) was an in‐depth case study of two schools. The findings reveal that school principals have made efforts to inculcate democratic school leadership by involving teachers in decision making on school matters. The principals also allow students to participate in matters such as election of prefects and holding class and house meetings. However, most teachers and principals do not support what they referred to as ‘full democracy’ for students and instead prefer what they called ‘partial democracy’ based on historical and cultural factors.  相似文献   

18.
This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.  相似文献   

19.
The study investigated the extent of different types of contacts between home and school for a representative sample of 60 families of children with Down's syndrome who attended a range of different schools in 13 local education authorities (LEAs). The children were aged between five and nine years old. Data were obtained in semi‐structured interviews with mothers as part of a larger study of parents’ views of their children's schooling.

Basic links between home and schools (e.g. parents’ attendance at events such as open days, occasional visits to see a teacher) were common but parental involvement in the class‐room or in carrying out work at home on the teacher's suggestion was less common, and there was little evidence of parent‐professional partnership in areas such as joint decision‐making on educational programmes. Contacts between the children and their school friends outside school were few and there was a significant relationship between the frequency of these and the amount of parental contact with the schools. The factors related to amount of parental involvement were the child having started at the school before the age of four and the amount of support the mother received at home. There were no significant effects of social class or type of school.

The majority of mothers appeared to be motivated to maintain home‐school links, and many wanted more opportunities to be provided for involvement, particularly in areas such as helping or observation in the classroom.  相似文献   

20.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist.  相似文献   

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