Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict

While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.     

Orientalist libraries today

The title of this article implies full-time training in educational institutions culminating in the writing of examinations and the award of certificates. This assumption would exclude:

(i) useful in-service training programmes run in virtually all libraries;

(ii) series of short residential courses which are available, for instance, in New Zealand, as part fulfilment of essentially in-service training programmes, which may lead to certification;

(iii) workshops, seminars, etc. which may or may not lead to some form of certification, and

(iv) courses in librarianship offered as part of teacher-training programmes such as the Minor in librarianship run for the first two years of a three-year course leading to the award of the Nigerian Certificate in Education in some Advanced Teachers’ Colleges in Nigeria.

Narrowing down the scope of the title in this way leaves us mostly with African library schools offering sub-professional courses and particularly the two library schools in Nigeria with which the writer is closely connected. But in doing so attention will be drawn to certain issues characteristic of this level of education for librarianship generally with occasional comments whenever necessary.     

The function of mundane ritualizing in adult friendship and marriage

Rituals serve important functions in both friendships and married relationships. This study served, to investigate the categorical structures of rituals in both of these relationship types. In married relationships, seven categories of ritual functions emerged including: Relational Masonry, Relational Maintenance, Life Management, Fun/Enjoyment, Togetherness, Talk‐Time, and Anti‐Ritual. In friendships, seven categories of ritual functions also emerged including: Personal & Relational Stimulation, Personal Improvement, Relational‐Affirmation, Support, Self‐Affirmation, Escape, and Anti‐Ritual.     

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.     

Artistic interpretation

This essay argues for a revised perspective of the theory of “feminine style” developed by Karlyn Kohrs Campbell to explain the characteristics of historical feminist rhetorical action. Using a case study of contemporary feminine style in the political discourse of Texas Governor Ann Richards, the authors argue that the formal characteristics of feminine style, such as reliance on concrete reasoning, personal disclosure, and audience participation, can be viewed as integrally related to a philosophical position grounded in the uniqueness of women's experience. They conclude that the form and content of Richards’ rhetoric function to critique traditional grounds for political judgment and to offer an alternative political philosophy based in traditionally feminine values of care, nurturance, and affective relationships. These conclusions have relevance both for the study of feminist rhetoric and for the development of a critical rhetoric.     

Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported.