共查询到20条相似文献，搜索用时 31 毫秒
1.
This study examines the use of Makaton, a language programme based on the use of signing, symbols and speech, as a pedagogic tool to support the development of talk for pupils learning English as an Additional Language (EAL). The research setting was a Reception class with a high percentage of pupils who have EAL in the initial stages of learning English. Observations, questionnaires and interviews were used to collect data to ensure reliability and validity of the conclusions. The findings suggest that Makaton can assist in the development of talk, as the data showed a positive correlation between the use of Makaton and the use of spoken English. This study has implications for practitioners and schools, not only those catering for the specific needs of EAL learners because Makaton® is a skilfully devised programme that is underpinned by the very principles that are documented to support pupils who have EAL. 相似文献
2.
This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools’ communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the external factors influencing school communication systems; communication models reflected in school structures; and the content of communication between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly arrived Eastern European students, reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information on EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage. 相似文献
3.
Ken Reid 《Educational studies》2003,29(4):351-371
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.
Gareth Dart 《British Journal of Special Education》2006,33(3):130-138
This article is an evaluation of the special needs education awareness course run at Molepolole College of Education, Botswana. The course directly reflects the Government of Botswana's policy on special education and seeks to provide students with a wide range of skills and knowledge to help them identify and support pupils with a variety of special needs. It also seeks to examine teachers' attitudes towards the inclusion of children with a wide range of learning support needs in the ordinary school. The evaluation was carried out by Gareth Dart, senior lecturer in the Department of Special Needs Education at Molepolole College of Education, who, in this article, reports the views of the first cohort of student graduates to complete the full course. This account also includes feedback from staff at schools who were involved with supervising the students as they did their special education assignments while on teaching practice. Feedback from the students and teachers is very positive in terms of the content and effect of the course although Gareth Dart suggests that a more thorough evaluation will have to wait until the graduates have been in the field some time. In the future, there will be a need to assess the long-term impact of the course upon the practice of teachers; to review the sustainability of this form of teacher education; and to make judgements about the influence that new generations of teachers have upon schools and policies promoting inclusion. 相似文献
5.
Rob Webster Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell 《欧洲特需教育杂志》2013,28(4):319-336
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils’ academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three ‘frames’ – deployment, practice and preparedness – and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support. 相似文献
6.
Ruth Whiteman 《Educational studies》2005,31(4):375-391
The arrival of refugee pupils in UK schools has presented significant challenges to staff, pupils and families. The aim of this study was to record and analyse the views of teaching staff regarding their experiences of integrating these pupils into schools in Newcastle upon Tyne. A questionnaire was sent to 53 schools in the city known to have pupils who are refugees or asylum seekers. Questions focused on key issues identified by the Local Education Authority Working Group for Refugees and Asylum Seekers, including the dissemination of information prior to the arrival of new pupils, staff training and the response of the school community as a whole. Twenty‐four questionnaires were completed (response rate 45.3%), from two nurseries, 13 primary schools, seven secondary schools and one special school. The overwhelming need identified was for improved access to interpreting services, and more reliable information about pupils’ backgrounds. It was evident that integration is approached differently by individual schools depending on their overall ethnic mix and the availability of resources and support networks. 相似文献
7.
Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement. 相似文献
8.
Raising the achievement of African heritage pupils: a case study of good practice in British schools
The aim of this paper is to investigate how pupils from black African backgrounds are helped to achieve high standards in schools and to identify the factors that contribute to the success of raising achievement. Two complementary methodological approaches were adopted, each contributing a particular set of data to the study. First, General Certificate of Secondary Education (GCSE) empirical investigation was undertaken to draw lessons from the last seven years by examining in detail the attainment of black African pupils in the authority. This was followed by detailed case‐study research to illuminate how the complex interactions of context, organization, policy and practice helps generate effective practice in raising the attainment of black African pupils. Five case‐study schools were selected. A structured questionnaire was used to interview headteachers, staff, governors, parents and pupils to gather evidence of African heritage pupil achievement. The main findings of the research show that in all schools black African pupils are performing above national average, and in the case‐study schools 79% of black African pupils achieved five+ A*–C GCSEs compared to 48% nationally and 57% in the authority schools. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success of raising the achievement in the case‐study schools are: African parents value education very highly and respect the authority of schools; strong leadership; effective use of performance data for school self‐evaluation; diversity in the workforce; a highly inclusive curriculum that meets the needs of African heritage pupils; a strong link with the community; well coordinated support and guidance; good parental support and high expectation of their children; and teachers’ high expectation of African heritage pupils and a strong commitment to equal opportunities. The final section gives policy implications for school improvement. 相似文献
9.
