School Practitioners Research Articles

Using a cross-cultural conception of play to explore the perspectives of parents of Somali heritage and primary school practitioners in an English primary school

AimThis research explored perspectives of play according to parents of Somali heritage and primary school practitioners, in an English primary school. At its core, it aimed to investigate the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children. The broader contentious concern of the role of play in early years and primary education was also explored.MethodFocus group discussions drew on cross-cultural conceptions of play, to explore how parents of Somali heritage children and primary school practitioners perceive the relationship of play to children’s development and learning, with consideration for their own experiences of childhood.FindingsFocus group data were analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this research highlight shared and individual definitions of play, competing benefits of play, and the importance across cultures of play being intrinsically motivated.LimitationsA small sample of participants is represented and all participants were female.ConclusionsImplications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service, and policy level.

Innovative Empowerment Model in Harmonization and Deradicalization of Islamic Boarding School

Islamic boarding schools (Pesantren) are not only social and educational institutions but they should also able to develop prosperity for their students and alumni as well as their respective community. Therefore, it is important to work on the empowerment of Pesantren for their harmonization and deradicalization. The current study used Participatory Action Research method. Data was collected through observation, documentation, interviews, and focus group discussions. The selection of informants was purposive and they comprised boarding school administrators, students, community groups, activists, practitioners and experts. Study locations were the Pesantren of Nurussalam in Ciamis and Al Idrisiyyah in Tasikmalaya, West Java Province and Al Muaddib in Cilacap, Central Java. The results showed that economic empowerment of Pesantren becomes strategic and important as a medium of harmonization and deradicalization between the Pesantren and the community. Therefore, it could ward off the stigma attached to Pesantren as closed, traditional, radical and even terrorist supporting institutions. Pesantren carry out social and economic empowerment in the early stages of building and increasing motivation, mindset and mental attitude, as well as interaction and cooperation. They continue to do it by designing and implementing programs in a participatory manner involving students, alumni and the community on entrepreneurial management, product improvement, and marketing in order to promote activities that are more concerned with health, environment and renewable energy.

Mental Health Services in the United States Public High Schools.

Mental health services in the United States public schools are an important component of the academic success of a student. Not all schools, however, have the necessary personnel and funding to offer such services. In this paper, we provide an analysis of data collected from schools in 3 geographic locations. Comparisons were made of the availability of personnel to assess and treat mental health disorders in students enrolled in city, urban, and suburban schools, with over 10,000 schools represented. The data were part of the 2015 to 2016 School Survey on Crime and Safety. Accessibility of mental health practitioners and reasons that limited efforts of a school to provide the services were assessed. Statistically significant differences were identified by school location, demonstrating that those in rural communities were most challenged providing diagnostic assessment and treatment for students by school mental health professionals, for several reasons. Increased state and county funding to support mental health practitioners in public high schools is one suggestion to address mental health disorders in students. Other strategies are offered for timely and appropriate diagnoses and treatment for mental health disorders that may impact the quality of life of a student for a lifetime.

Evaluating cultural and linguistic load of IQ scores for English language learners

ABSTRACT The assessment of culturally and linguistically diverse (CLD) students, including students who are learning English as a second language (English language learners, ELL), is a challenge for many school psychologists who have limited training and practice opportunities with students from these populations. According to the National Center for Education Statistics, the percentage of racial/ethnic minority students enrolled in kindergarten through high school in the U.S. was 50% in 2014; and, the percentage of students who were learning English as a second language constituted 9.4% in 2014. Given the diverse demographics in public schools, the provision of state-of-the-art psychological services to children and youth from CLD backgrounds is an increasingly important concern. The present study evaluated the degree to which the Woodcock-Johnson III Cognitive Culture-Language Interpretive Matrix (C-LIM) accurately distinguishes between test scores of English-speakers and English language learners. Prior research has indicated that the C-LIM may not accurately measure the cultural and linguistic demand of standardized tests as intended. Results of the present study indicated that C-LIM individual decisions have low accuracy. Implications for school and educational psychology researchers and practitioners are discussed.

Stuttering Practice Self-Assessment by School Speech-Language Practitioners.

