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1.
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.  相似文献   

2.
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3.
This article discusses the first cycle of a whole-school behaviour initiative at a girls' secondary school in Malta. The aim of the project was to develop, implement and evaluate a whole-school plan of action which promoted good behaviour and effectively responded to challenging behaviour. A three-day in-service programme at the school led to the development of a plan reached by consensus amongst the whole staff. Once it was negotiated with the students, it was put into practice, with regular and continuous monitoring by the staff and students. An evaluation half-way through the scholastic year, showed a decline in the number of exclusions from school and an overall improvement in students' behaviour. Feedback from staff, senior management and students suggested that there was more positive behaviour at the school following the introduction of the behaviour project. The article examines both the process and the outcome of the first phase of the project and concludes with at attempt to delineate the key processes which made this initiative work.  相似文献   

4.
This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and positive attention, and fewer low‐income students were associated with positive student behavior. The use of data‐based feedback to schools for intervention planning and monitoring is illustrated. Implications for school‐wide efforts to improve student behavior in middle schools are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

5.

This paper describes how a school has sought to create a more inclusive ethos and improve standards of behaviour through the introduction of a structured programme, ‘Discipline for Learning’. The writer sought to evaluate the effectiveness of the programme through case studies of three specific pupils. These did not provide a full evaluation of the programme but threw considerable light on a range of issues that related to it and suggested that, given the full commitment of staff, the programme could make a positive contribution. Equally the case studies identified a number of failures in the way that the programme had been implemented and was operating.  相似文献   

6.
This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in‐service teacher education). A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme ‘Dealing with mixed‐age classes’, and the effects of coaching. Based on pre‐ and post‐training classroom observations, the second improvement study‐‐like the first one‐‐revealed a significant treatment effect for pupils’ time‐on‐task levels in mixed‐age classrooms, and for teachers’ instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time‐on‐task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in‐service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme.  相似文献   

7.
Abstract

Although all multicultural, multilingual, and multinational students in international schools can have special needs, the International School of Brussels wanted to increase support for particular ‘at risk’ students. This population seemed to include: students who passed standardized English as a Foreign Language tests but were not literate enough for regular classes, students with learning problems not identified in previous language or culture, and students who experienced temporary learning disabilities because of a discrepancy between what they brought to the school programme and what the school programme asked of them. The existing secondary school options included English as a Foreign Language and English as a Second Language (EFL/ESL) to prepare students for entry into regular classes, and also small group or individualized instruction to support students with special needs in regular classes. Adapting Curriculum‐Based Assessment (CBA) in an international school caused staff to review: curriculum offerings, examinations and activities, enabling objectives and minimum competency skills, and multinational approaches to special needs. The CBA philosophy supported an emphasis on local needs and the development of a school‐appropriate standard of performance for students despite culture, language, or nationality.  相似文献   

8.
This paper describes how a school has sought to create a more inclusive ethos and improve standards of behaviour through the introduction of a structured programme, 'Discipline for Learning'. The writer sought to evaluate the effectiveness of the programme through case studies of three specific pupils. These did not provide a full evaluation of the programme but threw considerable light on a range of issues that related to it and suggested that, given the full commitment of staff, the programme could make a positive contribution. Equally the case studies identified a number of failures in the way that the programme had been implemented and was operating.  相似文献   

9.
The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland, which aims to broaden student teachers’ experience and develop their transferable skills. The alternative placement programme is set first in an international context of evolving pre-service field placements and then set in a local context marked by a surplus of teachers; a Revised Curriculum that emphasises the importance of employability, lifelong learning, and enterprise and entrepreneurship; and the introduction of the Extended Schools programme. The evaluation is based on feedback from the 2007 to 2008 cohort of students whose comments confirm the value of exposing student teachers to non-traditional educational environments.  相似文献   

10.
This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education.  相似文献   

11.
Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning.  相似文献   

12.
Abstract

This paper examines a programme which aimed at creating alternative school‐based experiences for postgraduate students following a 1‐year higher diploma of education course at the University of Natal in Pietermaritzburg. The programme was premised on the belief that critical reflection is necessary for educational transformation, and that teacher educators increasingly will be expected to raise the quality of teaching in schools. The background to the Mentor Programme is described and the underlying rationale is discussed. Whilst the evidence from the study reflects mentor satisfaction at the quality and range of teaching skills developed by students during the programme, the investigators express disappointment at their lack of success in attaining critical reflection by their students. Students generally did not look critically, as they had been encouraged to do, at the institutional or societal context of their teaching. The discussion identifies three possible reasons for this, but concludes that any approach to teacher education which does not encourage teachers to reflect critically on their own educational views and on the nature of education as it is realised in the institutional setting of schools will be inherently flawed.  相似文献   