This study carried out research focusing on diverse learners, such as pupils who have English as additional language (EAL) in primary schools in the Midlands, England. Essentially, we wanted to know how they are supported to become global learners. Therefore, questions were posed to school leaders on their understanding of the concept of globalisation; how globalisation is developed, supported, monitored and evaluated. Research on the concept of globalisation is contentious, with as many definitions as there are cultural contexts. But the central message is that the movement of a global economy brings with it the potential to make knowledge and information accessible to all. We interviewed senior leaders in primary schools over a period of 3 months and our sampling isopportunistic rather than truly random. The findings suggest the need for strong leadership for embedding globalisation in the curriculum, an enabling team structure, and partnership development locally and globally. 相似文献
10.
This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children’s social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils’ home-life. In particular, the sample identified the children’s fathers’ perceived ability/inability as a main cause of pupils’ SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as ‘replacement fathers’ and become ‘role models’. The findings contribute to existing debates relating to the notion of ‘positive male role models’ in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made. 相似文献
11.
12.
The impact of faith schools on the performance and progress of their pupils has been studied using data from the National Pupil Database (NPD). The value‐added analysis was carried out using multilevel modelling, controlling for prior attainment as well as a range of background variables, including ethnicity, sex, eligibility for free school meals (FSM), alternative measures of deprivation based on census information, special educational needs (SEN) and English as an additional language (EAL). The analysis confirmed that all faith schools, in particular, Roman Catholic and Church of England schools, made slightly more progress with their pupils than non‐faith schools. It also showed that pupils with SEN attending faith schools performed better at key stage 2 than pupils with SEN in non‐faith schools. 相似文献
13.
Karen E. Broomhead 《Support for Learning》2013,28(1):4-10
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings. 相似文献
14.
Norah Frederickson Alice P. Jones Jane Lang 《Journal of Research in Special Educational Needs》2010,10(2):63-73
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies. 相似文献
15.
Peter Blatchford Paul Bassett Penelope Brown Rob Webster 《British Educational Research Journal》2009,35(5):661-686
Despite an unprecedented increase in classroom-based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on their impact. This article addresses the deployment and impact on pupil engagement and individual attention of support staff, commonly known as teaching assistants (TAs), in terms of: (1) a comparison between TAs and teachers; (2) differences between pupils with and without special educational needs (SEN); and (3) differences between primary and secondary schools. Systematic observations of pupil behaviour in 49 primary and secondary schools showed that support staff presence resulted in increased individualisation of attention and overall teaching, easier classroom control, and that pupils showed more engagement and a more active role in interaction with adults. This supports teachers’ positive view of support staff, but their presence also meant pupils’ contact with teachers declined and at secondary level there was less individual and active interactions between teachers and pupils. 相似文献
16.
17.
Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion. 相似文献
18.
Christoforos Mamas 《International Journal of Inclusive Education》2013,17(11):1223-1239
This paper reports on a study conducted in five primary schools in Cyprus, focusing in detail on one of them. The purpose of the research was to explore the social status of pupils identified as having special educational needs within mainstream settings. One of the key findings was that pedagogy influences the social status of these pupils. Therefore, this paper examines the dynamic relationship between pedagogy, social status and inclusion. A major intention for inclusion in Cyprus is to promote social interactions and relationships between pupils, identified as having special educational needs, and their peers. Thus, the research examined how far this aspiration is being fulfilled and set out to understand the role pedagogy might play in enhancing or impeding the social status and inclusion of these pupils. The findings suggest that the teaching arrangements and pedagogical approaches employed by teachers are central in shaping the social status and inclusion of all pupils and particularly those who have been identified as having special educational needs. 相似文献
19.
Roy Richards 《Education 3-13》2013,41(1):23-28
This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are ‘at risk’ or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms. 相似文献
20.
Máiréad Dunne Sara Humphreys Alan Dyson Judy Sebba Frances Gallannaugh Daniel Muijs 《Curriculum Journal》2013,24(4):485-513
This study explored the ways in which schools addressed the needs of pupils in low-attainment class groups, or sets, in the context of multiple and contrary government policy directives and inconclusive research findings about setting. In this article we have focused on school and classroom practices as well as the organisational processes through which low-attaining pupils were identified, grouped and reviewed within schools. The empirical data reported here predominantly refer to case studies involving classroom observations and interviews with teachers, pupils and other staff in 13 schools – both primary and secondary – from four local authorities (LAs). In the latter part of the article, however, we also draw on survey data collected from a larger sample of schools in 12 LAs in England. Although the study found ample evidence of innovative school practices and efforts by individual teachers aimed at optimising the learning opportunities for children in low-attainment class groups, the findings also raise important questions about some of the processes of set allocation, the lack of mobility between sets, and the over-representation of particular social groups in low-attainment classes. We conclude with a discussion of the implications for equity and inclusion that moves beyond an emphasis on classroom practice to include questions about the in-school processes of social selection and educational mobility for pupils identified as low-attaining. 相似文献