Purpose The purpose of this study was to survey school speech-language practitioners' self-perceptions of their confidence, knowledge, and need for support for working with school-age students who stutter (SWS). Method A total of 120 school-based speech-language practitioners from 27 Nashville, Tennessee, area counties completed an online, 35-item survey examining caseloads, coursework, continuing education, experience, and perceived levels of skill and confidence in service provision to SWS. They also rated their need for consultation from speech-language pathologists who specialize in stuttering to improve their skills with SWS. Results Respondents were least confident in and needed most support for providing intervention to SWS. Those who needed most support for intervention rated themselves as less knowledgeable about stuttering theory, assessment, and intervention and were less confident about working with students who only stutter and with SWS who have concomitant communication concerns. Greater practitioner confidence in stuttering intervention skills was positively correlated with the number of SWS on caseloads; continuing education credits in stuttering; and knowledge of stuttering theory, assessment, and intervention. Respondents who completed a graduate course on stuttering had greater confidence in stuttering intervention and were less likely to identify a need for support from specialists. Conclusions School speech-language practitioners continue to report needing additional education, practice opportunities, and support, especially with intervention, and desiring specialized guidance to serve SWS. Those with more experience, education, and knowledge about stuttering are more confident and skillful, reflecting the potential positive impact of increased opportunities to learn about and work with SWS. These needs may be addressed through increased availability of specialists in stuttering to consult with school practitioners; opportunities for school-based practitioners to become peer mentors; and provision of readily available, intervention-focused continuing education experiences and resources.

Planning tool for the development of interventions to prevent overweight in childhood and youth

Abstract Background Studies have shown that interventions to prevent excess weight gain in children and teenagers are often planned unsystematically and not evidence-based. Planning high-quality interventions to prevent childhood obesity is a complex process requiring time and personnel, both limited resources in health promotion. The aim of this project is to develop an evidence-based, user-oriented planning tool to support and optimize the planning process of interventions to prevent excess weight gain in children and teenagers. Methods To identify existing tools for planning interventions, a systematic literature review (SLR) was first conducted in the databases PubMed, LIVIVO and Cochrane. In addition, seven interviews were carried out with practitioners in schools and communities to determine difficulties encountered during the planning process. This data served as the foundation for the design of an initial draft of the planning tool, which was subsequently tested in focus group discussions (FGD) with potential users. Results The SLR identified a total of 23 planning tools. Of these, four comprehensive and evidence-based ones were chosen to compare planning steps and context requirements. The interviews revealed that practitioners require support with problem and needs analysis, target setting and the development of theory-based strategies. The first planning step of the tool was tested in FGD and modified in response to group feedback. An optimized version of the tool can be presented. Future work will focus on converting the tool into a web-based application and pretesting it in schools and communities. Conclusions The planning tool will support the systematic development of evidence-based prevention interventions. It provides a comprehensive roadmap to the planning process, guiding the user step by step. The conversion into a web-based application will simplify and support these planning steps. This project is supported by the Federal Ministry of Health, Germany. Key messages The tool enables time-saving, structured and quality-assured planning of prevention interventions. Requirements resulting from practice were considered in the development of the planning tool.

Articulating outdoor risky play in early childhood education: voices of forest and nature school practitioners

ABSTRACT Outdoor risky play provides developmental and health benefits for children, such as risk-assessment skills, increased physical activity and well-being and promoting social competencies and resilience. Modern Western society is highly risk-averse and many children are protected from risks more commonly experienced by previous generations. Forest and nature schools (FS) are one approach encouraging unstructured outdoor play in natural environments including the inherent risks; falling, cuts and bruises, sun exposure, etc. Ten early childhood education FS practitioners were interviewed to explore their articulation of outdoor risky play, pedagogical practices pertaining to risk and how they navigate tensions between regulatory policies and idealized practice. This research serves to bring practitioners’ voices to the literature on how the risk associated with outdoor play is being defined, rationalized, and enacted in FS programs. Findings from this study inform recommendations for practice and further inquiry into risky play and its benefits.

Parental psychological and behavioral control and positive youth development among young Chinese adolescents: The mediating role of basic psychological needs satisfaction

Previous studies indicate that parental psychological control and behavioral control play crucial roles in the positive development of adolescents. However, little is known about the underlying mechanism of the associations between parental psychological control and behavioral control and positive youth development (PYD). The present study sought to examine the role of basic psychological needs satisfaction as a mediator of the association between parental psychological control and behavioral control and PYD. Two-wave longitudinal data were collected from a sample of 783 young Chinese adolescents (427 boys, Mage = 10.87, SDage = .94) who enrolled in three primary schools in Beijing, China. Results of structural equation modeling indicated that basic psychological needs satisfaction mediated the associations between parental psychological control and behavioral control and PYD six months later. Moreover, results of multiple-group invariance analysis indicated no gender differences in the indirect effects of parental psychological control and behavioral control on PYD six months later through basic psychological needs satisfaction. Implications for future research and practices for parents and school practitioners are discussed.

We know off‐rolling happens. Why are we still doing nothing?

Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as ‘beyond repugnant’ (TES, 2017), ‘off‐rolling’ is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These perspectives will be evaluated alongside current national data and media perspectives, integrated with the outcomes of narrative accounts from practitioners in schools across England in 2018. The study concludes by commenting on the impact of performance‐driven school cultures on limiting the choices parents and pupils are able to make when confronted by the prospect of exclusion from education. The longer‐term social dangers presented by labelling a cohort of young people as marginal to education and society are considered, as is the fitness for purpose of the current education system in the meeting of pupil needs.

