1,721,156 research outputs found
Evaluation of the Primary Behaviour and Attendance Pilot: school improvement where behaviour and attendance are key issues
No full textPoor attendance and disruptive behaviour in primary schools have a negative impact on learning and teaching. The Primary Behaviour and Attendance Strategy pilot took place from 2003-05 and involved 25 Local Authorities. The school improvement strand of the pilot aimed to develop and test out models of LA support where behaviour and attendance were key school improvement issues. Each LA was funded to provide a teacher coach with the responsibility of facilitating the school behaviour and attendance audit, the school self review and providing targeted support to individual teachers and holding staff development training. The evaluation aimed to determine the effectiveness of the focused support provided through the teacher coach to schools where behaviour and attendance were key issues. A number of methods were implemented to achieve the aims
? Telephone/email interviews Telephone/email interviews with the 25 LA pilot coordinators
? Selection of 10 LAs for more detailed evaluation work. This involved interviews with LA and project staff.
? Visits to 4 schools which were identified by LA coordinators or were willing to participate. These schools were considered to be exemplars of good practise.
? Questionnaires were completed by school staff to assess the impact of this strand. Local authorities managed the implementation of this strand in a variety of ways. Schools were selected for participation from evidence that the school was experiencing difficulties and need support. Care needed to be taken in managing the school improvement strand due to the sensitivities of the schools. The behaviour audits were reported to have been useful in informing action planning. However, they were considered to be long and required training in using the CD Rom. The role of the teacher coach was valued and positively evaluated. It was most successful when it was developed within a whole school approach to considering behaviour and when all staff in the school were engaged with it. There were possible issues relating to confidentiality when teaching was poor or where the head teacher felt that a teacher was weak. Ways of addressing this issues need to be developed. Ninety five per cent of the teachers said that the coaching had improved their skills in promoting positive behaviour and reducing poor behaviour in the classroom, while 100% indicated that it had improved their confidence. However, it was deemed less successful in reducing management time on discipline issues or reducing teacher workload
Where now?
No full textThis article draws together the emerging themes from across all sections of the book. The first theme concerns the power of music, the second the way that modern technology has enhanced music's influence through increasing access and enabling individuals to listen to the music of their choice at any time or place. Subsequent themes relate to our understanding of basic perceptual and cognitive processes, and music as language, communication, and interaction. A key issue is the need to take greater account of culture and context, with more research being undertaken in non-Western cultures. The article concludes with a consideration of methodological advances and the need for those from different disciplines with an interest in music psychology to work more closely together
The language of African-Caribbean success
No full textJasmine Rhamie and Dr Susan Hallam, from the Institute of Education, University of London, report early findings from their research. It suggests that since home and community factors contribute to African-Caribbean pupils' achievement, there is a greater need for schools to work together with the home and community to encourage academic success
Motivation to Learn
Full text linkThis article sets out a model that attempts to integrate the various theoretical approaches to understanding motivation, embedded within a broadly systemic approach as proposed by Bronfenbrenner (1979) which suggests that the process of human development depends on mutual accommodation which occurs throughout the lifecourse between an individual and the various systems that they or others close to them encounter in their environment. The model recognizes the importance of cognitive factors and self-determination in behaviour. A detailed account is provided of what we know about each of the elements outlined in the model as they relate to motivation in music
An Investigation into African Carribbean Academic Success in the UK
Full text linkWhile, there is a history of academic under achievement among African Caribbeans in the United Kingdom, some African-Caribbeans progress successfully through under-graduate and on to post-graduate studies. This research investigates the factors contributing to such academic success. Fourteen African Caribbean professionals, male and female, aged between 23 and 40 years old, who had undertaken most of their compulsory education in United Kingdom schools, were interviewed. The findings suggest two possible models of success: a Home-School Model, which describes a continuous positive interaction between the home and school where both foster academic excellence and success and a Home-Community Model which suggests that the family and community together create a 'sense of belonging' and acceptance and foster achievement and success, which compensate for low expectations and resources in the school. This suggests that academic success for a greater proportion of African Caribbean children will become a reality when schools, the home and the community work together to develop and nurture academic achievement within a climate of excellence and high expectations
