Graphic symbol practices as a whole school approach in two inclusive primary schools in England and Cyprus

2016 ◽  
Vol 28 (1,2) ◽  
pp. 31-45
Author(s):  
Eliada Pampoulou
Keyword(s):  
Primary Schools ◽  
Whole School ◽  
Graphic Symbol ◽  
Whole School Approach

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

scholarly journals From homework club to social justice: Critical reflections on student volunteering through the examination of a school–university partnership

2018 ◽  
Vol 2 (1) ◽  
pp. 76-92
Author(s):  
Lorraine Tansey ◽  
María D Gallo
Keyword(s):  
Primary Schools ◽  
Best Practice ◽  
Research Process ◽  
Extensive Literature ◽  
Youth Organizations ◽  
Whole School ◽  
National University ◽  
Whole School Approach ◽  
Holistic Research

Student volunteering has gained significant traction in Irish higher education, enabling a formalization of a traditionally organic activity. Formalizing student volunteering leads to the growth in best practice supports, developing a rich opportunity and space for university civic engagement. Student volunteering with community educational programmes is particularly popular, as students are actively engaged with youth organizations and schools, local to campuses and internationally, travelling as teaching assistants with development NGOs. Drawing on an extensive literature review, critiques of student volunteering as the vehicle for community engagement and reflection are shared alongside a case study of a university–school partnership. A partnership exists between three local primary schools and the National University of Ireland, Galway, historically through a mentoring or tutoring relationship – the homework club. The following case study seeks to map the partnership, led by a holistic research and reflection process, to build a whole-school approach to the engagement. A critical analysis of student volunteering, a component of this research process, is an important contribution to transforming the partnership relationship.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Schooled in democracy? Promoting democratic values as a whole-school approach to violence prevention

2011 ◽  
Vol 13 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Amanda Holt ◽  
Denise Martin ◽  
Carol Hayden ◽  
Claire Nee
Keyword(s):  
Violence Prevention ◽  
Democratic Values ◽  
Whole School ◽  
Whole School Approach

scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

scholarly journals A Transactional, Whole-School Approach to Resilience

2021 ◽  
pp. 220-231
Author(s):  
Carmel Cefai
Keyword(s):  
Research Evidence ◽  
Social Contexts ◽  
Ecological Perspective ◽  
Educational Systems ◽  
Multiple Systems ◽  
Whole School ◽  
Resilience Framework ◽  
Whole School Approach ◽  
The Individual ◽  
The Waves

In contrast to the earlier understandings of resilience for the select, invulnerable few, an ecological perspective provides the opportunity for all children to develop resilience given resilience-enhancing, protective social contexts. In this chapter, the author explores a transactional-ecological perspective of resilience in the context of educational systems, underlining the limitations of an overreliance on the individual in resilience building. The chapter presents a transactional, whole-school, resilience framework for educational systems informed by the research evidence, focusing on both curricular competence-building and contextual processes across multiple systems. The chapter concludes with an illustration of a recent resilience program, RESCUR Surfing the Waves, informed by this approach.

scholarly journals Upaya Mengatasi Bullying di Sekolah Dasar dengan Mensinergikan Program Sekolah dan Parenting Program melalui Whole-School Approach

2019 ◽  
Vol 2 (2) ◽  
pp. 49-60
Author(s):  
Fery Muhamad Firdaus
Keyword(s):  
Elementary Schools ◽  
Parenting Program ◽  
Parenting Programs ◽  
Good Relationship ◽  
Whole School ◽  
School Committee ◽  
School Programs ◽  
The World ◽  
Whole School Approach ◽  
Teachers And Parents

Bullying is one of the phenomena that often arises in the world of education, including education in elementary schools, where this behavior is aggressive behavior that hurts others, both physically and psychologically. This bulliying problem needs to be addressed by schools through school programs that synergize with parenting programs through the whole-school approach. Therefore, there is a need for cooperation between schools, teachers and parents in overcoming this bulliying problem. The efforts that can be done by schools in synergizing school programs with parenting programs through the whole-school approach are as follows: (1) Activating the school committee which is a representative of the students' parents to design and implement collaboratively about the agreed school programs together, so regular meetings must be held. (2) Conducting a model teacher activity, where the teacher's representative simulates the learning process that is normally carried out so that parents can adjust teaching at home with at school. (3) Carry out activities between the school parties, students and parents of students so that there is a good relationship between various parties such as tourism activities, outbound and others.

Sign in / Sign up

Export Citation Format

Share Document