scholarly journals Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision

2020 ◽  
pp. 114-130
Author(s):  
Sarah MacQuarrie
Keyword(s):  
Integrated Approach ◽  
Outdoor Learning ◽  
School Based

scholarly journals Framing an Integrative Approach to the Education and Development of Teachers in Canada

2011 ◽  
Vol 45 (3) ◽  
pp. 555-578
Author(s):  
Thomas Falkenberg
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Integrated Approach ◽  
Learning To Teach ◽  
Integrative Approach ◽  
School Based ◽  
Course Work ◽  
Collaborative Professional Development ◽  
Education And Development

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

scholarly journals Learning to fear, fearing to learn: Measuring the extent of school violence

2016 ◽  
Author(s):  
Patrick Burton
Keyword(s):  
South Africa ◽  
School Violence ◽  
Crime Prevention ◽  
South African ◽  
Exposure To Violence ◽  
Integrated Approach ◽  
School Based ◽  
Wide Range ◽  
Conventional School ◽  
At Home

Violence in South African schools impacts on children, their families, and society more generally. Much of what occurs in schools is learnt through exposure to violence at home and outside the school, necessitating an integrated approach to addressing school violence that moves beyond a limited focus on the school itself. The Centre for Justice and Crime Prevention National Schools Violence Study provides an indication of how bad school violence is in South Africa, and through the wide range of data collected, provides a framework for interventions that cuts across sectors and conventional school-based stakeholders.

scholarly journals Longitudinal changes in quality of life and psychosocial problems of primary school children in a deprived urban neighborhood over the course of a school-based integrated approach

2021 ◽  
Author(s):  
L. K. Elsenburg ◽  
H. Galenkamp ◽  
M. E. Abrahamse ◽  
J. Harting
Keyword(s):  
Quality Of Life ◽  
Economic Status ◽  
Psychosocial Problems ◽  
Integrated Approach ◽  
Psychosocial Health ◽  
Primary School Children ◽  
Urban Neighborhood ◽  
School Based ◽  
Before And After

AbstractThe municipality of Amsterdam implemented a 2-year school-based integrated approach in schools in a deprived neighborhood. The integrated approach targeted the domains of education, health and poverty and the children’s school, neighborhood and home environment by involving various agencies and actors. In this study, changes in children’s quality of life and psychosocial problems over the course of the integrated approach were examined and evaluated. A dynamic cohort design was used. At five measurement occasions (T1–T5) during 2 years, children from four consecutive grades in five schools filled out a questionnaire (total n = 614). In children between 7 and 13 years, quality of life was measured with the KIDSCREEN-10. In children between 9 and 13 years, psychosocial problems were measured with the Strengths and Difficulties Questionnaire. Generalized estimating equations were applied. Time, sex, age, socio-economic status, ethnic background, grade, and school were included as independent variables. Quality of life was higher from the first follow-up during the approach (T2) until the end of the approach (T4) compared to at the start of the approach (T1). At T5, several months after the approach ended, scores returned back to baseline. Likewise, a reduction in children’s psychosocial problems was detected at the end of the approach (T4) compared to at the start of the approach (T1). However, both before and after that time point, no improvements were detected. This study shows that integrated approaches can be beneficial for children’s quality of life and psychosocial health, but continued investments may be needed to maintain established improvements.Trial registration NTR6571 (NL6395), August 4 2017 retrospectively registered.

scholarly journals Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning

2020 ◽  
Vol 10 (11) ◽  
pp. 311
Author(s):  
Sue Waite
Keyword(s):  
Online Survey ◽  
Adventure Education ◽  
International Comparisons ◽  
Well Being ◽  
Field Studies ◽  
Early Years ◽  
Outdoor Learning ◽  
Policy Practice ◽  
School Based ◽  
Future Policy

Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas. Through understanding how different purposes are being approached internationally, we can learn how outdoor learning might best be supported to achieve particular outcomes. Eighty expert commentators on outdoor learning from 19 countries/areas responded to a short online survey about motivations for and practices in school-based outdoor learning, based on their experience working in this field. The survey was designed using a conceptual framework of student outcomes from outdoor learning, derived from policy analysis and five major reviews of the field. The three most frequently reported forms of outdoor learning practiced in schools were field studies, early years outdoor activities, and outdoor and adventure education. Among identified purposes for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of forms of outdoor learning and specific outcomes are discussed and implications for future policy, practice, and research considered.

scholarly journals Development of a School-Based Physical Activity Intervention Using an Integrated Approach: Project SMART

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeonhak Jung ◽  
Sheri L. Burson ◽  
Christine Julien ◽  
Dylan F. Bray ◽  
Darla M. Castelli
Keyword(s):  
Physical Activity ◽  
United States ◽  
Protective Factor ◽  
Intervention Mapping ◽  
Integrated Approach ◽  
The United States ◽  
Educational Game ◽  
School Based ◽  
Intervention Mapping Protocol ◽  
Project Smart

Physical activity (PA) is a health-protective factor with multiple benefits for school-age children, yet only 22% of children and adolescents living in the United States (United States) accrue the recommended amount of moderate to vigorous PA. Given the prevalence of insufficient PA among children, promoting and providing PA opportunities during the school day, especially when integrated into the curriculum and linked to the learning standards, is essential for children. The purpose of this paper is to describe the procedure for the development of a school-based PA program using an integrated approach through the modified intervention mapping protocol (IMP). A total of 22 physical education teachers and 167 children from five different elementary schools were involved in the process. The procedure includes the Self-Determination Theory (SDT) that provides a theoretical framework that plays a vital role in motivating students to have a physically active lifestyle. This study applied SDT and IMP to develop and pilot a PA intervention called Project SMART using an integrative community participatory approach. As a pilot PA intervention, Project SMART is an online educational game where the students navigate a virtual journey across the United States A class’s aggregate PA propels the students on their journey, where standards-based modules are unlocked to achieve STEM (science, technology, engineering, and math) and social-emotional learning outcomes while gaining an understanding of the importance of health behaviors and opportunities to habitually engage in healthy decision-making with the support of their peers. Although initially labor intensive for the researchers, the process of tailoring the intervention to the children’s contextual and cultural needs has implications for all theoretically grounded and evidence-based PA interventions.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Sign in / Sign up

Export Citation Format

Share Document