Inter-Agency Agreements (IAAs) among Agencies Responsible for the Transition Education of Students with Handicaps from Secondary Schools to Post-School Settings

1990 ◽  
Vol 13 (2) ◽  
pp. 121-127 ◽  
Author(s):  
Laird W. Heal ◽  
Janell I. Copher ◽  
Frank R. Rusch
Keyword(s):  
Secondary Schools ◽  
School Settings ◽  
Transition Education ◽  
Education Of Students

scholarly journals Walking the Talk: LGBTQ Allies in Australian Secondary Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Mark Vicars ◽  
Samara Van Toledo
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Safe Schools ◽  
School Cultures ◽  
Sexual Culture ◽  
School Settings ◽  
Narrative Methodology

Sexual culture(s) are an active presence in the shaping of school relations, and LGBTQ issues have long been recognized as a dangerous form of knowledge in school settings. Queer issues in educational domains quickly attract surveillance and have historically often been aggressively prosecuted and silence enforced. This paper examines the intersections of straight allies in promoting an LGBTQ visibility and agency in Australian secondary schools. Drawing on interviews with “straight”-identified secondary students, a narrative methodology was utilized to explore the presence of student allies for making safe schools. Drawing on straight secondary students' responses to LGBTQ issues in their schools, firsthand accounts of intervening in heteronorming school cultures focus on experiences of being an ally to address LGBTQ inclusivity in Australian secondary schools.

scholarly journals Headteachers’ and chairs of governors’ perspectives on adolescent obesity and its prevention in English secondary school settings

2019 ◽  
Author(s):  
E Booth ◽  
V Halliday ◽  
R J Cooper
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Adolescent Obesity ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Factors Affecting ◽  
School Settings ◽  
Sedentary Behaviours ◽  
Public Health Professionals

ABSTRACT Background Secondary schools are an important setting for preventing obesity in adolescence. Headteachers and chairs of governors are identified in national guidance as crucial stakeholders for school-based preventative action. Despite this, their views remain unexplored and unrepresented. Methods A sequential mixed method study was conducted. Semi-structured interviews were undertaken with a purposive sample of 22 secondary school headteachers and chairs of governors in England. Data were thematically analysed and informed the development of a descriptive cross-sectional survey, completed by 127 participants from the same population. Results Unhealthy dietary and sedentary behaviours were viewed as a more significant problem than adolescent obesity. Obesity was perceived as complex and multi-causal, and a range of stakeholders were deemed to have responsibility for its prevention, most notably parents. Support was identified for the role of secondary schools, although this was not an explicit priority and extensive internal and external barriers exist, which hinder preventative action. Conclusions Whilst secondary school settings in England remain an important setting for the prevention of adolescent obesity, it is crucial for policy makers and public health professionals to recognize the factors affecting school leaders’ ability and willingness to contribute to this agenda.

scholarly journals Secondary transmission of COVID-19 in preschool and school settings after their reopening in northern Italy: a population-based study

2020 ◽  
Author(s):  
Elisabetta Larosa ◽  
Olivera Djuric ◽  
Mariateresa Cassinadri ◽  
Silvia Cilloni ◽  
Eufemia Bisaccia ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Close Contact ◽  
Population Based ◽  
Reggio Emilia ◽  
Positive Case ◽  
School Closures ◽  
Population Based Study ◽  
Secondary Transmission ◽  
School Settings ◽  
Source Of Infection

AbstractBackgroundSchool closures was one of the main measures undertaken to reduce the number of social contacts during the first wave of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic. We aimed to describe the data on secondary transmission of SARS-CoV-2 among students and teachers/personnel after the reopening of preschools and schools in Reggio Emilia, Italy.MethodsThis prospective population-based study included all consecutive cases leading to an investigation in 41 classes of 36 educational institutions (8 infant-toddler centres and preschools, 10 primary and 18 secondary schools) in the period September 1 – October 15, 2020, in Reggio Emilia province, Italy. We report the characteristics of the school, of the index case, including the possible source of infection, the number of contacts (students and teachers/personnel) that were identified and tested and the characteristics of secondary cases.ResultsIn the study period, 994 students and 204 teachers were tested during related investigations due to notification of 43 primary cases (38 among students and 5 among teachers). Of these, 10 students and two teachers created 39 secondary cases, resulting in an attack rate of 3.9%. There were no secondary cases among teachers/stuff. Secondary transmission occurred in one primary school and 8 secondary schools. Except for two students and one teacher, the possible source of infection for all index cases was identified as they had all had previous contact with a positive case; the majority of secondary cases did not report any previous close contact with a positive case. The clusters ranged from one to 22 secondary cases.ConclusionsTransmission at school occurred in a non-negligible number of cases, particularly in secondary schools. Prompt testing and isolation of classmates could probably reduce the risk of transmission in school settings.

scholarly journals The problem of preparing a teacher for the implementation of the continuity of education of students in primary and secondary schools