Evaluation of the Primary Behaviour and Attendance Pilot
No full textBehaviour and attendance are amongst a number of key priorities for the Primary National Strategy. The Primary behaviour and Attendance strategy pilot took place form 2003-2005 and involved 25 local authorities who were not eligible for other funded programmes. . The four strands of the pilot included a universal element providing professional development opportunities to all schools in the pilot authorities (the CPD strand); a targeted element providing focused support to schools where behaviour and attendance had been identified as key issues (the school improvement strand); a universal element providing curriculum work focusing on the social and emotional aspects of learning for all children in pilot schools ( the curriculum materials or SEAL Strand); and a targeted element providing group work for children needing extra help in this area, and their parents/carers (small group interventions strand).The evaluation aimed to test out the effectiveness of the range of measures proposed by the DfES, singly and in combination, assessing the impact of the measures in relation to: improvements in behaviour, attendance and attainment for individual children; teacher skills and confidence; and the promotion of effective whole school approaches to positive behaviour an, attendance and improvements in attainment. The research involved a range of methods including, document analysis, interviews, questionnaires, case studies and analysis of attainment and attendance data. Questionnaire responses were received from a range of school staff and parents. Questionnaire data were available for 4237 children at Key Stage 1 prior to the pilot and 2163 following it. At key stage 2 5707 children completed questionnaires prior to the pilot and 3311 following the pilot. Interviews were undertaken with 17 head teachers or senior school managers, 34 teaching teachers/teaching assistants, 19 parents and 102 children. The children were interviewed in small groups which varied in size. Twenty case study examples of pupils receiving individual support and attention were collates. Pre and post Strengths and Difficulties questionnaire data were collected for pupils participating in the small group work. Key Findings
• There was a significant reduction in authorised absence among the pilot schools on average. The school improvement and small groups strand were effective in improving some scores on national tests at KS1 and KS2.
• The CPD cluster work enabled LA to send consistent messages about behaviour policies to schools and was effective in encouraging a solution focused approach and enabling consideration of behaviour issues in a non-threatening environment.
• The work of the teacher coaches in the school improvement strand was highly successful and greatly valued by teachers, who also thought that it had had a positive impact on children’s behaviour.
• As perceived by teachers, the SEAL programme had a major impact on children’s well being, confidence, social and communication skills, and relationships, including bullying, playtime behaviour, pro-social behaviour and attitudes towards school. It increased children’s awareness of emotions in others and the calmer environment in the classroom also led to some perceived improvement in learning and attainment.
• The small group work was effective in improving the emotional symptoms and pro-social behaviour of the children participating in it.
• The pilot operated effectively at a number of different levels. The cluster groups provided support for all schools. The schools improvement strand and the SEAL programme operated at the level of the whole school, addressing the needs of teachers and pupils, while the small group work enabled a focus on children with particular needs
The influence of home school and community on African Caribbean academic success in the United Kingdom
No full textThis chapter considers the history of academic under-achievement among African Caribbeans in the United Kingdom and why, despite this, some African-Caribbeans progress successfully through under-graduate and on to post-graduate studies. It reports research which investigates the factors contributing to such academic success. Fourteen African Caribbean professionals, male and female, aged between 23 and 40 years old, who had undertaken most of their compulsory education in United Kingdom schools, were interviewed. The findings suggest two possible models of success: a Home-School Model, which describes a continuous positive interaction between the home and school where both foster academic excellence and success and a Home-Community Model which suggests that the family and community together create a 'sense of belonging' and acceptance and foster achievement and success, which compensate for low expectations and resources in the school.. This suggests that academic success for a greater proportion of African Caribbean children will become a reality when schools, the home and the community work together to develop and nurture academic achievement within a climate of excellence and high expectations
The effects of music in community and educational settings
No full textThis article reviews the literature that has explored the ways in which music may have benefits beyond those associated with our enjoyment of active engagement or listening in community and educational settings. It outlines developments in community music, considers research that has assessed its impact, explores the way in which music has been used to attain educational aims beyond those relating to music education itself, and considers issues and findings relating to the use of background music when studying
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