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1.
This article examines how the self-determination of pupils with intellectual disabilities is practised in secondary school in Norway and discusses possible challenges connected to this practice. The argumentation builds on the fieldwork of qualitative interviews (N?=?55) and participant observations in schools in Norway (pupils 13–16?years old). The pupils attend a variety of educational settings, including ordinary classes at mainstream schools, the department of special education at mainstream schools and special education schools. The study reveals considerable variations in the pupils’ opportunities to practise self-determination. While the self-determination of pupils with intellectual disabilities is rather extensive when it comes to their influence over informal and minor decisions in everyday life at school, it is very limited when it comes to formal and major decisions. Furthermore, the implementation of the pupils’ self-determination is primarily spontaneous and seldom anchored in the pupils’ Individual Education Plans. Such an implementation practice limits the pupils’ opportunities to participate in democratic processes, learning and social interaction. 相似文献
2.
David Ian Walker Stephen J. Thoma Chantel Jones Kristján Kristjánsson 《British Educational Research Journal》2017,43(3):588-607
Despite a recent world‐wide upsurge of academic interest in moral and character education, little is known about pupils’ character development in schools, especially in the UK context. The authors used a version of the Intermediate Concept Measure for Adolescents, involving dilemmas, to assess an important component of character—moral judgement—among 4053 pupils aged 14–15. Data were generated in 33 UK schools of varying types between February 2013 and June 2014. Results showed that compared with US samples, the pupils’ scores were, on average, low, suggestive of tendencies towards ‘self‐interest’, ‘not getting involved’ and ‘conformity/loyalty to friends’. Judgements varied by subscales assessing ‘action’ and ‘justification’ choices; pupils more successfully identified good actions than good justifications, but generally struggled more to successfully identify poor actions and poor justifications. Highest scores were for a dilemma emphasising ‘self‐discipline’ and lowest for ‘honesty’, with ‘courage’ in between. Overall average results were significantly and positively associated with being female, having (and practising) a religion and doing specific extra‐curricular activities. Differences in schools were also noted, although the kinds of school (e.g. public/private, religious/secular) were unrelated to student scores. 相似文献
3.
The nature,extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe 总被引：3，自引：0，他引：3
Shumba A 《Child abuse & neglect》2002,26(8):783-791
OBJECTIVE: The study seeks to determine the nature, extent and effects of emotional abuse; and who the perpetrators are in Zimbabwean primary schools. METHOD: Data collection was twofold because this involved reported cases of emotional abuse and the use of two questionnaires to collect data on the forms of emotional abuse perpetrated on pupils by teachers. First, data of reported cases of emotional abuse were collected from six regional offices of the Ministry of Education, Sport and Culture in Zimbabwe. The rationale was to determine forms of emotional abuse perpetrated on pupils by teachers in Zimbabwean primary schools. Second, the Teacher Trainees Questionnaire and the Teacher Questionnaire were administered to randomly selected samples of 150 primary school teacher trainees and 300 primary school teachers. Random numbers were used in the selection of the teachers and teacher trainees. The rationale for using teachers and teacher trainees was to make an in-depth analysis of the forms of emotional abuse perpetrated on pupils by teachers and to determine who the perpetrators are in this form of child abuse. In this study, emotional abuse shall refer to constant belittling of a pupil, the absence of a positive emotional atmosphere, verbal abuse, shouting, scolding, use of vulgar language, humiliation and negative labeling of pupils, and terrorizing of pupils by teachers in schools. RESULTS: The study found that the majority of teacher trainees and teachers believe that shouting, scolding, use of vulgar language, humiliation and negatively labeling of pupils as stupid, ugly, foolish is mainly done by female teachers in schools. However, 52.7% of the teacher trainees indicated that it is the male teachers who "use vulgar language on pupils." This study found some of the forms of emotional abuse that are perpetrated on pupils by teachers in schools. The findings seem to be consistent with the literature available on the gender of perpetrators associated with this form of child abuse. CONCLUSION: It is clear that emotional abuse exists in Zimbabwean primary schools and female teachers appear to be the main perpetrators of this form of child abuse. This form of child abuse may involve one perpetrator and a series of victims. 相似文献
4.
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion. 相似文献
5.
Mike Watts Steve Alsop Gillian Gould Amanda Walsh 《International Journal of Science Education》2013,35(9):1025-1037
Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers. 相似文献
6.
A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school , and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks. 相似文献
7.
Frances Lee 《Emotional and Behavioural Difficulties》2013,18(3):186-199
Abstract Emotional awareness programmes and initiatives in education have a high profile. Training courses in emotional literacy and emotional literacy projects are being promoted nationwide. However, whilst many successful projects and programmes have taken place in the context of mainstream school settings, by comparison relatively fewer projects have been reported in special school settings. A seven-week emotional awareness project was designed for seven pupils in a Year 8 form group (12–13 years of age) who were presenting with emotional and emotional/behavioural difficulties in Durants School, which caters for pupils with moderate learning difficulties. The project drew upon principles of circle time and placed emphasis on multisensory activities and role play. The purpose of the project was to identify whether an emotional awareness programme would lead to an increase in the pupils’ awareness and understanding of their own emotions, and whether an awareness of other people’s feelings/emotions could be integrated as a core module of the school’s personal, social and health education curriculum. This project illustrates that an emotional awareness programme can be adapted creatively for pupils with special educational and learning needs without involving expensive resources, and can give pupils life skills that can be applied both in and out of the classroom. 相似文献
8.