2020 ◽  
Vol 87 ◽  
pp. 00022
Author(s):  
A.K. Mendygalieva ◽  
N.V. Litvinenko ◽  
N.T. Nikolaeva
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Professional Competence ◽  
Federal State ◽  
Mathematical Education ◽  
Educational Standard ◽  
Global Innovation ◽  
The Individual ◽  
State Educational ◽  
Education Of Students

Russia’s integration into the global innovation sphere, characterized by the emergence of an information society, the transition to an economy based on knowledge, the value of human capital, has determined a new vector for the development of general education. It is faced with the strategic task of updating the content, teaching methods and achieving on this basis a new quality of education in the context of maintaining its fundamental nature and at the same time meeting the modern and innovative needs of society, the state and the individual. The solution to this problem is facilitated by the comprehension and implementation of new approaches to the continuity between primary and secondary schools, which ensure the recognition of their complementary, partner coexistence in the context of strategic lines of interconnection, coordination and complementarity of goals, updated content, organization and technologies of advanced education for the optimal formation of personal, meta-subject and subject results of students in the implementation of Federal State Educational Standard of Primary General Education and Federal State Educational Standard of Basic General Education. The article proposes one of the ways to solve this problem - to increase the professional competence of teachers of primary general education and teachers of mathematics of basic school in the field of implementing the continuity of mathematical education. The solution to the stated problem is impossible without special training of teachers of primary and secondary schools, which ensures the formation of readiness to implement the continuity of mathematical education of students in primary and secondary schools in the unity of motivational, technological and reflective components.

School Guidance Focus: A Hong Kong Study

1998 ◽  
Vol 59 (1) ◽  
pp. 69-79 ◽  
Author(s):  
Eadaoin K. P. Hui
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Pastoral Care ◽  
Group Work ◽  
Questionnaire Survey ◽  
School Settings ◽  
School Guidance ◽  
Methodological Problems ◽  
Case Work ◽  
Opening Up

School guidance focus: a Hong Kong Study As schools worldwide pay more attention to pastoral care and pupil guidance research into guidance focus as a school factor and ways of assessing it are still undeveloped. The study reported here aimed at identifying the guidance focus (remedial, preventive or developmental) adopted in Hong Kong secondary schools. In the absence of previous studies, it was necessary to establish criteria of identification. Constructs of guidance were first identified using Kelly's Repertory Grid. This was followed by a questionnaire survey of guidance practices. The findings indicated that case work and developmental group work were useful indicators. The criteria established for assessing schools' guidance focus were the amount of time spent by the school guidance team and the priority they assigned to each indicator. The findings also revealed conceptual and methodological problems in determining school guidance focus and in categorising schools accordingly, thus opening up other areas of research. While specific to Hong Kong secondary schools, the method is reported for its relevance to other school settings.

scholarly journals An analysis of school absences in England during the COVID-19 pandemic

BMC Medicine ◽  
2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Emma Southall ◽  
Alex Holmes ◽  
Edward M. Hill ◽  
Benjamin D. Atkins ◽  
Trystan Leng ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary Schools ◽  
Disease Spread ◽  
School Settings ◽  
New Variant ◽  
Tier System ◽  
School Absences ◽  
Analyse Data ◽  
The Uk

Abstract Background The introduction of SARS-CoV-2, the virus that causes COVID-19 infection, in the UK in early 2020, resulted in the introduction of several control policies to reduce disease spread. As part of these restrictions, schools were closed to all pupils in March (except for vulnerable and key worker children), before re-opening to certain year groups in June. Finally, all school children returned to the classroom in September. Methods Here, we analyse data on school absences in late 2020 as a result of COVID-19 infection and how that varied through time as other measures in the community were introduced. We utilise data from the Department for Education Educational Settings database and examine how pupil and teacher absences change in both primary and secondary schools. Results Our results show that absences as a result of COVID-19 infection rose steadily following the re-opening of schools in September. Cases in teachers declined during the November lockdown, particularly in regions previously in tier 3, the highest level of control at the time. Cases in secondary school pupils increased for the first 2 weeks of the November lockdown, before decreasing. Since the introduction of the tier system, the number of absences with confirmed infection in primary schools was observed to be (markedly) lower than that in secondary schools. In December, we observed a large rise in the number of absences per school in secondary school settings in the South East and London, but such rises were not observed in other regions or in primary school settings. We conjecture that the increased transmissibility of the new variant in these regions may have contributed to this rise in secondary school cases. Finally, we observe a positive correlation between cases in the community and cases in schools in most regions, with weak evidence suggesting that cases in schools lag behind cases in the surrounding community. Conclusions We conclude that there is no significant evidence to suggest that schools are playing a substantial role in driving spread in the community and that careful monitoring may be required as schools re-open to determine the effect associated with open schools upon community incidence.

Sign in / Sign up

Export Citation Format

Share Document