Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.     

高职项目课程实施的影响因素及策略研究

高职院校从最初的规模扩张转向现在的内涵建设,课程开发便成了内涵建设的关键。基于工作过程系统化的项目课程开发是课程开发的主流,在开发此类课程体系的过程中,要充分考虑影响课程实施的因素,并提出实施的方案和策略。     

高等学校电子校务数据交换平台实现机制探讨

对基于XML数据交换标准的高校电子校务平台数据交换实现机制进行了探讨,从数据抽取、数据转换和数据映射三个方面做了具体的说明.     

语文试卷讲评课的实践与思考

试卷讲评是教学中的一个重要环节,本文从试卷讲评的内容,试卷讲评的方法以及试卷讲评后的落实等几个方面谈试卷讲评课,希望通过试卷讲评课来促进我们的教学。     

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高等院校《公共关系学》课程设置与实践研究

随着社会的进步和发展以及全球化竞争格局的日益形成,经济全球化的发展趋势逐渐演变为世界经济体之间的公共关系.《公共关系学》可以培养大学生的综合能力和素质;进而实现课程设置与能力培养的统一.因此,设置《公共关系学》课程很有必要.     

基于工作过程的《计算机组装与维修》课程改革探索

《计算机组装与维修》课程是一门极具高职教育特色的．强调动手动力培养的课程。然而在传统教学方式和计算机技术飞速发展的背景下,该课程面临实训课时不足,实训条件跟不上等问题。本文分析了课程的现状,以工作过程为导向,设计了课程的教学环节。并结合实践经验提出教学实施的建议。     

思想理论课教学中案例的设计与实施

在思想理论课主要教学环节中,除基本原理与理论教学外,案例的引入十分普遍。通过案例与理论的有机结合,使案例既能反映涉及的政治理论知识,又能使学生通过案例的学习,提高实际分析和解决问题的能力。而案例教学的重点是案例的设计与实施。     

"精雕数控"订单班核心课程的建设与实施

＂精雕数控班＂是北京工业职业技术学院与北京精雕科技有限公司合作开办的长期订单班,校企全程共建核心课程、校内实训室,共同实施核心课程的教学和顶岗实习的管理,有效促进了学生职业综合能力的培养。     

我国最低工资制度的现状分析

文章分别从最低工资标准的制定以及最低工资制度的执行这两个方面,对我国最低工资制度的现状进行了分析,并提出了有针对性的建议,包括进一步提高最低工资标准、改进地方政绩的评价体系以及加强监督管理等。