Teachers’ knowledge and confidence for promoting positive mental health in primary school communities     

Helen Askell-Williams  Michael J. Lawson 《Asia-Pacific Journal of Teacher Education》2013,41(2):126-143

This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed.  相似文献   

President’s Update: Helen Guerin     

Helen Guerin 《International Journal for Academic Development》2013,18(4):361-366

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Teacher job satisfaction: lessons from the TSW Pathfinder Project     

Graham Butt  Ann Lance  Antony Fielding  Helen Gunter  Steve Rayner  Hywel Thomas 《School Leadership & Management》2013,33(5):455-471

Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures.  相似文献   

Learners with behavioural,emotional and social difficulties’ experiences of reintegration into mainstream education     

Jace Pillay  Helen Dunbar-Krige 《Emotional and Behavioural Difficulties》2013,18(3):310-326

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory reintegration into mainstream education. This reintegration often fails due to post-reintegration regression contributed to poor-to-fit behaviour. The aim of the study was to analyse and describe the reintegration experiences of learners with BESD, followed by a resilience-based reintegration programme to aid policy makers and practitioners with the reintegration into mainstream education of learners with BESD. A qualitative research approach with a generic phenomenological enquiry within an interpretivist-constructivist paradigm was followed. A total of 13 learners with BESD from the London Borough of Waltham Forest and between the ages of 11 to 14 participated through completion of sentences and a life essay. Of the learner participants, four were invited to participate in unstructured interviews, alongside professionals with an interest in the reintegration of learners. Parents of the participants were asked to complete qualitative questionnaires and teachers were asked to respond to questions via email. In all, three main themes were identified: promotive and risk emotional experiences, promotive and risk relationship experiences and promotive and risk experiences based on the reintegration processes. The findings support guidelines for developing resilience-based reintegration programmes that include developing emotional competence, developing promotive relationships and implementing promotive reintegration practices.  相似文献   

Reviews     

Davida Charney  Barbara Mirel  Helen J. Schwartz  Joseph F. Ceccio  Sherry Burgus Little 《Technical Communication Quarterly》2013,22(3):87-106

The Development of Scientific Thinking Skills. Deanna Kuhn, Eric Amsel, and Michael O'Loughlin, Academic Press, 1988. 249 pp.

Understanding the Representational Mind, Josef Perner, MIT Press, 1991. 348 pp.

Literacy as Involvement: The Acts of Writers and Readers, and Texts. Deborah Brandt. Carbondaie: Southern Illinois, 1990. 159 pp.

Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Gregory Clark. Carbondale: Southern Illinois, 1990. 93 pp.

Hypermedia and Literary Studies. Ed. Paul Delany and George P. Landow. Cambridge: MIT P, 1991. 352 pp.

Writing Space: The Computer, Hypertext, and the History of Writing. Jay David Bolter. Hillsdale: Lawrence Erlbaum, 1991. 258 pp. Also from Erlbaum, Writing Space: A Hypertext for Macintosh.

Writing and Speaking in Business. Gretchen N. Vik, Clyde W. Wilkinson, and Dorothy C. Wilkinson. 10th ed. Homewood: Irwin, 1990. 636 pp.

Communication for Management and Business. Norman B. Sigband and Arthur H. Bell. 5th ed. Glenview: Scott, 1989. 783 pp.

Business Communication Today. Courtland L. Bovee and John V. Thill. 2nd ed. New York: Random, 1989. 680 pp.

Guidelines for Preparing Proposals: A Manual on How to Organize Winning Proposals. Roy Meador. Chelsea: Lewis, 1985. 116 pp.  相似文献   

Black Education in South Africa     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(1-6)

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Letter From Mexico     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(4):12-15

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Conversations with Canadian Indian Educators     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(3-6):113-132

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Embedded Mathematics Remediation Using The Math You Need,When You Need It: A 21st‐Century Solution to an Age‐Old Problem     

Helen E. Burn  Eric M. D. Baer  Jennifer M. Wenner 《About Campus》2013,18(5):22-25

Using the need for math skills in geoscience courses as an example, Helen E. Burn and Eric M. D. Baer from Highline Community College and Jennifer M. Wenner from the University of Wisconsin Oshkosh make the case for just‐in‐time embedded remediation to improve student learning while using class time efficiently.  相似文献   

An International Teacher Education Collaborative Project     

Helen L. Carlson  Lena Stenmalm-Sjoblom 《Journal of Early Childhood Teacher Education》2013,34(3):25-35

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