《Africa Education Review》2013,10(1):48-67
Abstract The study sought to examine the current Zimbabwean school system; establish the extent to which it is conducive to students making decisions about the selection of subjects they learn at school; to examine the nature of children's rights and the extent to which these rights are practiced in schools and in the prevailing socio-economic and political milieu. A stratified random sample of 100 pupils, 24 teachers and five school heads was used in this study. Both qualitative and quantitative data were collected using a questionnaire, an interview schedule and observing both pupils and teachers. The study found that teachers and pupils seemed to be aware of pupils’ rights to participate in deciding the subjects they studied; and most teachers and school heads felt it was more of their duty to decide for pupils because of their immaturity. Therefore, determining the school curriculum content should involve school heads, teachers and pupils instead of choices being made and the content dictated to pupils. 相似文献
9.
For many years, teachers’ intuitive evaluations of pupils’ competences was considered to be a solid base for decisions; it is only recently that teachers have been expected more and more to use data. We state that insights on intuitive and data-driven approaches need to be integrated to understand and support informed, professional decisions in education. Starting from an integrated framework we studied teachers’ decision process regarding the transition of 30 pupils during their last year of primary education within a case study design. Results describe different approaches to decision-making. Some teachers greatly rely on intuitive processes when they ultimately make the decision, even if data was collected. Other teachers combine and weigh information deriving from deliberate processes of data use and from intuitive recognition before they decide. Implications for theory and practice are explained. 相似文献
10.
《Teaching and Teacher Education》2000,16(1):117-127
This paper presents the views and perceptions of three experienced teachers about their management of the classroom learning environment. Research was carried out in three different schools using a variety of methods. In this paper reference is made mainly to the teacher interviews and the rating scales completed by their 9–11 year old pupils. The findings are discussed in terms of general educational principles like pupils’ involvement in decision- making, as well as in terms of the importance of specific environmental factors (notably seating arrangements and classroom wall displays). In the three schools there were found to be distinct differences in the teachers’ and pupils’ identification of significant elements within the classroom environment. A need is identified for further research into the ways specific environmental factors may affect children's learning and on the processes by which a classroom culture develops. 相似文献
11.
Francois Dubet 《教育政策杂志》2013,28(1):93-104
In France the sociology of pupils has for a long time been reduced to the study of social inequalities in connection with proximity or distance from teacher expectations. Recent transformations of the educational system, and especially the fact that working-class pupils now attend secondary schools and even higher education in considerable proportions, have brought about a change in researchers' perspectives. Pupils are less defined by their role as élève than by the way in which, as individuals, they construct and make sense of their school experience. This subjective mechanism must, however, be understood by taking into account that in France school institutions and society in general distribute social and cultural resources unequally and thus create what may be called ‘ordeals’ for pupils to overcome. 相似文献
12.
Birgit Paju Lauri Räty Raija Pirttimaa Elina Kontu 《International Journal of Inclusive Education》2016,20(8):801-815
Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice. 相似文献
13.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
14.
David W. Leslie 《Higher Education》1975,4(2):233-246
This paper attempts a theoretically based articulation of the concept of legitimacy and applies the elements of the concept to concrete problems in university governance. Legitimacy is measured by the assessment of several elements of governance by constituents. It is a function of constituents' value systems, of the decision-making issue, and of the level at which decisions are made. The components of legitimacy are developed, and illustrative applications are provided. Through operational application of the idea of political legitimacy, it is contended that more realistic and workable solutions to governance can be approximated and that crisis oriented governance tactics can be reserved for situations which genuinely require them. 相似文献
15.
16.
Consultation,negotiation and compromise: the relationship between SENCos,parents and pupils with SEN
Anthony Maher 《Support for Learning》2016,31(1):4-12
One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and distribution of SEN resources, both of which aim to ensure that pupils have more meaningful experiences of mainstream education. The findings of the study cast light on the power and influence of parents when it comes to SEN provision and resources, the importance of consulting parents and the ways in which parents empower SENCos to make decisions on behalf of themselves and their children. The importance of negotiating and attempting to seek a compromise with pupils was another key issue identified in the article. Ultimately, however, the power to decide where resources go and what is done with them appears to reside with SENCos. 相似文献
17.
Jeremy Swinson 《British Journal of Special Education》2008,35(3):165-172
The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers. 相似文献
18.
Paul Thompson 《牛津教育评论》2013,39(6):671-687
19.
《British Journal of Special Education》1996,23(3):134-138
In the Netherlands in the last decade, the number of pupils with Down's Syndrome integrated into regular schools has been growing. Previously such pupils were referred to special schools, and this research, undertaken by Annette Scheepstra, Sip Jan Pijl, and Professor Han Nakken from the University of Groningen, describes the steps taken by parents to apply for regular education placements; the decision-making of the school teams; and the differences between these parents and other parents with pupils in regular education. 相似文献
20.
Mike Askew 《Curriculum Journal》2018,29(3):406-423
This paper examines a problem described as widespread and long-standing in mathematics education: supporting pupils into multiplicative reasoning, a form of reasoning that has been noted as central to large tracts of secondary mathematics and beyond. Also noted, however, is a persistent perception of multiplicative situations only in terms of repeated addition – a perception held not only primary pupils, but also among primary teachers and curriculum developers. The focus of this paper is to synthesize literature on multiplicative reasoning as a conceptual field together with a sociocultural discussion of the role of mediating artifacts in the development of this conceptual field. Bringing MR into the primary classroom can then be achieved, I propose, through a pedagogy oriented toward model-eliciting and teacher appropriation of pupils’ models as pedagogic tools with the subsequent re-appropriation of refined models by pupils. This pedagogy is illustrated through the analysis of two vignettes from a teaching experiment which demonstrate the beginnings of MR as an emergent conceptual field in the classroom. The paper concludes that it is possible to move primary teaching and learning toward understanding the functional aspects of multiplicative reasoning, but that any such moves requires attention to teachers’ pedagogic and content knowledge. 相似文献