Supporting Schools with Loss: 'Lost for Words' in Hull

John Holland's research with adults bereaved as children found that their experiences on returning to school after a death were not always positive. Further research in Humberside primary and secondary schools, discussed previously in BJSE , found that teachers rated the area of child bereavement highly, but also that there was a 'training gap'. Teachers generally considered that more training in the area of bereavement was needed. An initial response in Hull included 'help' leaflets sent to schools and ad hoc training courses. This led to the development of a structured and self-contained 'loss awareness' training project for schools —'Lost for Words'. In this paper, John Holland reveals that evaluations showed an increased level of trained staff in schools; more use of policies and procedures; and a higher level of individuals in schools having responsibility for the area. Although the views expressed here are his own and not necessarily those of his employer, he concludes that there is now a greater level of awareness of issues relating to loss and bereavement in children and suggests that the 'Lost for Words' project is having a positive impact on practice in schools.     

A comparative study of the child bereavement and loss responses and needs of schools in Hull,Yorkshire and Derry/Londonderry,Northern Ireland

This paper reports the findings from a study of schools' responses to child bereavement in Hull, Yorkshire and Derry/Londonderry, Northern Ireland. In order to gain an insight and compare how schools in both geographical areas respond to and manage bereavement, the questionnaire ‘Loss in schools’ was selected as an appropriate tool. It has been utilised on previous occasions in Hull and shown to be an effective method of highlighting the issues, needs and concerns of schools. Some significant and important issues emerge in the results of the present survey. While schools rate child bereavement and parental separation highly in terms of their priorities, there is a shortfall in the number of schools in both study sites that have a formal procedure or policy in place around the management and response to death and loss. Although there is evidence that a number of staff have attended training in loss and bereavement, schools in Derry/Londonderry and Hull report that they have sought help from other agencies in times of need. For example, the Western Education and Library Board Bereavement Team and Cruse Bereavement Care (Derry/Londonderry) and the Educational Psychology Service (Hull) are identified. Schools are asking for help and support to develop policies and to gain the knowledge and skills they require to respond with confidence to a child who experiences a loss.     

Developing and sustaining provision for children with motor skills difficulties in schools: the role of educational psychologists

The current paper outlines a three-year action research project with 39 schools in one inner city local authority. A local need to improve provision for children with motor skills difficulties resulted in a team of educational psychologists (EPs) and specialist teachers developing the Manchester Motor Skills Intervention (MMSI), which is a flexible package of support for primary schools. Support provided ranged from staff training and resources aimed to improve universal provision through to motor skills groups for targeted children. A mixed method evaluation was undertaken which aimed to establish which aspects of the MMSI schools found most useful and whether the programme was sustainable. The evaluation involved interviews at the end of the two-year project and school provision audits one year after the project had ceased. Participants valued the contribution of the research team to the development of a targeted intervention programme and the provision of ongoing support, while evidence suggests that the whole-school element of the MMSI requires further development. Some barriers and facilitators to sustainability are identified and discussed.     

Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong

This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants’ expectations and in increasing personal confidence and raising self‐esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed.     

The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents

In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports.     

Short Reports

Government legislation over two decades has brought about major changes in the management and governance of schools. School governing bodies have been awarded far more power and influence than ever before and are now required to make important decisions affecting the quality of education provision for the nation's children. With an estimated 60,000 governors assuming their responsibilities for the very first time, questions about their preparedness for such a substantial task are bound to be asked. The significance of training for governors has increased as the extent of governing body responsibilities has expanded. Whereas the importance of training was recognized by the 1986 Education Act which gave the local education authority a statutory duty to provide the training it thinks necessary for governors to carry out their duties effectively, it remains optional. This small‐scale research project set out to investigate the induction needs of governors newly appointed to a local authority's schools. The project, undertaken in the autumn term 1996 and spring term 1997, made use of two different but complementary research tools. The first was a questionnaire survey of 314 new governors which attracted a response rate of just over 65 per cent. In addition, follow‐up telephone interviews were conducted with a small sample in order to gather extended responses to those given in the questionnaires. The research concluded that the new governors surveyed: ? had received little or no formal training for their role as school governors

? identified as their future training needs the following topics: roles and responsibilities of governors; local management of schools (LMS); and recruitment and selection procedures

? identified the need for a comprehensive programme of induction made up of a combination of centrally run and school‐based courses, briefings, information and guidance materials, videos, helplines and updates.

     

Assessment for learning: Developing formative assessment in the classroom

This article reports on a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university based researchers and a team of teacher researchers. It used an action research approach to try to bring about changes in classroom assessment practices. The article reports on changes in practice particularly involving the clarification and communication of assessment criteria to pupils.     

Working with schools in identifying and overcoming emotional barriers to learning

This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers’ previous research on the extent to which teachers believe disruptive pupils can control their behaviour. A notable finding was the sizeable minority of teachers in both primary and secondary schools who appear to be unaware of the psychological underpinnings of disruptive behaviour. That is, that such behaviour frequently communicates unresolved emotional needs, rather than wilful defiance. The current project aims to develop, implement and evaluate CPD resources developed by the researchers, for a one-day staff training day at a secondary school in north England. Prior to training, school staff completed a questionnaire to “audit” their perceptions of disruptive behaviour in school. Following evaluation, the CPD materials will be made available to other schools. It is anticipated that the materials will enable greater mutual understanding and respect for the ways in which disruptive behaviour is perceived by practitioners and school staff. Moreover, they will provide an urgently needed means of facilitating a shared knowledge base and a shared language for addressing emotional barriers to learning.     

‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools

In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking.     

