scholarly journals ‘Lessons Learned’ from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England

2015 ◽  
Vol 45 (1) ◽  
pp. 83-103 ◽  
Author(s):  
Eve Hutton ◽  
Sue Soan
Keyword(s):  
Primary Schools ◽  
Lessons Learned ◽  
Functional Skills ◽  
South East England

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

Impact of quality and pre-primary education on school readiness and numeracy in Lao People’s Democratic Republic

2018 ◽  
Vol 19 (1) ◽  
pp. 79-99
Author(s):  
Colleen Loomis ◽  
Kathrine Maleq ◽  
Ilenia Pellandini ◽  
Abedeljalil Akkari
Keyword(s):  
School Readiness ◽  
Primary Education ◽  
Primary Schools ◽  
School Quality ◽  
Rating Scale ◽  
Lao Pdr ◽  
Lessons Learned ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
The Impact

The article examined the impact of pre-primary education in Lao PDR on children’s school readiness and numeracy. Using a quasi-experimental research design, we compared children (ages 4 and 5, N = 445) in five districts across three groups: (1) attending a school with an NGO-government collaboration, (2) attending a school without an NGO-collaboration, and (3) not attending school. Quality was assessed using the Early Childhood Environment Rating Scale. Results show that pre-primary schools with an NGO-collaboration were higher in quality than other schools. Children in a school with an NGO-collaboration scored higher on school readiness than both other groups of children; the impact on numeracy differs by age. Five lessons learned are discussed.

scholarly journals School Road Safety Education in Uganda: Progress and Lessons Learned

2021 ◽  
Vol 32 (1) ◽  
pp. 45-51
Author(s):  
Tumwine Nkuruho ◽  
Cuthbert Isingoma ◽  
Teresa Senserrick
Keyword(s):  
Rural Areas ◽  
Road Safety ◽  
Primary Schools ◽  
National Curriculum ◽  
Pilot Project ◽  
Evidence Base ◽  
Road Accident ◽  
Lessons Learned ◽  
Safety Education ◽  
Safety Skills

The Uganda Road Accident Reduction Network Organisation (URRENO) is a non-profit, non-government organisation (NGO) mandated in 1997. From a modest pilot project funded by the World Bank in 2003, it has become a leader in the development, implementation and advocacy for road safety education in primary schools across Uganda. Through URRENO efforts, the pilot program was adopted as the national curriculum and was shown to improve students’ road safety skills and behaviours and reduce their involvement in crashes from 15% to 5%. Many other related worthwhile initiatives followed, including: improvements in pedestrian facilities; integrated road safety publicity and enforcement campaigns; and expansion of road safety NGOs to supplement Government efforts. Lessons learned of value for like organisations include: striving to collect and analyse data to attain a project evidence base; building strong partnerships with influential individuals, community groups, businesses and Government stakeholders; adopting participatory approaches in which stakeholders and beneficiaries play significant roles in project implementation; and building capacities and empowering beneficiaries. URRENO continues in its efforts to strengthen and further roll-out the road safety education curriculum across Uganda, following evidence that transfers of trained teachers has contributed to decayed expertise and attention to road safety, particularly among schools in rural areas. URRENO will continue to strive to empower young people to learn and strengthen their capacity in road safety, to grow out of dependence and become independent safe road users.

LESSONS LEARNED FROM REGISTRATION OF OCCUPANCY AND USE OF LIGHTING IN OFFICES, SCHOOLS, UNIVERSITIES AND INDUSTRY BUILDINGS, A CROSS COUNTRY STUDY

2021 ◽  
Author(s):  
B.S. Matusiak ◽  
S. Sibilio ◽  
J. Martyniuk-Peczek ◽  
M. Nazari ◽  
G. Ciampi ◽  
...  
Keyword(s):  
Primary Schools ◽  
Light Level ◽  
Lessons Learned ◽  
Visual Environment ◽  
Registration Method ◽  
Light Levels ◽  
Country Study ◽  
Technical Measurements ◽  
Cross Country ◽  
Working Day

The paper presents a registration of occupancy and the use of (day)light in four buildings representing respectively offices, primary schools, universities, and industry buildings; it was done across Europe in 2020. A self-registration method was used, assisted with light technical measurements outdoors and indoors. In general, occupants consider the visual environment at the workplace when they are coming in or out of the room. It happens mainly at the beginning (adjustment of blinds and switching light on) and at the end of the working day (switching light off). In the primary school building, where users move in-out many times during the day, the adjustment happens more frequently. Also use of projector generates very low general light level; covering windows and switching off the electric light happens accordingly, but the pattern is not consistent. In general, the changes in the electrical lighting use follow the occupancy pattern, not the light levels.

Informing new string programmes: Lessons learned from an Australian experience

2011 ◽  
Vol 28 (3) ◽  
pp. 285-300 ◽  
Author(s):  
Fintan Murphy ◽  
Nikki Rickard ◽  
Anneliese Gill ◽  
Helen Grimmett
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Primary Schools ◽  
Lessons Learned ◽  
University Of Illinois ◽  
Planning Phase ◽  
String Project ◽  
Australian Experience ◽  
The University ◽  
Regional Australia

Although there are many examples of notable string programmes there has been relatively little comparative analysis of these programmes. This paper examines three benchmark string programmes (The University of Illinois String Project, The Tower Hamlets String Teaching Project and Colourstrings) alongside Music4All, an innovative string programme run over three years in five primary schools in regional Australia. The paper discusses difficulties encountered in the Australian experience and gives recommendations for future programmes including allowing adequate time and resources for the planning phase and the importance of ongoing professional development for staff.

scholarly journals Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna

2021 ◽  
pp. 165-171
Author(s):  
Sara Ricciardi ◽  
Stefano Rini ◽  
Fabrizio Villa
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Lessons Learned ◽  
School Teachers ◽  
Primary School Teachers ◽  
Critical Issues ◽  
Extended Experiment

AbstractIn this contribution we describe an extended experiment to bring constructionist approaches to public schools in Bologna. Specifically, we focus on our latest project called Officina degli Errori, which is an extended teacher training program for primary school teachers based on tinkering. We highlight our motivation, the structure of Officina degli Errori and the lessons learned co-designing the activities and implementing them in the reality of public schools in Bologna. We also interviewed teachers to understand the critical issues affecting implementation of constructionist approaches in public primary schools.

scholarly journals Outcomes of a school-based mobile app intervention to enhance emotion regulation in children: an exploratory feasibility trial (Preprint)

2020 ◽  
Author(s):  
Bettina Moltrecht ◽  
Praveetha Patalay ◽  
Jessica Deighton ◽  
Julian Edbrooke-Childs
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Primary Schools ◽  
School Context ◽  
Youth Mental Health ◽  
Mobile App ◽  
Lessons Learned ◽  
Self Report ◽  
Feasibility Trial ◽  
Design And Technology

BACKGROUND Most mental health disorders, including depression and anxiety have their onset during childhood. Rising prevalence rates of mental health difficulties in young people are asking for new, innovative approaches to tackle this problem. Digital interventions designed for the school context that can address common risk factors and symptoms such as emotion dysregulation present exciting opportunities to enhance existing youth mental health provision. OBJECTIVE The present research explored the use of a new app to support emotion regulation in children for the school context. METHODS Intervention components derived from a combination of public engagement events, user-centred design workshops and evidence-based methods based on cognitive-behavioural therapy. Four primary schools participated in a 3-month exploratory feasibility trial with 144 children and 6 teachers. Children (aged 10-12) accessed the intervention on tablets in the classroom and at home. Outcomes regarding usability, acceptability and implementation were assessed through digital user data, self-report questionnaires and interviews. RESULTS Results show that children and teachers reported positive experiences with the app and that the exercises helped them to calm down and relax. Children reported better emotional understanding. Areas of improvement are identified relating to design and technology issues, as well as future design goals in relation to more complex aspects of emotion regulation as a construct. CONCLUSIONS The study provides important insights regarding the design, development and evaluation of a new app for children to support their emotion regulation abilities in the school context. Our results demonstrate that mental health apps represent a promising means to facilitate effective youth mental health provision in and outside of the school context. Important “lessons learned” are shared to support other researchers and clinicians on similar journeys. CLINICALTRIAL N/A

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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