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1.
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   

2.
Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.  相似文献   

3.
This paper focuses upon a long-term strategic approach to tackling school absenteeism and truancy within secondary schools. It utilises a tiered colour-coded concept to monitor the progress of pupils within the groups and subsequently take the appropriate action. The PSCC scheme combines attainment and attendance data collected from pupils' primary schools with monitoring and enhancement strategies within the secondary school. The scheme enables schools to tackle their long-term absentees and erratic attenders as well as those who have learning and/or special needs. Over a five-year period, properly implemented, the scheme has the potential to help to transform the prevailing culture within low attendance schools. The PSCC model utilises school change strategies in a dynamic manner in order to improve the attendance, behaviour and learning support needs of pupils which, in turn, can help to raise standards and attainment levels. It can also help to improve parents' attitudes towards their children's school. Finally, it provides a managerial focal point for staff to combat pupils' absence utilising a whole school approach.  相似文献   

4.
The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools.  相似文献   

5.
ABSTRACT

Investigations of aspects of differentiation in primary and secondary schools showed that even teachers believed to be ‘good differentiators' have difficulties in allocating tasks to pupils which are appropriate to their attainment levels. Teachers identified a number of key needs to be met if they were to improve differentiation, in particular the need for detailed, manageable, accessible information on pupils' attainments. Among the needs of learners identified by pupils was a need for more information on their learning goals, problems and the means of their solution. A partnership model of assessment is described which has been developed by teachers to meet the needs of both teachers and pupils.  相似文献   

6.

This article describes a project based on Year 7 pupils (aged 11-12 years) in a UK inner-city girls' school classified as 'in challenging circumstances'. The girls were cross-mentored by Year 12 (aged 16-17 years) girls from another local girls' school. The city has a diverse multi-cultural population where single gender education is an active preference for many parents. This parental dimension influenced cooperation between the two schools. The conceptual theme for the mentoring project was that the older pupils provided a supportive framework for their younger peers. This was a conscious shift from the traditional notion of 'prefects control younger pupils'. Prior to operating the scheme, a training programme was devised by the city's Secondary Behaviour Support Team. The progress of this training course and the application of the techniques through the mentoring sessions are described.  相似文献   

7.
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential treatment of pupils. All schools were multi‐ethnic in character and located in inner‐city areas. The analysis of the data suggests that three ideal types of pupils were perceived as legitimate recipients of a less or more favourable teacher treatment: the ill, stragglers and deviants. This study illustrates how pupils' claims about teacher racism and racial discrimination relate to conflicts between particular pupils and their teachers over the appropriateness of their status as ill, stragglers or deviants and related role expectations. The final section discusses implications of this study for future research on processes of racism and racial discrimination in educational settings.  相似文献   

8.

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.

The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils.  相似文献   

9.
The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils' reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4-7. A series of booktalk dilemmas were identified. The so-called book clubs studied were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into calculating tasks, vocabulary lessons or reading aloud exercises. Another complication concerned the synchronising of the pupils' reading, which led to extensive negotiations on the part of teacher and pupils.  相似文献   

10.
Abstract

Different environmental education programs (field trips, hiking, camps, adventure activities) aim to develop pupils' affective relationship to the natural environment, their environmental sensitivity, and outdoor behavior, as well as their social relationships, through personal experiences. This study discusses the results of experiences from outdoor activities involving 11- and 12-year-old pupils in Rovaniemi and Vaasa, Finland. The qualitative research methods comprised case studies involving questionnaires, individual interviews, drawings, photographs of landscapes, and participant observations during camps. Nature experiences developed the pupils' self-confidence and feelings of safety, in particular, which in turn increased their willingness to participate in future outdoor activities. In this way, nature began to have new meanings for them on a personal level. Comparing pupils who were experienced in outdoor activities with pupils who were not, it was found that the former seemed to have a strong and clearly definable empathic relationship to nature. They also exhibited better social behavior and higher moral judgements. The reasons for conflicts between environmental attitudes and action, still observable in some experienced boys of the Vaasa group, are discussed in terms of conscious vs. unconscious action and applied knowledge. The role and possibilities of outdoor education in environmental education and natural studies are emphasized for schools as well as for teacher education.  相似文献   

11.
The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school?  相似文献   

12.
This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9–11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum.  相似文献   

13.
Purpose:?This study set out to investigate pupils' evaluations of their academic abilities in different school subjects and their ratings of their potential for improving their performance in those school subjects.

