Managing Violence in Schools: A Whole-School Approach to Best Practice

2007 ◽  
Keyword(s):  
Best Practice ◽  
Whole School ◽  
Whole School Approach

In-Service Teacher Training for Inclusion

2017 ◽  
Author(s):  
Chris Forlin ◽  
Kuen Fung Sin
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Best Practice ◽  
Inclusive Classrooms ◽  
New Graduates ◽  
Whole School ◽  
Positive Attitudes ◽  
Teacher Needs ◽  
Whole School Approach ◽  
Attitudes Toward Students

Following the UNESCO initial statement in 1994 that inclusive schools were the most effective way to counter discriminatory approaches and attitudes toward students with a disability, international legislation and policy has evolved to challenge exclusionary practices and focus attention on equal opportunities for all learners. Inclusion in education is now accepted as a basic right and the foundation for a fairer and equal society. In opposition to earlier dual systems of regular and special education, inclusive education presents a changed paradigm in the way that learners with diverse needs are educated. Specifically, generalist teachers are now required to be able to cater to the needs of the most diverse student populations both academically and socially within regular classrooms. In most regions, there has been a rather slow and lagging change in teacher preparation to support these new developments. It is frequently documented that new graduates and in-service teachers are not well prepared for managing inclusive classrooms and understanding differences among students. Many teachers will say that they require more professional learning opportunities about inclusive education than they currently receive. When teachers are appropriately trained, have positive attitudes toward including students with diverse abilities, and have access to appropriate resources and support, there are many good practices that become evident. Conversely, inadequate teacher education and a lack of suitable resources often inhibit teachers from developing the appropriate beliefs or attitudes necessary for becoming inclusive practitioners. As the demand for better training of teachers about the inclusion of students with diverse abilities increases, the question that arises is what constitutes best-practice professional learning for upskilling teachers about inclusive education? While a variety of existing practices ranging from in-school support to system-wide approaches are employed globally, identifying which to use must be grounded in the context and specific needs of individual teachers and schools. This article provides a review of the range of models of whole-school methods, including focusing on teacher competencies, developing school and university links, engaging in collaborative scholarship, and establishing professional learning communities. System support is also examined, as this is critical to effective training. The Hong Kong model is cited as a good example of a collaborative government system/university partnership toward upskilling teachers about inclusive education. This model provides a realistic approach to addressing this issue when a longitudinal plan has been implemented to upskill regular class teachers in inclusive education, using initially an off-site training program followed by a school-based whole-school approach that may be of interest to many other systems. Consideration is also given to the training needs of education assistants who work in inclusive classrooms and their roles in supporting students. The importance of lifelong professional learning should underpin decisions regarding what model or approach to adopt, as student and teacher needs will undoubtedly change over time.

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.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

scholarly journals Identifying best practice in career education and development in Australian secondary schools

2020 ◽  
Vol 29 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Sophie M Keele ◽  
Ray Swann ◽  
Annette Davie-Smythe
Keyword(s):  
Best Practice ◽  
Career Education ◽  
Future Research ◽  
Whole School ◽  
Perfect Model ◽  
Individual School ◽  
Whole School Approach ◽  
The Individual ◽  
Exemplary Practice ◽  
Education And Development

This review aimed to identify the tenets of best practice in career education and development within Australian schools. Analysis of 13 articles revealed that career education and development is increasingly recognised as the critical transitional mechanism for young people. An embedded, whole-school approach with services tailored to the individual, school, community and culture was a central theme. Furthermore, one-on-one counselling by appropriately resourced and qualified professionals, provision of experiential learning opportunities, and the inclusion of activities aimed at inspiring students and equipping them with the skills of forethought, reflection, flexibility and decision-making were also critical. Designing a perfect model of delivery or theoretical framework is untenable, but identifying attributes of exemplary practice provides a basis for improvement and adaptation to students and contexts with differing needs. Opportunities for future research are also discussed briefly.

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.

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