Addressing the wicked problem of behaviour in schools     

David Armstrong 《International Journal of Inclusive Education》2018,22(9):997-1013

Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students with disabilities affecting their behavioural development or who have mental health (MH) difficulties frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. Accommodating the behavioural needs of this population and at the same time, enabling their inclusion therefore represents a significant wicked problem for education in Australia, Canada, England, New Zealand and US. Evidence-based initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support), are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage-and-discipline model by practitioners; targeted support for teachers experiencing (or at risk of experiencing) occupational burnout; and the introduction of tangible educational policy incentives intended to encourage schools to include students who might otherwise face suspension or exclusion on behavioural grounds. Finally, this article advocates radical change in attitudes by teachers towards student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology.  相似文献   

Why the history of public consultation matters for contemporary health policy     

Jennifer Crane 《Endeavour》2018,42(1):9-16

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Governing the (un)healthy child-consumer in the age of the childhood obesity crisis     

Darren Powell 《Sport, Education and Society》2018,23(4):297-310

In recent years, multinational food and drink corporations and their marketing practices have been blamed for the global childhood obesity ‘crisis’. Unsurprisingly, these corporations have been quick to refute these claims and now position themselves as ‘part of the solution’ to childhood obesity. In this paper, I examine how and why corporations fund, devise and/or implement ‘healthy lifestyles education’ programmes in schools. By using a critical ethnographic research approach alongside Foucault’s notion of governmentality, I interrogate what those with the ‘will to govern’ (such as corporations) wanted to happen (e.g. fight obesity, change marketing practices and increase consumption), but also what actually happened when these corporatised education programmes met their intended targets in three New Zealand primary schools. I critically examine these programmes by focusing on the ways in which three technologies of consumption – product placement, transforming children into marketers and sponsorship – attempt to govern children to be lifelong consumers of the corporate brand image and their allegedly ‘healthy’ corporate products. Although students were not necessarily naïve and easily coerced into becoming mindless consumers of corporate products, students and their teachers readily accepted that sponsorship, product placement and marketing in schools were normal, natural, necessary and mostly harmless. Healthy lifestyles education programmes represent a new ‘brand’ of health, health education and corporation. The child-citizen is governed to become the child-consumer. Corporations’ anxieties about being blamed for childhood obesity are fused with technologies of ‘healthy consumption’: the consumption of corporate products, corporate philanthropy, the corporate brand and corporate ‘education’.  相似文献   

Rethinking the ‘aspirations’ of Chinese girls within and beyond Health and Physical Education and physical activity in Greater Western Sydney     

Bonnie Pang  Joanne Hill 《Sport, Education and Society》2018,23(5):421-434

This paper aims to explore young Chinese girls’ aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls’ perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls’ aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls’ perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of all young girls in HPEPA. Results invite us to take into account some of the girls’ ambivalence towards being an ‘autonomous’ and ‘dependent’ modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people’s future in HPEPA in much of the contemporary Western world are conceptualised in academic research.  相似文献   

It is only an intervention,but it can sow very fertile seeds: graduate physical education teachers’ interpretations of critical pedagogy     

Göran Gerdin  Rod Philpot  Wayne Smith 《Sport, Education and Society》2018,23(3):203-215

The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues.  相似文献   

学术论文同行评审造假现象及期刊编辑的防范措施——《运动与健康科学》的实践与启示     

张慧 《中国科技期刊研究》2017,28(5):396-401

【目的】 探讨学术期刊编辑在防范同行评审造假方面可采取的措施。【方法】 回顾总结多家国际学术出版机构的大规模集中撤稿事件,分析同行评审造假现象的特征及类型,结合中国大陆唯一一本被SCI/SSCI同时收录的学术期刊《运动与健康科学(英文)》的工作实践,讨论期刊编辑在相关方面的角色及作用。【结果】 根据造假主体与方式不同,同行评审造假可分为E-mail造假、第三方造假、特刊造假。期刊编辑可以在日常工作中从审稿流程、识别工具、特刊组织、增加初筛等角度防范同行评审造假。【结论】 作为科学共同体的重要组成部分,期刊编辑应发挥主体意识,配合政府主管部门、科研院所、资助机构、出版商等,在防范同行评审造假方面承担责任、作出贡献。  相似文献   

发展中的澳门图书馆事业     

钟铭佑 《图书情报工作》2000,44(12):82-84

澳门图书馆从早期的出现到蓬勃发展的今天,经历了几百年的历史。回归后的澳门图书馆在“一国两制”的科学理论指导下,必将为中国图书馆事业做出更大的贡献。  相似文献   

中小城市图书馆-体化管理的构想   总被引：6，自引：0，他引：6  

张金路  贾传英  刘惊雷 《图书情报工作》2002,46(9):14-17

对我国图书馆事业管理体制改革作了深层思考和探索,提出在中小城市实行图书馆-体化管理的构想,并对其可行性进行了论证.  相似文献   

Barriers faced when eliciting the voice of children and young people with special educational needs and disabilities for their Education,Health and Care Plans and Annual Reviews     

Pooja Sharma 《British Journal of Special Education》2021,48(4):455-476

Eliciting the views, wishes and feelings of children and young people with special educational needs and disabilities (SEND) has been a primary element of the Children and Families Act 2014. Despite professional rhetoric that aims to ensure the voice of children and young people remains at the centre of assessments, SEND professionals often experience difficulties in ensuring meaningful participation during assessments for Education, Health and Care Plans (EHCPs) and subsequent Annual Reviews. In this study, 36 SEND professionals from local authorities and 16 SEND professionals from specialist schools within England were asked their views on eliciting pupil voice through an online-based questionnaire, with a particular focus on the barriers they experience. This was then followed up with six in-depth semi-structured interviews. The findings identify two distinct categories of barriers; the barriers relating to children and young people that inhibit their ability to express their views meaningfully, and the barriers relating to professionals that impede on their ability to elicit views meaningfully within their role. The implications of the analysis for a person-centred approach during EHCP assessments and Annual Reviews are discussed.  相似文献   

Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education     

《Teaching and Teacher Education》2018

Factors that affect novice teachers' willingness to engage with health and wellbeing education are explored. An online questionnaire was sent to novice teachers in England (n = 114) who had received pre-service training in health and wellbeing. Semi-structured interviews were conducted (n = 14) to support the questionnaire findings. Pre-service training appears to have some impact on new teachers. However, school ethos, attitudes of senior leadership, the level or extent of mentoring influence these novice teachers’ identity as health promoters. Nurturing this nascent identity has policy and resource implications for senior leaders in schools and governments particularly where health and wellbeing is not prioritised.  相似文献