An evaluation of an outdoor education programme for students with emotional and behavioural difficulties

Abstract

A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils.     

Social Understanding in Young Israeli-Jewish,Israeli-Palestinian,Palestinian, and Jordanian Children: Moral Judgments and Stereotypes

Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study lived in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings reveal that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provide positive results about the young children's inclusive views regarding peer interactions. Practice: These findings indicate that practitioners working with young children should focus on inclusion in peer contexts. Curricula, media, and social intervention programs must begin in early childhood before children begin to use stereotypes in peer situations, particularly when children from other cultural and ethnic backgrounds play together.     

IMPACT OF TENNESSEE'S REMEDIAL/DEVELOPMENTAL STUDIES PROGRAM ON THE ACADEMIC PROGRESS OF MINORITY STUDENTS

This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students     

General Media and Journalism

William E. Francois, Introduction to Mass Communications and Mass Media (Columbus, Ohio: Grid Publishing Co., 1977—$9.95, paper)

John M. Phelan's Mediaworld: Programming the Public (New York: Seabury Press, 1977—$8.95)

Harvey L. Zuckman and Martin J. Gaynes' Mass Communications Law in a Nutshell (St. Paul, Minn.: West Publishing Co., 1977—price not given but under $10.00, paper)

Communication Abstracts (Beverly Hills, Calif.: Sage Publications, quarterly beginning Spring 1978/$30.00 for individuals; $54.00 for institutions, and these are introductory rates)

Margaret Harmon, ed. Working with Words: Careers for Writers (Philadelphia: Westminster Press, 1977—$7.95)

Walter Fox's Writing the News: Print Journalism in the Electronic Age (New York: Hastings House, 1977—$8.95/4.50)

Lee Finkle's Forum for Protest: The Black Press During World War II (Ruthorford, N.J.: Fairleigh Dickinson University Press, 1975—$12.50)

Lucien Febvre and Henri-Jean Martin's The Coming of the Book: The Impact of Printing 1450-1800 (Atlantic Highlands, N.J.: Humanities Press [London: NLB], 1976—$27.00)

George Seldes' Even the Gods Can't Change History: The Facts Speak for Themselves (Secaucus, N.J.: Lyle Stuart Inc., 1976—$10.00)

Denis McQuail's Review of Sociological Writing on the Press (London: IIMSO, 1976—£16 or about $2.00, paper, including postage)     

No Joke: A Comparison of Substance in The Daily Show with Jon Stewart and Broadcast Network Television Coverage of the 2004 Presidential Election Campaign

This study examined substantive political coverage of the first presidential debate and the political conventions in 2004 on The Daily Show with Jon Stewart and the broadcast television networks' nightly newscasts. The study found the networks' coverage to be more hype than substance and coverage on The Daily Show with Jon Stewart to be more humor than substance. The amount of substantive information in The Daily Show with Jon Stewart and the broadcast network newscasts was the same, regardless of whether the unit of analysis was news stories about the presidential election campaign or the entire half-hour program.     

Quality of Chilean Early Childhood Education from an International Perspective Qualité de l'Education Préscolaire Chilienne dans une Perspective Internationale Calidad de la Educacio´n Preescolar Chilena desde una Perspectiva Internacional

The aim of the study was to assess the quality of the different types of Chilean early childhood care and education programmes according to international standards. The sample included 120 centres representing the different types of pre-school programmes available, randomly selected from two different geographical regions of the country, where 52% of the population lives. This paper presents the structural and process characteristics observed in the classrooms, according to the results from the application of the Early Childhood Environment Rating Scale (ECERS). All the different types of pre-school programmes in Chile exhibited a minimum level of quality, even though there are differences among types of programmes and also according to the geographical area where they were settled. Results are compared with findings from the European Child Care and Education (ECCE) study developed in Austria, Germany, Portugal and Spain and from the Effective Provision of Pre-school Education (EPPE) project, developed in Britain. Cette étude se propose de évaluer la qualitédes différents programmes d'éducation et soin d'enfants au Chili, selon des standards internationaux. 120 centres ont été selectionnés au hasard, dans les deux départements du pays ou habite le 52% de la population. Cet article analyse les caractéristiques structurelles et du procès observes dans les classes, selon les résultats obtenus avec l'application de l'Early Childhood Environment Rating Scale (ECERS). Les différents types de programme on montré un niveau minimal de qualité même s'il y avait de différences significatives parmi les programmes et les départements. Les résultats sont compares avec l'étude European Child Care and Education (ECCE) développeé a le'Autriche, dans l'Allemagne, au Portugal et en Espagne et avec ceux projet Effective Provision of Pre-school Education (EPPE), développe a l'Angleterre. El propósito de este estudio fue la evaluación de la calidad de los diferentes programas de Educación y cuidado infantil existentes en Chile, aplicando criterios internacionales. La muestra incluyó 120 centros que representan los diferentes tipos de programas existentes en el país, seleccionados al azar, en las dos regiones, en las que habita el 52% de la población total. Este artículo analiza las características estructurales y del proceso observadas en las salas, de acuerdo a los resultados de la aplicación de la Early Childhood Environment Rating Scale (ECERS). Los distintos tipos de programas mostraron un nivel de calidad promedio correspondiente al rango minimo, aunque existen diferencias significativas entre ellos y también entre las dos regiones. Estos resultados fueron comparados con los hallazgos de los estudios-European Child Care and Education (ECCE), desarrollado en Austria, Alemania, Portugal y Espana y Effective Provision of Pre-school Education (EPPE), realizado en Inglaterra.     

Factors associated with the effective inclusion of primary-aged pupils with Down's syndrome

It is increasingly common for pupils with Down's syndrome to be offered places in mainstream primary schools. However, there is still much to learn about the impact of these placements upon children and classrooms. Recently the Nuffield Foundation funded a two-year research project exploring the inclusion of primary-aged pupils with Down's syndrome. The research focused on the inclusion of 18 pupils with Down's syndrome who attended mainstream primary schools in six local education authorities (LEAs) in the north-west of England. The research team investigated the ways in which schools manage the inclusion of pupils with Down's syndrome and the factors that contribute to the success of mainstream placements. In this article, Sam Fox, Peter Farrell and Pauline Davis from the University of Manchester discuss some of the findings from the study. These concern the support in place for the child and the attitudes of staff, other pupils and the parents of peers towards the inclusion of the child with Down's syndrome. Evidence from the 18 case studies suggests that there is no single way to guarantee effective inclusion. The extent to which a child is effectively included in a mainstream class is likely to be influenced by a number of key factors, including the way in which the teaching assistant (TA) works with the class teacher. Inclusion is more likely to be successful when the class teacher takes a central role in the management of support and the organisation of a child's daily educational experiences.