Progress and challenge in Nurture Groups: evidence from three case studies

Nurture Groups have come to play a key role in the mainstream education of young children experiencing social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education, and Yonca Tiknaz, EdD Research Associate, both of the School of Education at the University of Leicester, explore the perceptions of mainstream and Nurture Group staff about the nature, purposes and impact of Nurture Group practice. Their analysis is based on data from three case studies, carried out in 2003, of Nurture Groups for pupils in Years 1 and 2 of their primary education.
A key feature of this article is its focus on some of the challenges faced by apparently successful Nurture Groups in achieving a coherent and sustained form of intervention in the context of a whole-school approach. The authors show that mainstream and Nurture Group staff value Nurture Groups and see them as making a significant contribution to the progress of pupils, particularly in the areas of social and emotional development and behaviour. These findings are consistent with earlier studies. However, the lack of effective communication between Nurture Group staff and mainstream staff and difficulties over balance in Nurture Groups are highlighted as important factors that may, in some circumstances, inhibit educational progress. This paper helps to extend our understanding of some of the 'opportunity costs' and 'opportunity gains' that might be associated with the Nurture Group approach because of the temporary separation of children in Nurture Groups from mainstream schooling.     

影响人们参加体育锻炼因素的探析

从社会学认知理论及社会体育学角度,分析影响人们参加体育锻炼的因素,并根据不同人群的特点,提出如何发挥积极因素,激发人们的锻炼热情和树立坚定的锻炼信心,以便养成终身体育锻炼习惯。     

'Bully Dance': Animation as a Tool for Conflict Resolution

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance , a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled 'what is bullying?' followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.     

A study of the interrelationship between the behaviour and social status of a class of Year 2 pupils

The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small‐scale action research project considered the social structure of a Year 2 class and used data gathered through sociometric interviews and observations to identify some factors which may have influenced the social status of individuals within that group. From this data, three children considered at risk of peer rejection or isolation were identified and an intervention programme was implemented. At the end of the year sociometric interviews and observations were repeated and it was found that one child's social behaviours and status among his peers had increased significantly over the course of the project.     

What Works for us – Boys' Views of Their Experiences in a Former List D School

This article reports boys' experiences of life in a former residential school. The authors are all based at the University of Strathclyde in Glasgow. Mark Smith, who was a practitioner and manager in child and youth care settings in Scotland for many years, is currently course director of the MSc in Advanced Residential Child Care. Euan McKay is a research fellow in the Quality in Education Centre and has research interests in school self-evaluation, parental involvement and provision for 'looked after' children. Mono Chakrabarti, who has published across a range of areas, including residential child care, is emeritus professor of social work. Their article reveals some fascinating and unusual perspectives.
Residential schools from the approved, or, in Scotland, List D tradition, have rarely been seen as a placement of choice by the social work profession within which they have been located over the past 30 years. Despite this, there is some evidence to suggest that the experience of such provision can be a positive one for the children and young people who attend the schools. Drawing upon a wider evaluation of a residential education and care establishment which has recently extended the range of services it offers, this article considers pupils' views of their placement experiences. Their identification of what they consider to be important to life in the centre yields some surprising insights. Mark Smith, Euan McKay and Mono Chakrabarti use the pupils' comments about structure and routine, relationships with adults, school activities and family contact to generate a provocative commentary on the provision of residential care and education services.     

The Multiple In-group Identity Framework

The effects of team identification on sport consumer behaviour are well established. Recent research, however, has moved beyond this perspective to examine how groups within and beyond the team identity influence consumption. Assimilating previous research findings, we advance a Multiple In-group Identity Framework (MIIF), which consists of three levels: (1) superordinate (e.g., team identity), (2) subgroup (e.g., specific stadium area), and (3) relational group (e.g., friends or family). In the MIIF, we conceptualise the complex array of groups to which a consumer may belong within a superordinate identity. Each level includes groups with varying degrees of inclusiveness, homogeneity, and interpersonal attachment to other consumers between members. Individuals seek out sub and relational group membership because solely identifying at the superordinate level may not provide optimal distinctiveness or sufficient interpersonal attachment to other consumers. This provides self-concept benefits that nourish and operate in complement with the superordinate identification. The extent that different in-group identities influence behaviour relates to their importance in a consumer's self-concept and relevance to context. We provide implications for theory and practice.     

一类抛物型方程的摄动问题

讨论了一类具有奇性右端项的抛物型方程的初边值问题的摄动问题，考察了摄动问题广义解的存在性及其极限性态，证明了当ε趋于零时，摄动问题的解在一定意义下收敛于原问题的解．     

生态型RPC材料在静态和动态荷载下的力学行为研究

以50%～60%的超细工业废渣取代水泥,用天然黄砂取代磨细石英砂,采用超细工业废渣多元复合技术,制备出生态型活性粉末混凝土(ECO-RPC).研究了不同纤维掺量和不同养护龄期对ECO-RPC静态力学性能的影响.采用霍普金森杆方法研究了高速冲击下应变速率对ECO-RPC动态力学性能的影响.结果表明,随着纤维掺量和养护龄期的增加,ECO-RPC各项静态力学性能不断提高.通过超细粉煤灰(25%)、超细矿粉(25%)和硅灰(10%)三掺制备的ECO-RPC性能最佳,其抗压强度、抗折强度和断裂能分别达到200 MPa,60 MPa 和 30 kJ/m2以上.ECO-RPC具有明显的应变率强化效应,随着应变率的提高,峰值应力及峰值应变显著增长,应力应变曲线所包围的面积不断增大,破坏特征从脆性转变为韧性.     

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card, regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment.