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1.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided. 相似文献
2.
Nurture Groups have come to play a key role in the mainstream education of young children experiencing social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education, and Yonca Tiknaz, EdD Research Associate, both of the School of Education at the University of Leicester, explore the perceptions of mainstream and Nurture Group staff about the nature, purposes and impact of Nurture Group practice. Their analysis is based on data from three case studies, carried out in 2003, of Nurture Groups for pupils in Years 1 and 2 of their primary education.
A key feature of this article is its focus on some of the challenges faced by apparently successful Nurture Groups in achieving a coherent and sustained form of intervention in the context of a whole-school approach. The authors show that mainstream and Nurture Group staff value Nurture Groups and see them as making a significant contribution to the progress of pupils, particularly in the areas of social and emotional development and behaviour. These findings are consistent with earlier studies. However, the lack of effective communication between Nurture Group staff and mainstream staff and difficulties over balance in Nurture Groups are highlighted as important factors that may, in some circumstances, inhibit educational progress. This paper helps to extend our understanding of some of the 'opportunity costs' and 'opportunity gains' that might be associated with the Nurture Group approach because of the temporary separation of children in Nurture Groups from mainstream schooling. 相似文献
A key feature of this article is its focus on some of the challenges faced by apparently successful Nurture Groups in achieving a coherent and sustained form of intervention in the context of a whole-school approach. The authors show that mainstream and Nurture Group staff value Nurture Groups and see them as making a significant contribution to the progress of pupils, particularly in the areas of social and emotional development and behaviour. These findings are consistent with earlier studies. However, the lack of effective communication between Nurture Group staff and mainstream staff and difficulties over balance in Nurture Groups are highlighted as important factors that may, in some circumstances, inhibit educational progress. This paper helps to extend our understanding of some of the 'opportunity costs' and 'opportunity gains' that might be associated with the Nurture Group approach because of the temporary separation of children in Nurture Groups from mainstream schooling. 相似文献
3.
ABSTRACT This paper reports on the use of Nurture Groups (NGs) in mainstream infant schools as a promising example of an approach to early intervention for children with emotional and behavioural difficulties. The paper describes the philosophy and nature of NGs and offers empirical evidence supporting their effectiveness. It also describes a diagnostic tool designed to assist in the identification and monitoring of children requiring placement in NGs. In addition, the paper provides a brief account of an empirical study of staff attitudes towards and beliefs about NGs. 相似文献
4.
M. O. A. Durojaiye 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):125-129
This reports the results of a study carried out in the north of England to compare the attitudes of teachers of educationally sub‐normal and normal children in special schools, junior schools and secondary modern schools. Teachers answered questions about their experience and qualifications, contact with parents, attitudes to children and satisfaction in teaching. Teachers in special schools tended to show attitudes similar to those of parents or social workers. They appeared better trained for the task in hand, more interested in their pupils, more concerned about their job and more satisfied generally. 相似文献
5.
THE RELATIONSHIPS BETWEEN SCHOOL INSPECTIONS, SCHOOL CHARACTERISTICS AND SCHOOL IMPROVEMENT 总被引：1，自引：1，他引：0
ABSTRACT: The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. The theoretical framework for this research is partly based on the policy theory behind the Dutch Educational School Supervision Act (the latter includes assumptions about how school inspections lead to school improvement). Interviews and a survey with school inspectors gave insight into how school inspectors implement the Supervision Act and how they assess schools, and stimulate schools to improve. The results of ten case studies showed that all schools started to improve after a school visit. The innovation capacity of the school and the school environment do not seem to contribute to school improvement after school inspections. No effects were found on school-improvement processes of the number of insufficient scores that schools received from inspectors, the extent of feedback and suggestions for improvement, and the number of agreements. The provision of feedback about weaknesses, the assessment of these weak points as unsatisfactory, and the agreements between an inspector and the school regarding improvement activities do appear to make a difference in promoting school improvement. 相似文献
6.
There are increasing numbers of children living with life-limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these children in schools. An international literature search produced 23 papers published between 2005 and July 2010 that concerned children with life-limiting illness in relation to education in mainstream schools. The analysis identified that the needs of children with life-limiting illnesses are not being well met, and there appears to be little evidence of educational support for teachers. The paper concludes that schools need to work with both the medical and social models of health/disability in order to meet the needs of children with life-limiting illness. There is some consensus that the way forward needs to include multidisciplinary working within an ecological approach that supports home, schools and the health services working together. Only one paper reported an evaluation of such an intervention. There is a need for more research, evaluation and dissemination about the experience of living with a life-limiting illness in mainstream schools and related interventions, and for this to inform professional education and the coordination of education, health and home systems. 相似文献
7.
Charles Grysman 《Journal of Jewish Education》2013,79(2-4):32-38
Many of Canada's day schools1 are experiencing a phenomenon whereby only 10 to 20 percent of their student populations reflect the school's Orthodox ideology. This ratio of observant to nonobservant is also an accurate estimate of their parent population. Yet, virtually all Canadian senior high schools2 and many elementary schools of similar populations remain Orthodox in their philosophies. Such a situation can present schools and parent bodies with a variety of dilemmas: Parents are often not aware of Jewish educational goals; children are more educated than their parents; there is little parental support to many school values (eg. kashrut, Shabbat, etc.); some school values are discouraged; and parent/school tensions can result out of a lack of understanding. Such schools as Community Hebrew Academy of Toronto, Associated Hebrew Schools of Toronto,3 Herzilia Academy of Montreal,4 and Joseph Wolinsky Collegiate of Winnipeg5 all must address this issue since the observant population is a minority in their systems. Consequently, a significant percentage of their students do not subscribe to their school's philosophy. This situation is not unique in Canada. Many Orthodox day schools see their original mandate as increasing Torah awareness of all their pupils in the communities they serve. 相似文献
8.
Poh Chua Siah Sook Beng Christina Ong Swee Mee Tan Chzia Poaw Sim Raphael Yi Xian Thoo 《Journal of School Choice》2018,12(1):34-51
Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs to national secondary schools—the former are concerned with teachers’ quality, chances of learning the Chinese culture and Mandarin while the latter are concerned with tuition fees and strategic location. In general, the finding that Malaysian Chinese parents take cultural and language factors into account when choosing a suitable school for their children is interesting because both are seldom listed as important. 相似文献
9.
高校教师科研档案管理刍议 总被引：1，自引：0，他引：1
高校的发展离不开教师的教学科研工作 ,科研档案建档内容及管理水平的高低 ,直接或间接影响着其在高校教学研究与科研发展中的作用。本文就教师科研档案的重要性 ,建档内容 ,依法规范管理及网络管理 ,科学利用等方面进行阐述 相似文献
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通过对河南省654名高校教师体育健身及健康状况的调查,获得他们群体参加体育锻炼的时间、频率、项目、形式、动机、消费意识、身体状况等方面的数据,并运用数理统计方法对所获数据进行分析对比,以探究目前河南省高校教师体育健身活动现状,并透析影响其行为的社会学因素。以期为高校制定相关的活动和发展规划,提供一些新的思路和理论依据。 相似文献
13.
There is a consensus that close home-school links are beneficial for children's education. However, there is a silence about any part that children may play in, and their views on, this process. This paper reports on research in schools with diverse social intakes, looking at children's understandings and experience of home-school relations. Those in inner city schools were far more likely to talk about separation between their home and school lives, as were working class and ethnic minority children generally, as well as older children. However, all the children expressed strong views about the privacy of their home life in relation to schools and teachers. 相似文献
14.
Interest in Nurture Groups continues to grow. As Rebecca Doyle's article in the previous issue of this journal demonstrated, practitioners are enthusiastically exploring nurture-based practice as one approach to the inclusion of pupils with social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education at the University of Leicester, Ray Arnold and Eve Boyd, both researchers with the Nurture Groups project, provide a report on their research to date. This interim report raises some important questions for policy makers and practitioners as well as indicating ways forward into further enquiry. 相似文献
15.
高校教师职业倦怠的成因及对策研究 总被引：1，自引：0，他引：1
目前,高校教师职业倦怠现象日趋严重。对教师的身心健康、教学效果和整个社会的教育质量都产生了负面影响．通过分析高校教师职业倦怠的表现和成因,从社会、学校、教师自身几个方面提出解决对策,以期预防和缓解高校教师的职业倦怠,并希望引起社会各方面对高校教师职业倦怠现象的关注。 相似文献
16.
Stephen A. Sherblom Michael W. Bahr 《Journal of educational and psychological consultation》2013,23(1):81-100
In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students. 相似文献
17.
论学校心理学的中国化 总被引：3，自引：0，他引：3
杨连有 《内蒙古师范大学学报(哲学社会科学版)》2002,31(3):72-76
学校心理学的中国化有两层含义：一是中国必须引进学校心理学；二是我国的学校心理学必须有中国特色，必须适合中国的国情和教育状况。引进西方学校心理学很必要，建立和发展具有中国特色的学校心理学更加必要，在此基础上，根据我国学校和教师的情况，在中小学逐步普及学校心理学工作。 相似文献
18.
钟文芳 《天津师范大学学报(基础教育版)》2001,2(4):21-23
学校和教师在具体组织和实施探究性课程过程中，都会涉及课程实施和组织的具体计划，如何制定较为合理的实施组织计划，将直接影响着小学探究性课程价值的实现。在制定实施组织计划中，学校需要考虑以下问题：课程所达成的具体目标、学习时间和空间的安排、课题内容的确定、学生探究性学习小组的组织方式及教师的配备等等。 相似文献
19.
This study, situated in the United States, is set in a context where large and growing numbers of children from non-dominant backgrounds populate American public schools while the vast majority of teachers teaching in US schools are White, monolingual women who may not have the requisite expertise to teach children from non-dominant backgrounds. This work focuses on the learning of three White teachers enrolled in a literacy course designed to foster teachers’ understandings of racial, linguistic, and cultural diversity. Results revealed that the three focus teachers, all members of a small online Book Club within the focus course, assumed different dispositional stances towards learning about diversity. Moreover, their overall dispositional stances shaped the ways they positioned themselves as learners in the course as well as what they learned in the course. 相似文献
20.
Gavin W. Fulmer Kelvin H. K. Tan Iris C. H. Lee 《Assessment in Education: Principles, Policy & Practice》2019,26(2):166-183
This study examines teachers’ conceptions of assessment and related contextual factors at the classroom, school and national levels. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that, teachers endorse views of assessment for school accountability, student accountability and student improvement, but little endorsement of assessment as irrelevance. Teachers report feeling capable and qualified to use assessments, but concerned about how much they are trusted as assessors at school and national levels. Follow-up latent class analysis identified groups of teachers based on their responses to the irrelevance of assessment; teachers who found assessment irrelevant were present across all schools and subjects, but showed lower sense of preparation for assessment, school-level support and importance of academic success in society. 相似文献