Choice, Support, Opportunity: Profiles of Self-Determination in High School Students with Learning Disabilities

This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students’ ( n = 44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles ( N = 6) based upon deductive coding of student interviews. Findings focus on the centering of students’ own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities. Subscribe to LDMJ

Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students

AbstractThis study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth‐ and sixth‐grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance‐approach orientation significantly predicted the use of surface strategies. Ethnic differences were also detected. The positive relationship of the performance‐approach orientation to deep strategies was stronger among the Han than the Miao students. Overall, our findings confirm that goal orientations have an important influence on Chinese students’ strategy use and achievement and that ethnic differences affect the patterns of these relationships. Possible explanations for the results and the practical implications for school practitioners are discussed.

Curriculum Policy Implementation in Cameroon Education System Insights from Theories of Policy Change

This study takes as its point of departure the assumption that policy implementation is a complex process that cannot be fully understood without analysis of the complexities, tensions, conflicts, perceptions and dilemmas related to those engaged in the implementation. In curriculum, theories are used to provide explanations for practice that help to facilitate the creation and implementation of the curriculum. They also provide justifications that enable school practitioners to articulate the reasons for their actions and therefore help to assist the understanding of what has been created. Theories also criticize the outcome or that which has been created and implemented. It is therefore necessary to develop a fundamental understanding of curriculum theory by providing the tools necessary when analysing curriculum endeavours. This study has adopted four theories to provide an understanding of Educational policies in Cameroon.Itreviews the different theoretical perspectives relating to factors that impact on policy implementation and provide insights on trends in the approaches to curriculum policy implementation practices.

Expansive Learning Within a Teachers Community of Ongoing Learners (TCOOL)

This paper presents a first iteration of the TCOOL project as a design experiment in the education of teachers for high poverty, urban schools. The TCOOL Project embodies a new vision for the professional education of teachers that engages schools and universities in deep partnership designed to support the preparation and on-going learning of teachers. Expansive learning theory as described by Engeström and his colleagues is used to probe the opportunities for learning about teaching that TCOOL provides to practitioners in schools and universities. We found that the expansive learning theory enabled us to see that, even in its pilot run, the learning processes manifested throughout by participants in the school and university included productive deviations from our original intentions. These have led to both practical and theoretical shifts in our change effort.

Promoting an emotional connection to nature and other animals via forest school: disrupting the spaces of neoliberal performativity

PurposeThe concept of children's alienation from, and reconnection to, nature has gained international interest. The purpose of this paper is to explore how forest school as a growing phenomenon in the UK is promoting this reconnection to nature as well as benefiting children's well-being. At the same time, forest school is providing children and young people with a more divergent learning experience, away from the structural pressures of the neoliberal classroom. With its emphasis on play-based learning in wooded areas, and the freedom to make connections and spatially engage with what is around them at their own pace, such engagement in these “alternative” learning spaces can support the development of a post-human discourse and sensibilities. This is fundamental in developing children's emotional connection in promoting pro-environmental behaviours and their attitudes towards valuing and protecting the non-human.Design/methodology/approachThis paper draws on field notes documented during forest school leader training undertook by the author from April 2017 to May 2018. Further data were collected in the form of participant observations of forest school sessions in three schools; semi-structured interviews with the head teachers of these schools and two forest school practitioners. Supplementary data will also draw on the experiences of a group of second-year education studies university students after completing a module on forest school and outdoor learning, led by the author.FindingsThis article finds that the more children engage with wooded areas and interact with the natural environment and other creatures within that space, the more it affords meaning to them. This in turn promotes a sense of belonging and environmental stewardship, particularly in relation to non-human creatures. This article also finds that where schools provide forest school opportunities on their sites, such provision is conducive to supporting more creative practices within the “spatialities” of the neoliberal classroom.Originality/valueNeoliberal education policy with its focus on high stakes testing and performance outcomes increasingly shapes the spatial practices of school life. Consequently, time spent outdoors and its relationship with intrinsic learning has declined in many schools. With many schools placing less importance on outdoor learning, children and young people have become further alienated from engaging in different ways with their environments. Further, data highlighting the link between forest school and children's interest in plants and other animals have not been the subject of much research.

Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals

ABSTRACT School principals play a key role in the creation and nurture of school conditions conducive to Professional Learning Communities (PLCs). In China, whereas the term PLC itself is an imported concept and rarely used by school practitioners, the precept of PLCs, collaborative teacher learning activities, are firmly embedded in teachers’ daily work. However, little research has examined the relationships between principalship and PLCs in the country. This article uses data collected from over 100 primary school principals across six regions in China to explore the role principals play in building and sustaining PLCs in Chinese schools. The article specifically asks what Chinese school principals do to create the structural, cultural and relational conditions needed to foster PLCs. The study identifies some common leadership strategies adopted by Chinese principals and related insights into embedding ongoing professional learning in schools.