Sample:?Twenty-eight pupils from the third grade (approximately age nine) and 30 pupils from the sixth grade (approximately age 12) in a primary school in Finland were interviewed.

Design and method:?The interview included tasks where the pupils were asked to rate and explain their potential for improvement in mathematics, the foreign language and the mother tongue. The explanations given were content-analysed and coding categories were formulated on that basis.

Results:?In all the three school subjects, the third-graders had a more positive view of their ability and its potential for improvement than the sixth-graders, and they based their view on a perspective of development and learning new things. The sixth-graders were more moderate and more uncertain in assessing their future performance.

Conclusions:?This study provided support to the earlier findings to the effect that pupils' faith in their abilities decreases in the course of their school years. We seek to explain this phenomenon in terms of the early stabilisation of the pupils' school performance, which is conveyed and constructed in the school's evaluative practices, especially in normative assessment. These practices clearly convey a differential conception of ability, which the pupils adopt as part of their self-assessments as shown e.g. by their use of school-like explanations in assessing their performance.  相似文献   

14.
Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.  相似文献   

15.

This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens.  相似文献   

16.
The Specialist Schools Programme was launched in England in 1993. Under the programme, schools submit a bid to central government to specialise in specified curriculum areas. To qualify to participate they must raise private sponsorship to contribute to the cost of their development plans and set targets, including targets for pupils' attainment. The paper uses multiple linear regression and multi‐level modelling to examine pupils' attainment. Our evidence suggests that, in 2001, pupils at Specialist Schools achieved better examination results than pupils at non‐specialist schools and that those attending the earlier cohorts of Specialist Schools performed particularly well. We also suggest that some cohorts of Specialist Schools were achieving enhanced GCSE results before they became Specialist Schools but also that, for the earlier cohorts, the improvement in examination results associated with specialist status increased as schools had been part of the programme for a longer period. Analysis of GCSE results in specialist and non‐specialist subject areas indicated that Language and Sports Colleges achieved better than expected examination results in their specialist areas, Technology Colleges achieved better results in both specialist and non‐specialist areas but that Arts Colleges did not achieve significantly different results in either specialist or non‐specialist subjects.  相似文献   

17.

This paper surveys the consequences of pupils' participation in a conservation education programme by monitoring changes in their relevant knowledge as well as in their environmental perception. The programme in question is an extra-curricular education unit about an endangered migrant bird (Apus apus; Apodidae) which was initiated by a state-wide conservation agency and offered free of charge to all secondary schools of the German-speaking part of Switzerland. An activity package was provided to the participating classes and individually introduced by the classroom teacher during an entire school year. The programme highlighted the bird's natural history and also focused on the individual involvement of pupils who built artificial nest-boxes and watched the bird's breeding and feeding behaviour at appropriate outdoors sites. A bilingual approach was included by sharing these observations with pupils of (French-speaking) Senegal, this country being the wintering region of the rd. bi Based on an instrument measuring environmental perception, i.e. individuals' preservation and conservation preferences (from an attitudinal and behavioural point of view) and built on construct validation procedures published in a previous study, the influences of the education programme were evaluated on a pre-/post-test basis. The post-test was delayed for at least a month after experiencing the education programme in order to exclude short-term effects. The programme had a significant positive effect on the specific knowledge level and on two of the five environmental perception subscales. The results are discussed in the context of other related outdoor ecology education programmes.  相似文献   

18.
This article examines the important data on pupils' perceptions of setting and mixed‐ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed‐ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed‐ability classes are for mixed‐ability teaching. While, Hallam and Ireson propose more differentiated teaching and learning in mixed‐ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered.  相似文献   

19.
Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation  相似文献   

20.
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 60 of their British-Chinese pupils. Findings demonstrate that British-Chinese pupils overwhelmingly see the purpose of these schools as perpetuating the mother tongue. They produced a variety of explanations for the benefit of this perpetuation, and we analyse how these fall under two themes: instrumental benefits, and identity. In elaborating these themes we focus particularly on the ways in which language was constructed as identity, and draw out some theoretical implications for thinking around identity and ‘culture’.  相似文献   

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