Whole school behaviour management and perceptions of behaviour problems in Australian primary schools

Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.

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Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

Educational Studies ◽

10.1080/03055698.2010.540824 ◽

2012 ◽

Vol 38 (1) ◽

pp. 1-12 ◽

Cited By ~ 7

Author(s):

Sue Lyle ◽

Junnine Thomas-Williams

Keyword(s):

Primary Schools ◽

Philosophy For Children ◽

Head Teachers ◽

Whole School

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

10.31124/advance.14776446.v1 ◽

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.

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An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

International Journal for Transformative Research ◽

10.2478/ijtr-2020-0003 ◽

2020 ◽

Vol 7 (1) ◽

pp. 19-25

Author(s):

Michael Nally ◽

Brian Ladden

Keyword(s):

Teacher Education ◽

Teacher Induction ◽

Primary Schools ◽

Initial Teacher Education ◽

First Year ◽

Peer Observation ◽

Qualified Teachers ◽

Whole School ◽

The Individual ◽

Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

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An examination of Health Promoting Schools in Ireland

Health Education ◽

10.1108/he-03-2014-0045 ◽

2016 ◽

Vol 116 (1) ◽

pp. 16-33 ◽

Cited By ~ 11

Author(s):

Sharon Moynihan ◽

Didier Jourdan ◽

Patricia Mannix McNamara

Keyword(s):

Primary Schools ◽

Quantitative Research ◽

Good Practice ◽

Content Type ◽

Whole School ◽

Health Promoting Schools ◽

Starting Point ◽

Diet And Exercise ◽

Health Promoting ◽

Policy And Planning

Purpose – The purpose of this paper is to report the results of a national survey that examined the extent of implementation of Health Promoting Schools (HPS) in Ireland. Design/methodology/approach – A quantitative research design was adopted. A questionnaire was administered to all post-primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA. Findings – A response rate of 56 per cent (n=394) was achieved. Over half of these schools (56 per cent) self-identified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35 per cent of HPS schools had a team supporting HPS developments. Only 36 per cent identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary. Research limitations/implications – The research was conducted with school staff, in the first instance who self-reported their school’s level of HPS engagement. Originality/value – This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted.

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