First Steps for Governors Inclusion and the role of the SEN governor Disability discrimination and the new act Developing effective school policies Resourcing for inclusion

2013 ◽  
pp. 110-122
Keyword(s):  
School Policies ◽  
Effective School ◽  
Disability Discrimination

Parental responses to bullying: Understanding the role of school policies and practices.

2019 ◽  
Vol 111 (3) ◽  
pp. 475-487 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Larissa M. Gaias ◽  
Catherine P. Bradshaw
Keyword(s):  
School Policies ◽  
Parental Responses ◽  
Policies And Practices

Translating Research Knowledge into Effective School Practice in the Field of Social and Emotional Learning

2015 ◽  
pp. 275-295 ◽  
Author(s):  
Ann Lendrum ◽  
Neil Humphrey
Keyword(s):  
Social And Emotional Learning ◽  
Educational Practice ◽  
Emotional Learning ◽  
Research Knowledge ◽  
Effective School ◽  
Factors Affecting ◽  
Social And Emotional ◽  
Literature Base ◽  
Personal Competencies

Social and Emotional Learning (SEL) is the process of developing intra- and inter-personal competencies in children and young people, typically in school settings. It has become a major orthodoxy in education in recent years. This chapter explores the implications of the accumulated body of research in SEL for developing effective educational practice in this area. Drawing upon an international literature base, coverage includes what research tells us about the importance of SEL, the role of schools in promoting it, how this process works to influence key proximal and distal outcomes, the kinds of approaches and strategies that have been shown to be effective, and the centrality of different aspects of (and factors affecting) implementation. It culminates with an extended vignette (following Lendrum, Humphrey, Kalambouka, & Wigelsworth, 2009), the intention of which is to demonstrate what SEL might look like in a school in which research knowledge is routinely used to inform practice.

scholarly journals Effect of a school-based intervention in eating habits among school children:quasi experimental study

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Ben Cheikh ◽  
J Maatoug ◽  
R Ghammam ◽  
F Chouikha ◽  
A Mallat ◽  
...  
Keyword(s):  
Experimental Study ◽  
Primary Schools ◽  
Eating Habits ◽  
Intervention Group ◽  
Public Health Problem ◽  
Overweight And Obesity ◽  
Post Intervention ◽  
School Policies ◽  
Effective School ◽  
Healthy Environment

Abstract Background Childhood obesity has become a public health problem. Worldwide, the prevalence of overweight and obesity in children has increased dramatically especially in developing countries. The present study aimed to assess whether six months intervention program with parents' implication in primary schools is able to decrease morning snack consumption among children aged 6 to 12 years. Methods We carried out a quasi experimental study with two groups of schoolchildren in the region of Sousse (Tunisia) from 2015 to 2016. One primary school in each group was selected. In each school, we randomly selected a sample size of schoolchildren and their parents. The intervention was based on healthy eating habits promotion. Results The consumption of morning snacks the day before data collection, reported by children, decreased significantly in post-intervention in both intervention and control groups. The decrease of consumption of morning snacks was significantly higher in intervention group (p = 0.009). According to parents, the proportion of children who had the habit of eating morning snack decreased significantly from pre to post-intervention in intervention group (p < 0.001). Conclusions A healthy environment should be created through effective school policies to prevent obesity. Key messages The consumption of morning snacks reported by children, decreased significantly in post-intervention. A healthy environment should be created through effective school policies to prevent obesity.

scholarly journals The Role of Distributive Leadership of Headmasters In Selected Primary School, Ampang, Selangor.

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
LEONG FERN NEE ◽  
ZURAIDAH ABDULLAH
Keyword(s):  
Primary School ◽  
Leadership Style ◽  
School Context ◽  
Primary Teachers ◽  
Distributive Leadership ◽  
Effective School ◽  
Four Dimensions ◽  
Strategic Approach ◽  
High Level

The main purpose of this study is to investigate the role of distributive leadership (DL) of headmasters in selected primary school at Ampang, Selangor. DL is an important strategic approach which leads to quality education. Headmasters’ distributive roles have four dimensions includes shared mission, vision and goals, school culture, spontaneous collaboration and shared responsibilities. The research design of this study is a quantitative method, and questionnaire is used to collect the data. There are N=351 primary teachers from two type’s school categories which are Sekolah Kebangsaan (SK) and Sekolah Jenis Kebangsaan Cina (SJKC) were selected by random sampling. Findings show that there is a high level of DL (M=3.74, SD=.59) demonstrated by headmasters. This study clearly shows Malaysia practices a bureaucratic system in education. Results also show that headmasters' leadership style influence the school managements which is lead to students’ learning outcomes. These studies have implications for administrator, teachers, students and education policymaker. The results of this study provide ideas to policymakers to take action to enact the appropriate module with school context. In brief, headmasters play distributive roles in enhancing teachers’ development and students’ improvement to realise an effective school. 

scholarly journals Strategic Directions and Newer Dilemmas for Teacher-Librarians and School Library Resource Centres

2021 ◽  
pp. 141-152
Author(s):  
Ken Haycock
Keyword(s):  
Information Technologies ◽  
Best Practice ◽  
Research Evidence ◽  
School Library ◽  
Current Status ◽  
Library Services ◽  
Effective School ◽  
Library Resource ◽  
Teacher Librarians

Once a leader in the provision of effective school library services, the Vancouver (British Columbia, Canada) School Board has seen its intellectual and material assets diminish with growing confusion about the role of the teacher-librarian, particularly with regard to information technologies. The investigator reviewed the current status of school library resource centres, including staffing, resources and use, to identify "revenue-neutral" improvements based on research evidence and best practice. In the course of the review several dilemmas emerged that challenged conventional wisdom regarding the delivery of school library services; these dilemmas are the focus of this paper.

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