Improving Literacy at Key Stage 3: Policy,Practice and Evaluation

This paper reports on and explores some of the assumptions underpinning an invitation issued to local education authorities in England in January 1998 from the Department for Education and Employment to bid for funds to develop literacy in the first years of secondary schooling. It goes on to describe one authority’s successful bid, and explores how the project is being implemented in schools within the authority, in terms of action plans, staff development and classroom practice. Finally, these perspectives are compared with research findings on literacy development, particularly in low-achieving schools. The problems of evaluating literacy interventions are discussed.     

A comparative examination of schools' responses to bereavement and the associated needs of the school community in Galway,West of Ireland and Derry,Northern Ireland

The aim and objective of this study is to examine and compare how schools in Galway, Republic of Ireland and Derry in the North of Ireland (cities located within two independent jurisdictions in Ireland) manage and respond to bereavement. To carry out a survey of schools, the ‘Loss in Schools’ questionnaire is considered the most suitable tool. The questionnaire, which contains 10 questions designed to unearth pertinent issues including the needs and concerns of schools, had previously been administered in studies in Hull. Sixty questionnaires were administered in both Galway and Derry, with a return of 38 and 35, respectively. This study illuminates important aspects of the topic. The schools in both Galway and Derry rate bereavement (and parental separation) as highly important in terms of priorities. In terms of policy, some of the respondents in both study sites report that loss is included in their school's policy documents but not formally included in the curriculum. A designated staff member (who would speak to the pupil experiencing the death of a family member or significant other) is evident in 37% of Derry schools and 23% of Galway schools. Some members of staff in both study sites have attended training in bereavement, although the courses are relatively short term. Schools request assistance from other agencies outside the formal schools arena in times of need. In Galway the psychology services are most commonly consulted, while in Derry the Western Education and Library Board Bereavement Counselling teams and Cruse Bereavement Care are identified as additional resources from which help is sought. This paper outlines recommendations on schools' training needs in the area of child bereavement and the request for support to help further develop and formalise school policies.     

Participative planning of environmental education activities: experiences from tree planting project at a teacher training college in Tanzania

Engaging local actors in Environmental Education activities seems to be an important condition for environmental sustainability. Lack of common purpose among local and external researchers constrains the engagement. Following these insights, we implemented a participatory action research project related to tree planting as part of creating an Environmental Education programme at Ilonga Teacher Training College, surrounding primary schools and villages. The purpose of the initial phase of the project was to contextualize an action plan as a strategy to engage local actors in the change process from the beginning of the project. The research questions were: How can we engage local actors in participatory action research addressing resource constraints for EE; and what are the results of the participatory planning process? To answer these questions, we mapped environmental resources and challenges in the chosen area. Thereafter, we organized an empowerment process through Focus Group Discussions and a workshop discussing the challenges and opportunities available for successful implementation of the project. These discussions formed the foundation for creating a plan for implementing the EE project. In this paper, we present the results of the planning strategies, and discuss factors contributing to the success of the initial phase of the project. We found that stakeholders’ trust and sense of project coherence were key motivating factors for the development of a collaborative planning process and learning through initial actions.     

美国项目研究模式的学习概论

项目学习法(Project—based Lerning)是一种项目研究模式的学习，在当今美国的中小学里正进行着广泛而生动的实战。它旨在培养学生批判性的思维技能、生成新知识的知能，以及给学生创造一个体验式的学习过程与机会。     

Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school.     

The politics of school amalgamation

This article reports on research funded as a ‘Best Practice’ project by the Department for Education and Skills (DfES) designed to use action research to progress the government agenda for healthy schools. The project involved teachers working with university researcher. The outcome is five small research reports consisting of two studies into playground behaviour management, a report on the production of a school drug policy, a review of transition from Nursery to Early Years school provision and a study of the impact of a Family Nurturing approach used with pre-school pupils. This article reviews the research process and includes reflection on methodological issues and outcomes giving voice to the teacher-researchers by drawing on the reports they have compiled. The research recommendations are for more projects which use action research to promote change in our schools.     

Literacy impact studies in Solomon Islands and Vanuatu

During 1998–99, two separate studies to evaluate the impact of new literacy programs on pupils’ achievement were conducted in Solomon Islands and Vanuatu primary schools by a team of local teachers, an external consultant and the staff of a regional program entitled Basic Education and Literacy Support (BELS). The studies were sponsored by the BELS Program as a part of its strategy to monitor the impact of its ideas and its in-service training for teachers on literacy education. The studies adopted a cross-sectional design, contrasting project schools with control group schools and included a sample of 19 schools, 10 in the first study in Solomon Islands and 9 in the second study in Vanuatu. Data on the literacy achievements of pupils at Years 3 and 4 in these schools were collected. This chapter reports on the design, fieldwork and findings of the two impact studies.     

提升县级党校干训效果的方法探讨

党校是培训轮训党员领导干部的主渠道,是党的哲学社会科学的研究机构。长期以来,县级党校在同级党委的领导下,围绕党和国家的工作大局,结合本地经济社会发展的需求,精心开展党员干部的培养、培训工作。新时期,党校如何更有效地提高当地党员干部的思想、业务素质,提高干部培训效果成为县级党校的新课题。     

Partnerships in pedagogy: refocusing of classroom lenses

Current models of initial teacher training (ITT) in England include substantial elements of school‐based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day‐to‐day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers’ professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small‐scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships.     

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.     

数字化学习港项目研究方法的思考

本文介缁了"数字化学习港与终身学习社会的建设与示范"教改项目坚持的以示范点的应用示范为基础开展课题研究的路线,采用学校、教育机构、政府部门和企业联合,多单位的各种人员共同参与研究与实践,强凋研究成果膨用性、实效件与示范性所取得的经验;重点介绍项目组借鉴"基于设计的研究范式"的实践应用和采用个案研究、行动研究以及质性和量化相结合研究方而所开展的工作.