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1.
Andy Hargreayes 《Pastoral Care in Education》2013,31(3):163-172
This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention. 相似文献
2.
This paper presents findings from research investigating the skills and knowledge in Mathematics of Cypriot pupils entering primary school (Average age=5.92 (decimal years)). A performance test, which was designed to assess skills and knowledge in Mathematics identified in the Curriculum of Primary Education in Cyprus, was administered to a representative sample of pupils in Year 1 (n=835). Teachers were also asked to complete a report for each pupil. The most important findings were as follows. Firstly, the skills included in the curriculum were differentiated into those which more than 75% of pupils entering primary schools had achieved and those which more than 30% of pupils entering primary school had not achieved. Secondly, significant differences among the skills and knowledge of the whole group of pupils entering primary school have been identified. Thirdly, cluster analysis revealed five relatively homogeneous groups of pupils according to their different knowledge and skills in Mathematics. Fourthly, a correlation was identified between findings gathered from the performance test and from teachers' assessment of pupils' skills in Mathematics. Implications for the development of a national policy on baseline assessment are drawn. 相似文献
3.
George Ball 《Pastoral Care in Education》1998,16(1):17-20
The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme. 相似文献
4.
Emer Smyth 《School Effectiveness & School Improvement》2013,24(4):480-502
This article assesses whether second-level schools in Ireland, typically covering pupils 12 to 18 years of age, are equally effective in relation to three different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to one cohort: pupils aged 15-16 years who took a nationally standardised examination, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on intentions to leave school after the exam. Some consistency is found among these different dimensions of school effectiveness: pupil absenteeism and potential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupil relations and a more positive academic climate within the school. 相似文献
5.
David Smith 《Pastoral Care in Education》1998,16(1):3-10
The writer describes a process designed to elicit an accurate picture of the factors which pupils themselves consider contribute towards the existence of a positive and effective atmosphere within the school. He goes on to describe the development of a measuring instrument designed to explore pupils' attitudes towards the factors identified. Finally, suggestions are made as to how the information gained may be used to facilitate change within a school. 相似文献
6.
The aim of this case study was to investigate issues surrounding the social inclusion of hearing-impaired pupils within a mainstream comprehensive school in a large northern city. The study focused on the four hearing-impaired pupils in Years 8 and 10. Year 7, Year 9 and Year 11 pupils, were omitted on the grounds that they were relatively new to the school (Year 7) or were involved in external examinations (Years 9 and 11). Sociometric questionnaires were completed by the hearing-impaired pupils and their form-group peers. Interviews were carried out with the hearing-impaired pupils, with their form-group peers identified as popular (sociometrically), and with those identified as having few friends. Form tutors and mainstream subject teachers of the hearing-impaired pupils were also interviewed. The data collected suggested that these hearing-impaired pupils were not particularly well integrated socially with their hearing peers. The sociometric data showed the hearing-impaired pupils to be of low status within friendship groups. Interview data from pupils suggested that the hearing-impaired young people's social experience was very akin to that of those children with very low sociometric status, and very unlike that of the 'popular' pupils, those with the highest sociometric status. Of note was the belief of popular pupils that the role of friendship--and the role of communication in establishing and maintaining friendship--was crucial to their happiness in school. Interview data from mainstream teachers suggested that they had little relevant knowledge of the personal concepts and social experiences of hearing-impaired pupils. Recommendations are made to improve the social skills of the hearing-impaired young people, and to foster a greater degree of peer-group support, with some adaptations to their curriculum to stress social learning and communication skills. 相似文献
7.
Gerdien D. Bertram-Troost Simone A. de Roos Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(2):132-150
This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account. 相似文献
8.
W. P. Gothard 《Pastoral Care in Education》1998,16(3):36-41
It is frequently argued that work relating to key areas of pupils' personal and social education starts too late, that it takes place after crucial attitudes, perceptions and understandings have already been developed by pupils. Generally the problem is that work does not start until the secondary stage. This paper describes an evaluation of careers work undertaken with Year 4 pupils in a primary school. In this school, a yearly careers week was held when structured activities were organized around talks about their work given by parents. The researcher found that 5 months after the careers work, the Year 4 pupils remembered much of significance. These findings are then related to a number of theories of career development which support such work early in pupils' careers. The paper concludes by outlining the benefits that careers work in the primary school offers. 相似文献
9.
This article reports an evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties. The evaluation of the project focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that pupils with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between pupils within the school environment. 相似文献
10.
