ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00196.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

The following is taken from a paper given at the 1990 NARE National Conference. In it Len Barton argues powerfully for the centrality of teachers in the process of schooling. Ifallchildren are entitled to a broad, balanced education it follows that the well‐being ofallteachers is equally important. In these difficult times Barton offers some constructive suggestions including the plea that teachers' accounts of stress be taken seriously and not dismissed as a series of unconnected insights. Too many teachers are involved for this to be so. The issues go beyond the personal to the structural. More than ever, teachers now need to collaborate and support each other and to liaise more effectively with parents. Crucially, Barton warns us, it is time for the professional associations to use democratic channels to demand those changes we all believe are necessar

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00197.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

In the August 1990 issue ofSupport for Learning(5(3)) Alan Dyson wrote a provocative article entitled ‘Effective learning consultancy: A future role for special needs co‐ordinators?’ In it he confidently predicted the decline and eventual disappearance of special educational needs (SEN) co‐ordinators. Further he claimed there were fundamental contradictions and philosophical confusion at the heart of the ‘whole school approach’ which were ultimately self‐defeating. To survive, he concluded, SEN co‐ordinators must develop new models of teaching and learning including a change of title to ‘effective learning consultant’. This new ELC would primarily be responsible for helping teachers and schools improve the effectiveness of the learning situation.Norman Butt responds to the Dyson thesis. He points out the omissions and contradictions he finds in Dyson's arguments. Notably he takes Dyson to task for overlooking the possible effects of local management of schools and his purportedly facile dismissal of the ‘whole school approach’. In contrast Butt claims to find many commendable examples of this approach. Further he sees progress towards the normalisation of schools and states that the whole school approach is about ‘making all pupils special’. He converges with Dyson in his belief that a new professional will emerge and offers his own ‘job description’. Co‐ordinator for individual development or effective learning consultant? Readers must make up their own minds.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00198.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00199.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

The administrative problems in meeting the requirements of the Education Reform Act are enormous, particularly in the area of special educational needs. Here John Moore describes what he sees as the new type of local education authority (LEA) that must emerge to meet the challenges of the nineties. He states, ‘Vision and participation are key elements of strategic planning’. His authority appears to be in the vanguard of those setting up the structures that will protect pupils with special educational needs from the worst aspects of competition. Administrators in particular will find much of interest in this article. Those on the receiving end will take comfort from the assertion that LEAs are not abandoning their responsibilit

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00200.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

After many years a serious challenge to behavioural approaches in the treatment of pupils with emotional and behavioural difficulties has begun to emerge. This comes from those who support a systems approach – a focus not so much on the individual but on the dysfunctions of the school and general environment. Cooper and Upton use the termecosystemicto describe this. They dispute previous emphases on simple patterns of lineal causation and propose an intervention strategy that enables the needs ofallparticipants to be met. This argument, of course, amounts to a serious criticism of some of the Elton Report recommendations. It should be read not only by those with a specific responsibility for dealing with behavioural difficulties but by all interested in the pastoral care of pupil

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00201.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

For two terms Ron Best largely forsook the attractions of higher education in order to gain further experience in schools. This consisted of work as a support teacher, or ‘floater’, in a Havering comprehensive school. During this time he kept a diary and extensive notes which provide the basis of the impressions and arguments contained in this article. He comes to some conclusions about the effectiveness of this strategy which neatly complement the experiences of others that have found their way onto the pages of this journal. Sufficient models now abound for a comprehensive manual on support teaching to be produced. Perhaps some reader will take n

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00202.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

There is a developing interest in classroom observation techniques. Traditional barriers are breaking down as teachers appreciate the need to improve their delivery systems. Terence Bailey has researched the available checklists in this area and produced his own ‘nudge sheet’. This, he acknowledges, is still at a tentative stage and readers are invited to comment. There may well be adaptations that will highlight the needs of children with learning difficu

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00203.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Hackles rise when the term ‘dyslexic’ is used. Conscious of this, Acklaw and Gupta argue that however our views may differ we should, at least, recognise that a very real problem exists. Itispossible, they maintain, to identify pupils with specific learning difficulty and to offer suitable help and support. They then tackle the question of how misunderstandings between school and parents might be averted. Their advice is clear and straightforward and should be of help to those who recognise the sensitivities of parents and are anxious to enter into dialogue rather than disp

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00204.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00205.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY