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1.
ABSTRACT

Educational provision and practice is being radically changed in England and Wales and the introduction of the 1988 Education Reform Act is having a significant impact on all aspects of school and post‐school provision. This paper considers some of the developments relating to further education including the issue of inclusive education and the position of special needs coordinators during a time of extensive change.  相似文献   

2.
ABSTRACT

The contribution district superintendents can make to school effectiveness and improvement is a neglected area of research in Australia. Research in the US suggests four ways in which superintendents impact on school improvement: the evaluation of principals and auditing of schools; the matching of school and district goals; the provision of informal support for principals; and the appointment and positioning of principals. Within an Australian setting of devolution to school‐based management, evaluation assumes major importance at school level and at district superintendent level in the pursuit of school effectiveness and improvement. An evaluation of the performance of two superintendents in Western Australia took place in 1990. It focused on superintendent performance within one key accountability area, the provision of principals’ professional development. The evaluation procedures and results are described and analysed, and implications are drawn for improving district superintendent evaluation as a means of enhancing school effectiveness and improvement.  相似文献   

3.
Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff  相似文献   

4.
《师资教育杂志》2012,38(2):123-133

The provision of drama teacher education in Greece is discussed. Its past and current states are examined and new trends in drama teaching are outlined. The pros and cons of specialist drama teachers are considered. The provision of specialist drama teachers is supported with the proviso that they should be fully integrated into the life of the school.  相似文献   

5.
ABSTRACT

The right to education for all children, including asylum-seeking children, is enshrined in the UN Convention on the Rights of the Child. However, there is little research available to describe the educational provision provided to unaccompanied asylum-seeking children (UASC) in England. Crucially, it is not known whether the educational needs are met by the provision available to UASC. In the most recent figures, the number of UASC in England has risen by 130% since 2013, to 4,480. Schools, ‘virtual schools’ responsible for children in care, social workers, and policymakers wish to know how this population is currently being served and how they might better serve them. This paper presents the findings from a mapping exercise on education available to UASC in England including 12 semi-structured interviews with virtual school heads, teachers, social workers, and charity education providers; document analysis; a workshop at the Department of Education with key stakeholders; and summary statistics. It highlights gaps in data and provision; conceptualises types of provision into bespoke, mainstream, and English language; and analyses how provision interacts with assessment and support needs. What emerges is a framing of provision through an integration lens and an agenda for future research and practice.  相似文献   

6.
Abstract

The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings.  相似文献   

7.
ABSTRACT

Debate about manpower forecasting has continued for 25 years or more. The investigation reported here is an attempt to add to the debate. It focusses on the provision of secondary technical education in Egypt and the demand for technical school graduates, especially graduates from courses in agriculture. Egypt's secondary school system is more strongly vocationally oriented than that in most other developing countries. The approach used in the investigation has two components: interviews with potential employers and interviews with secondary school graduates. The supply of graduates from agriculture schools is seen to be far greater than likely demand. Severe constraints on the effective working of the labour market are apparent.  相似文献   

8.
ABSTRACT

Despite the creeping resegregation of public schools, recent court decisions have been involved in the lifting of court-ordered desegregation decrees, which could arguably cause further segregation. When dismissing desegregation decrees, lower courts have relied on three U.S. Supreme Court decisions during the 1990s that permitted a lower standard for lifting desegregation decrees. Those school districts that remain under court-ordered desegregation decrees may find themselves in conflict with the No Child Left Behind Act's (NCLB) choice provision. Specifically, NCLB permits parents to transfer their children to another school if their present school is deemed in need of improvement. Such NCLB regulations may permit school districts to bypass the desegregation decree. In so doing, there is a conflict between a federal regulation and federal court order.

Employing legal research techniques (e.g., case and statutory analysis), this paper explores the Supreme Court's jurisprudence for declaring a school district unitary, analyzes the conflict between court-ordered desegregation decrees and NCLB's choice provision, and discusses the potential litigation that could result from the conflict between NCLB and desegregation decrees. doi:10.1300/J467v01n03_08  相似文献   

9.
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10.
Abstract

Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed.

Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education.

Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities.

These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped.  相似文献   

11.
Abstract

To optimise the development and learning of kindergarten children, education can be developmentally, individually and socially appropriate as well as teach significant content. Appropriate performance assessment, in a number of domains, is essential to confidently support decisions about early intervention for children who may experience learning difficulties. Delays in the provision of intervention based upon the identification of actual needs can have a substantial impact on learning, attention and self‐esteem. The Kindergarten Screening Instrument for school children was longitudinally validated for school children aged age 4.6–6.0 to inform instruction and referral. Study results indicated interventions based upon assessed needs had positive outcomes for children.  相似文献   

12.

This article investigates some of the administrative processes involved in setting up the School Organisation Committee (SOC) in one Shire County in England. Labour central government wants SOCs inter alia to make decisions on the planning and provision of school places 'more local and to speed up the process' that previously involved often lengthy periods of consideration of cases by the Secretary of State for Education. Local politicians' views on the SOC and the implications for local-central power relations are reported in this article.  相似文献   

13.
Reviews     
Introduction: Despite government support of culturally appropriate sex and relationships education (SRE), young people's access to information is limited and sexual health needs are not being met, particularly among youth from black and minority ethnic groups. Joint‐working between health, education, voluntary sectors and parents has been heralded as key in redressing inequalities in sexual health outcomes and access to information. Our study focuses on SRE provision for young Muslim Bangladeshis, highlighting the complexities involved in streamlining SRE messages.

Objective: To explore stakeholder views about SRE and ways to improve SRE delivery.

Design: Sixteen semi‐structured interviews were conducted in 2005 with stakeholders from schools, National Health Service, and parent and voluntary sector bodies in a London borough.

Results: Two key factors enhancing Bangladeshi youth's risk of infection and unwanted pregnancy were identified: inadequate parental understanding about sexual health and limited parent‐delivered SRE; and patchy provision of culturally appropriate, school‐based SRE. Factors affecting SRE provision included culturally rooted perceptions of sex/sexuality and limited participation of stakeholders, (religious leaders, parents), in developing and delivering SRE.

Conclusions: This study highlights the importance of widespread community engagement, underlining that joint‐working, and the development and delivery of culturally appropriate and consistent SRE, necessitates communication and collaboration among stakeholders in young people's health and well‐being.  相似文献   

14.
ABSTRACT

The 1988 Education Reform Act introduced into England and Wales a market structure of secondary school provision. It is argued here that the education market functions as a system of rewards and punishments, a disciplinary mechanism, fostering particular cultural forms and socio‐psychological dispositions and marginalising others. The paper considers the case of one school in particular, Northwark Park, an undersubscribed, predominantly working‐class school, whose staff and governors find themselves having to confront the issue of institutional survival in the market context. The value conflicts and ethical dilemmas in which the staff and governors are becoming enmeshed are discussed, and the implications of the education market for patterns of educational opportunity considered.

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15.
Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.

Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.

Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.

Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects.  相似文献   

16.

A key provision of No Child Left Behind is the opportunity for students to transfer from a low-performing school to a high-performing one. Drawing from a case study of school reform in Charlotte, North Carolina, this article examines the implementation and early outcomes of NCLB's voluntary transfer option for the Charlotte-Mecklenburg School (CMS) district. For the 2004–05 school year, fully 92% of the eligible families did not exercise their choice to exit from their low-performing schools. The experiences of CMS illustrate how larger social, economic, and political contexts constrain the implementation of standards-based reforms like NCLB in general and, in particular, the limitations of the transfer option for improving academic achievement and educational equity.  相似文献   

17.
Abstract

The place of students with special needs at the secondary school level is critically examined, briefly in reference to the literature, and in more detail with regard to support services, strategies and assistance in practice at one particular State high school in Queensland, Australia. Emphasis is placed both on understanding the particular needs of adolescents with disabilities on the one hand, and on practical and supportive inclusive classroom strategies for use by subject teachers on the other.  相似文献   

18.
《Education 3-13》2012,40(1):37-53
ABSTRACT

This article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement.  相似文献   

19.
ABSTRACT

There is an increasing emphasis internationally on better understanding the links between inequalities and processes within school systems. In England there has been a particular focus on rates of school exclusion because the national data has consistently highlighted troubling patterns of over-representation. This paper argues that a move away from recorded exclusion to other forms of sanction and provision makes more contextualised readings of these data key to better understanding their association with inequalities. It also explores the challenges faced by key stakeholders working to reduce inequalities within an increasingly marketised system. It concludes that embedding consistent good practice across the system remains a critical challenge.  相似文献   

20.

It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage.

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