Inquiry Learning Tools to Train Science Process Skills at The Junior High School Level

Inquiry is a core of science learning. One of the factors of success in learning in the classroom is determined by the existence of learning tools that are appropriate to the learning objectives. This study aims to determine the extent of the feasibility of inquiry learning devices at the junior high school level to drive science process skills. The research method uses descriptive quantitative. Data analysis was performed on the results of the validator using content validity. As 2 expert validators came from 2 different colleges and one from school practitioners. Validated learning tools consist of lesson plan, teaching materials, and assessment. Lesson plan developed using inquiry learning model with OMGVA syntax (observation-manipulation-generalization-verivication-application). Validation method uses the Aiken model. The results obtained show that all learning devices are valid with a range of 0.8 and 1 values, meaning that inquiry learning devices can be used to train process skills in junior high school level.

Practitioner Perspectives on Hypothesis Testing Strategies in the Context of Functional Behavior Assessment

When results of descriptive functional behavior assessments (FBAs) are inconclusive, experimental analysis methods can be used to directly test hypotheses about when or why a student engages in challenging behavior. Despite growing research on practical variations of hypothesis testing in schools, these methods are rarely incorporated in FBAs in practice. To inform practitioner perspectives on hypothesis testing as a component of FBAs, we surveyed a statewide sample of school practitioners who participate in the FBA process (n = 253). The survey addressed their views on three hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) across several dimensions. On 5-point Likert type scales, participants rated acceptability of procedures, feasibility of implementation, utility of results, conditions in which they would likely use or recommend the strategy, and perceived barriers. We used descriptive and nonparametric statistical analyses to compare ratings among the three hypothesis testing strategies. The majority of participants rated all three strategies favorably with respect to utility. However, ratings on acceptability, feasibility, and barriers were differentiated and favored the concurrent operant analysis over the functional and antecedent analyses. We discuss implications for practice and future research on incorporating hypothesis testing in FBAs for students with persistent challenging behavior.

Testing the predictive power of an instrument titled “Orientation to School Renewal”

ABSTRACT Policy makers, school practitioners, and scholars around the world have been searching for better school improvement models. The purpose of this study was to understand how an instrument we developed, Orientation to School Renewal, can be used to predict school-level academic achievement. We used the instrument to predict the academic performance of 83 schools as measured by the Michigan Student Test of Educational Progress (M-STEP) and the Scholastic Achievement Test (SAT) for mathematics and language. We found our instrument was more sensitive to M-STEP. We found that school renewal efforts were able to predict school academic performance with M-STEP in both mathematics and language. The three leading dimensions for predicting achievement on M-STEP were (a) focus on students and their achievement, (b) internal responsibility, and (c) continuous improvement. The renewal model provides a new perspective on school improvement, and future studies in other countries and international settings are recommended.

The complex tapestry of relationships which surround adoptive families: a case study

ABSTRACT This small-scale study examines the experiences encountered by a group of parents in their endeavours to support their children to settle and thrive, both in family life and school. The study identifies how a ‘complex tapestry of relationships’ exists both within and beyond adoptive families, which influences children’s developmental and educational outcomes. Conflicting relationships emerged between: foster carers and adoptive parents, paired siblings, and adoptive parents and teachers. Enhanced understanding of the complexities and tensions which may exist will help school practitioners to identify approaches and strategies that can be used with children and families to promote adopted children’s self- identity, well-being and their capacity to function and learn inside classrooms.

Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications

A literature review was conducted to examine the shaping of giftedness during childhood, a period when crucial developmental changes that affect academic outlook and psychosocial wellness take place. The search of the literature covered articles published in English without restriction on publication year in the following databases: PsycINFO, Google Scholar, EBSCOhost, ERIC, and ProQuest. A total of 95 sources were categorized into two thematic areas that include (a) cognitive development of gifted children and (b) socio-emotional development of gifted children. The analysis of the literature reveals that although superior performance constitutes a key element in the notion of giftedness, ability alone cannot lead a gifted child to personal excellence and long-term commitment within a talent domain as it is insufficient to explain outstanding achievements across the life course. Indeed, these publications provide some evidence that the process of nurturing giftedness in children is determined by the dynamic interaction between individual strengths and a supportive environment, which can stimulate or inhibit the full use of a child’s ability. Finally, this review is intended to change the way researchers, school practitioners, and policymakers think about the limits and capabilities of gifted children, and to provide suggestions for strategies to support their development.