13.
职业技能大赛引导高职院校关注行业发展,推动着高职院校的课程资源建设;对课程体系调整和教学改革起到了引导作用;对加快培养高职＂双师型＂教师队伍起到了促进作用;加快了校内外实训基地建设步伐;为校企合作提供了更广阔的平台;增强了学生的就业竞争能力。技能大赛是高职院校课程资源建设的风向标,是考验高职院校教学质量的验金石。  相似文献   

14.
The transition to university is considerably more complex for both students and staff than it was a few years ago. For example, class sizes and the cultural diversity of students have increased, while the academic ability of students has decreased. If we are to produce engineering professionals who possess the necessary attributes for lifelong learning, then there needs to be a paradigm shift in the way first‐year students are treated. To this end, an orientation programme designed to break the ice between students and staff and among students, and a staff‐student mentoring scheme have been implemented in the School of Mechanical, Manufacturing and Medical Engineering at the Queensland University of Technology. A new course unit, Technology and Society, designed specifically to improve the teamwork and communication skills of students, has also been implemented. This unit is designed to increase students’ awareness of the university's facilities and its expectations and to provide an overview of the many facets of the engineering discipline. Each programme has been considered to be a success by both students and staff. This paper emphasizes the need to accommodate the growing cultural and educational diversity of first‐year students, the impersonal feeling of a university, the ‘little fish in a big pond’ feeling, the feeling of not knowing any university staff, especially academics, and not knowing what is really expected of them, especially in terms of learning strategies and how their chosen field of study fits into the more global aspects of the community.  相似文献   

15.
This study draws on information from 11 in‐depth interviews, two focus groups and 72 written questionnaires to evaluate an extra‐curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design.  相似文献   

16.
This short report identifies the academic and environmental experiences that support the reclaiming of students at high academic risk and describes an applicable school‐wide programme emanating from the call for educational change in Israel. The proposed structured academic programme demonstrates how schools can achieve broad student knowledge and set high performance standards while accommodating diverse student needs. As such, the programme provides school practitioners with intervention targets that promote school engagement and higher school performance. In addition, the report provides illustrative examples of the implemented programme within schools for students at high academic risk in Israel. It is argued that a movement towards an adaptive model of schooling as portrayed within the structured academic programme may prove to be effective in academically engaging students at academic risk, thus providing all students with democratic possibilities for learning and knowing.  相似文献   

17.
This article takes its point of departure in ethnographic data from what in Sweden is called the Individual Programme (IP). This programme was for upper-secondary school pupils who were not eligible for one of the country's academic or vocational programme. Its main formally expressed goal was to enable students to become eligible for these programmes. Our data show that this aim risks going unfulfilled as attending the kind of programme represented by the IP increases the likelihood of marginalisation and a precarious existence. The policy of freedom of choice was a problem. This policy allowed the students to opt out of academic work and staff to encourage students to opt for easy study options and activities that took them away from academic routes.  相似文献   

18.
British teacher education institutions are being encouraged by the Department of Education and Science to develop a partnership with schools by involving teachers in the design of courses and in selecting, teaching, supervising and assessing students. However, as partnership is a two‐way process, there should be reciprocal action with tutors helping teachers in school activities.

This case study describes a programme of work devised for a geography field course in which a group of PGCE students teach 120 third form pupils from a local comprehensive school. The evaluation provides evidence that the exercise, apart from being an enjoyable and stimulating experience, fulfils DES expectations of the value of genuine partnership to all concerned—tutor and students, teachers and pupils. The author is indebted to the geography staff at Ulverston Victoria High School for their help in organising this course.  相似文献   


19.
The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study.  相似文献   

20.
This study investigates the relationship between low teacher expectations and principal behavior. The researcher investigated why some teachers seem to acquiesce, or make deals and ‘give in,’ to student disengagement. After a two-year ethnographic study in an alternative school for at-risk Black students, the author found that White teachers are more likely than Black teachers to engage in deal-making with students, whereby Black students were allowed to academically and socially disengage. However, another finding of this research was that the school leader—armed with a vision to combat racism and advocate for children—imposed on his staff a policy that required them to socially and academically engage these Black, at-risk students. Implications for school leaders and teachers of at-risk, alternative school children are presented.  相似文献   

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