David Frost 《Pastoral Care in Education》2013,31(4):6-11
A student led Iraq war protest in a Fresh Start school provides a case study for examining the relationship between political literacy and institutional change. Pragmatic and creative management of the protest encourages a democratic problem-solving process, which contributes to mutual respect and sustained trust between pupils, and staff and pupils. There is evidence to suggest that this democratic experience within the school has the potential to bring a democratic problem solving ethos into the classroom, where learning may increasingly become characterized by individuals achieving autonomy with and for each other. 相似文献
11.
本研究运用小学生数学学习策略量表测查了795名小学生的数学学习策略使用情况。结果表明：（1）小学生数学学习策略量表有着较高的信度和效度,各维度的项目间具有良好的一致性。（2）不同学校、成绩组的小学生策略的使用有显著差异;四、五、六年级表现为先降后升的趋势;女生在各策略水平上均显著高于男生。（3）通过判别分析,发现监控调节策略是区分小学优、差学生的最好雏度。 相似文献
12.
关于小学生心理健康教育的几点思考 总被引：8，自引：0，他引：8
对小学生进行心理健康教育是必要的,也是可能的。在小学教育阶段,应结合小学生身心发展的特点确定心理健康教育的基本目标、具体目标以及教育内容。 相似文献
13.
TIM MAXWELL 《Pastoral Care in Education》2006,24(1):20-26
This article describes a research project, which collected the views of 13 junior aged children on the special educational needs register of one school about their education. The techniques used for eliciting their views were a series of personal construct psychology (PCP) conversations based on drawings produced by the children of themselves in school. A case study approach was taken within the naturalistic paradigm of 'constructivist inquiry'. The findings indicated that social activities were of greater importance for the pupils than formal learning experiences. Peer relationships were paramount and these defined the positive or negative experiences the pupils had of school in general. The pupils were able to describe a range of problem solving strategies for resolving peer group difficulties. The implications of the study are also discussed. 相似文献
14.
In this paper it is argued that experiences as a pupil are of importance for socialization into the teaching profession. Schooling experiences of pupils that turned to the teaching professions are compared with their school fellows who turned to other careers. Our data are based on a longitudinal study carried out in a Swedish medium-sized community where pupils were followed from the school start (at age 7) into adulthood (to age 23). Out of 671 pupils 34 later turned to teacher careers. During primary school the group of pupils who later became teachers were more well-adjusted and stimulated students compared to the other pupils. And as adults they have specific perspectives of schooling close to those predominant in middle-class positions and distant from those frequent in working-class positions, according to our data. Based on these findings it is argued that teachers and student teachers have to reflect upon and to analyze their own school experiences in order to understand differences in experiences and rationalities among their own students. 相似文献
15.
学校生活质量是衡量学校效能的重要因素,可以分为物质条件、校园安全、健康、学习、师生关系、同伴关系、参与和全纳八个维度。通过对北京市2248名小学生学校生活质量进行的问卷调查发现:第一,北京市小学生学校生活质量总体上达到了较高水平,其中校园安全、师生关系、同伴关系三个维度的学校生活质量最高,健康维度最低;第二,小学生学校生活质量在性别、学业成绩、学校位置、学校优劣、择校与否等人口学变量上存在显著差异,且人口学变量在多个维度上存在着主效应和交互影响效应。该研究为分析评估小学生学校生活质量提供了重要的参考指标,建议将学生身体健康纳入到学校管理体系中;对学业成就的追求要建立在健康第一的基础上;要考虑到性别差异和成绩的差异,给予那些处于不利地位的学生更多的关爱和照顾;要给择校生更多的关怀,提高其学校生活质量。 相似文献
16.
Peer Mentoring: A Citizenship Entitlement at Tanfield School 总被引：1，自引：0，他引：1
Ann Nelson 《Pastoral Care in Education》2003,21(4):34-41
This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met. 相似文献
17.
学校德育的发现与思考 总被引：1，自引：0，他引：1
郭彩霞 《天津师范大学学报(基础教育版)》2002,3(1):44-46,50
目前，学校德育存在的主要问题是，长期脱离实际，所创设的环境与氛围不适应学生的成长，要改变这一现状，首先必须实现教师间的通力合作，这是德育育的前提；其次，教师要时刻注意改造自己，即让自己适应学生，努力发现学生成长的一点一滴，只有这样才能寻求到德育的真谛。 相似文献
18.
Our experience in physics training of primary school teachers is briefly presented together with a project we prepared for the teaching of science in primary school. We suggest for training teachers a practicum‐based strategy which requires that they initially carry out experimental activities designed for their pupils and express their ideas and needs. Usually they meet difficulties similar to those revealed by children and ask to explore in more detail the topics tackled in the laboratory activity. The aim of the proposed approach is to help teachers understand basic physics concepts and realise the importance of taking into account the pupils’ conceptions in the teaching process. 相似文献
19.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
20.
《Pastoral Care in Education》2013,31(4):34-41
This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met. 相似文献