Evaluating the Performances of Minority Ethnic Pupils in Secondary Schools

This paper investigates the performances and the progress made by pupils of minority ethnic origin between Key Stage 3 and Key Stage 4 in British secondary schools. The data used in this paper were collected as part of a PhD study by Haque (1999). The paper discusses findings from multilevel modelling analyses carried out on 12 of the 20 schools in the research study. In particular, it reveals that whilst differences exist in the performances and the progress of pupils of minority ethnic background in their Key Stage 3 and Key Stage 4 examinations, these differences become substantially reduced when background factors (other than ethnic origin) are taken into account. The paper concludes that in order to identify accurately and reduce the nature of disadvantages for pupils from particular minority ethnic groups, policy-makers, schools and teachers need to differentiate these groups beyond their national origin.     

Associations Between Reading Skills,Interest in Reading,and Teaching Practices in First Grade

This study examined associations between classroom-level reading fluency, comprehension, interest in reading, and teaching practices. Participants were 466 children from 21 classrooms. Reading fluency and interest were assessed at the beginning and end of Grade 1, reading comprehension at the end of Grade 1. Teaching practices were observed with the Early Childhood Classroom Observation Measure (ECCOM). Teachers were more likely to use teacher-directed methods in classrooms where children had poorer initial reading fluency. In classrooms with mostly child-centered methods, children showed better reading fluency, comprehension, and higher interest, whereas in classrooms with predominately teacher-directed practices, children had lower reading comprehension at the end of Grade 1. Findings highlight the need for teacher education programs to incorporate discussions about the benefits and disadvantages of different teaching methods.     

Bystanders in Schools: What Do They Do and What Do They Think? Factors Influencing the Behaviour of English Students as Bystanders

This article reports on the English data from an international research project. Students' reports of being bullied are detailed but the main emphasis is on the role of the bystander, that is, what students did when they witnessed bullying in school and the reasons they gave for their actions. The study found that there were differences between students, in particular between primary and secondary phase students, and schools, in these areas. The responses are explored and the characteristics of those who intervened or did not. The implications for research and practice are debated.     

The mental and physical health difficulties of children held within a British immigration detention center: A pilot study

ObjectiveThe present study aimed to assess the mental and physical health of children held within a British immigration detention center.MethodA total of 24 detained children (aged 3 months to 17 years) were assessed with their parents or carer after being referred by a registered legal charity. Thirteen were seen by a pediatrician alone, 4 by a psychologist alone, and 7 by both professions using semi-structured clinical interviews. The psychologist also used standardized self-report questionnaires to measure psychopathology.ResultsDuring the psychological assessment of 11 children, 8 met criteria for psychiatric “caseness” on the Strengths and Difficulties Questionnaire. All 11 reported symptoms of depression and anxiety. Sleep problems, somatic complaints, poor appetite, emotional symptoms, and behavioral difficulties were common. Symptoms of global distress were also reported by all 9 parents. According to pediatric assessment 8 out of 20 children had lost weight. Six had missed health appointments and 2 were taken to hospital. Nutritional, developmental, educational, and child protection concerns were raised.ConclusionsDetained children were found to be experiencing mental and physical health difficulties of recent onset, which appeared to be related to the detention experience. These findings support previous Australian studies demonstrating that detention is not in the best interest of the child. It suggests that current UK policies regarding the detention of children for purposes of immigration control should be re-examined. Further research in the area is required.Practice implicationsAlthough high levels of mental and physical health problems, as well as child protection concerns were detected, detained families had very limited access to appropriate assessment, support or treatment. The traumatic experience of detention itself also has implications for the sizeable proportion of psychologically distressed children who are eventually released from detention and expected to successfully reintegrate into British society; while those children who are deported are returned with increased vulnerability to future stressors.     

Spatial awareness in seven to 11‐year‐old physically handicapped children in mainstream schools

ABSTRACT

Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff.     

INTERGENERATIONAL COMMUNITY SCHOOLS: A NEW PRACTICE FOR A NEW TIME

This article outlines the concept and initial implementation of an intergenerational learning community (ILC), a new charter school concept, and reviews relevant literature. We discuss the mission, curriculum, educational design, philosophy, and lessons learned from initial implementation of The Intergenerational School (TIS). Such multiage communities of learners represent a conceptual and organizational response to the challenges that rapid cultural and environmental change and resultant alienation are posing for human societies.