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Engaging the student voice in dialogue with Section 50 inspection criteria in Church in Wales primary schools: A study in psychometric assessment
No full textThe inspection criteria for schools with a religious character within the state-maintained system in England and Wales require the sponsoring body to report on aspects of the distinctiveness of the school ethos and on school worship. This paper argues that the inspection process could be enhanced by taking into account the student voice on these areas. The paper then reports on a pilot study conducted among 1,899 students between the ages of 9 and 11 years, attending year-five and year-six classes within Church in Wales primary schools. On the basis of this pilot study six short scales were constructed to assess student attitude toward: school ethos, school experience, school teachers, relationships in school, school environment, and school worship. The data reported satisfactory internal consistency reliability for each of the six scales. The scales are commended for further application
Preparing for better livelihoods, health and well-being — a key to climate change adaptation
No full textTonga is a small nation with low-lying communities, and located on Tonga’s trench, ranking it particularly vulnerable to global climate change. So, adaptation—is vital. A study: ‘Climate change impact on livelihood, health and well-being: A mixed method approach’ by Havea et al., found that Tongans aged 15–75 in Kanokupolu, ‘Ahau, Tukutonga, Popua and Manuka, perceived to have suffered—serious loss and damages to livelihoods; climate change-related diseases and illnesses (e.g. asthma, shortness of breath inter alia); stress, anxiety and spiritual impacts. This paper presents an analysis of the perception of 460 Tongans using a concurrent convergence parallel triangulation design derived from perceived climate change impacts, mitigations, and adaptations to produce a dynamic model of “impact and adaptation”. This model was designed to assist the aforementioned coastal communities development towards a Resilient Tonga, so that the responses to the perceived impacts are planned and implemented effectively and efficiently, thus preparing those and similar communities for future impacts. Finally, some policy recommendations are made, as valuable lessons from dynamic community perceptions, are learnt. Public perceptions, community experiences, and lessons learnt revealed by this research will be useful to other communities, governments, NGOs, international and regional organizations and those planning adaptation projects in the region
Young and homeless: exploring the education, life experiences and aspirations of homeless youth
No full textNominare lo Spirito Santo: limiti e possibilità
No full textIl presente articolo è dedicato alla riflessione di s. Tommaso d’Aquino sulla modalità di nominazione dello Spirito Santo. Esso si compone di tre paragrafi. Nel primo, si presentano i limiti del linguaggio teologico in genere e le difficoltà nel nominare rispetto alle altre persone trinitarie. Nel secondo paragrafo, si illustrano i differenti tipi di nomi divini – intelligibili, simbolici, propri, trinitari – e si spiega il meccanismo dell’ appropriazione che permette di parlare specificamente di ciascuna Persona della Trinità. Nel terzo paragrafo si analizzano i tre nomi propri dello Spirito – Spirito Santo, Amore, Dono – così come emergono dalla Summa Theologiae. L’articolo si chiude richiamando il metodo dei teologi medievali di unire lo sforzo necessario di dire l’indicibile e i limiti dei suoi risultati
How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour?
No full textThis paper will consider how teaching assistants’ (TAs’) roles are changing from the historical ‘mum’s army’ (Bach Kessler & Heron, 2006) of paint-pot washers, as some considered it pre-national curriculum, to the developing conception of the TA as a ‘paraprofessional’. Contemporary issues arising from the loosely defined current expectations of TAs’ wider pedagogical role will also be discussed. Consideration will be given to how and why managing behaviour has become an expectation and a necessity for TAs in their current deployment in schools, and why learning about managing behaviour differs for TAs and teachers. Additionally the paper will reflect on the specific challenges facing TAs in managing behaviour. How TAs learn from each other in communities of practice, as well as from teachers and senior leaders, will be explored. Furthermore, how behaviour policies and policy implementation generally can influence TAs’ opportunities to promote their own learning will be reviewed
Working with teaching assistants
No full textThis chapter develops understanding of how to work with other professionals in schools; considers how best to deploy teaching assistants (TAs); highlights recent research and guidance on deploying TAs; helps practitioners to reflect on their values and beliefs in relation to its impact on working with TA
Predicting Burnout Syndrome in Professionals in Mental Health Settings
No full textThe aim of the study was to explore predictors of burnout in clinicians working across different mental health settings in Greece. The Maslach & Jackson Inventory (MBI; Maslach & Jackson, 1981) was used to evaluate burnout syndrome and assess the relationship between demographic factors (age, children, education & job experience) and each sub-factor (emotional exhaustion, depersonalisation & personal accomplishment) of the MBI. Results revealed that out of three burnout factors, emotional exhaustion (EE) and personal accomplishment (PA) demonstrated one significant predictor each whereas depersonalisation (DP) showed no significant predictors. In addition, job experience (years in the job) was found to be a significant predictor of emotional exhaustion in clinical staff. Further analysis showed no significant differences across job type for emotional exhaustion, depersonalisation , and personal accomplishment. The findings are discussed with a focus on prevention and coping strategies for clinicians working in mental health settings
Becoming a Successful School Leader Developing New Insights
No full textEducational leaders are faced with ever increasing challenges. New issues arise, demands change and leaders are expected to make well-informed decisions quickly, often in information-poor situations. There has never been a greater demand for clear-sighted, professional leaders who can guide their staff, students and communities through the difficult, contested landscape of education, where decisions made today will affect the lives’ of students and others for many years. This text critically considers what leaders need to help them guide their schools and communities through the challenges of learning.
The text is enriched by a series of structured case studies and scenarios which will enable leaders to wrestle with these issues and to develop the skills needed to not only cope with these issues, but to thrive so that they can move forward with their schools and communities to negotiated, mutually beneficial conclusions