Competencies for Teaching Children with Physical Disabilities: a survey of English and Zambian teachers     

Garry Hornby  Nelson Mwape 《Compare》1991,21(1):85-91

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The Impact of Information Systems on Counselor Preparation and Practice     

Garry R. Walz  Juliet V. Rich 《Counselor Education & Supervision》1967,6(Z3):275-284

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Transfer from special to mainstream–ten years later     

Garry Hornby  & Roger Kidd 《British Journal of Special Education》2001,28(1):10-17

In this article, Garry Hornby and Roger Kidd provide a follow-up to their own investigation of the outcomes of an inclusion project in Yorkshire ten years ago. Twenty-nine students were transferred from their special school for pupils with moderate learning difficulties into mainstream schools. Hornby and Kidd now report high levels of unemployment amongst these young people and indications that the quality of their adult lives is less than satisfactory. The results of this small-scale survey will raise important questions for all those concerned with current trends in the education of pupils with learning difficulties and their transition into adulthood.  相似文献   

A Framework for Promoting Mental Health in School     

Garry Hornby  Mary Atkinson 《Pastoral Care in Education》2003,21(2):3-9

Schools have an important role to play in the promotion of children's mental health, as well as in the identification and treatment of children with mental health problems. This article proposes a framework for a whole school approach to mental health. The framework focuses on four levels of involvement. The most general level is concerned with school ethos, which encompasses the values shared by all staff and pupils. The next level is whole-school organization, which comprises a range of school policies. Then there is pastoral provision, which concerns procedures in place throughout the school. The final level is classroom practice, which involves the practical strategies used by teachers. A model is presented in order to illustrate visually the four levels in the framework for the promotion of mental health in schools. It is intended that the model will provide schools with a useful framework with which to review their provisions for children with mental health problems and consider the issue of mental health promotion.  相似文献   

Transfer from Special to Mainstream     

Roger Kidd  Garry Hornby 《British Journal of Special Education》1993,20(1):17-19

Describe a survey of children who transferred to mainstream schools from a special school for pupils with moderate learning difficulties. While the survey done in late 1991 was small-scale and its findings are tentative, it offered some interesting insights into parents' and pupils' reactions to the transfer to mainstream schools and suggests some lines of research that might be pursued further.  相似文献   

Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom     

Garry Falloon 《Journal of Science Education and Technology》2017,26(6):613-628

Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting ‘hands on’ science learning. This article reports outcomes from a study of primary (elementary) school students’ use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps’ ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met.  相似文献   

The last frontier     

Stan Harward  Marvin N. Tolman  Garry R. Hardy 《TechTrends》1995,40(3):17-20

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Facing the challenges to mental health and well-being in schools     

Paul Cooper  Garry Hornby 《Pastoral Care in Education》2018,36(3):173-175

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Developing essay writing skills: an evaluation of the modelling behaviour method and the influence of student self-efficacy     

Carol J. Callinan  Emile van der Zee  Garry Wilson 《Journal of Further & Higher Education》2018,42(5):608-622

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed.  相似文献   

Words in my Eyes—the assessment of art and design in GCSE     

Garry Bennett 《Educational studies》1989,15(3):241-249

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