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Bond, Caroline; Hebron, Judith; Oldfield, Jeremy – Educational Psychology in Practice, 2017
Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational…
Descriptors: Autism, Pervasive Developmental Disorders, Language Impairments, Psychologists
Fludd, Selena Pinkney – ProQuest LLC, 2017
Reading is a critical skill and some purport that it is the beginning of all learning. A child's ability to read can have a vast effect on his or her entire academic career. Unfortunately, the number of students who test below grade level in reading has increased year by year. The purpose of this qualitative multiple case study was to investigate…
Descriptors: Technology Uses in Education, Case Studies, Qualitative Research, Teacher Attitudes
Relaño Pastor, Ana María; Poveda, David – Language and Education, 2020
English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual…
Descriptors: Content and Language Integrated Learning, Language of Instruction, Classroom Communication, English (Second Language)
Coates, Mitchell; Lamb, Janeen; Bartlett, Brendan; Datta, Poulomee – Australian Journal of Teacher Education, 2017
The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Preservice Teacher Education
Bloechliger, Olivia R.; Bauer, Georg F. – Early Education and Development, 2016
Center-based child care has been struggling with poor health and high turnover rates of child care staff and their adverse impact on care quality for decades. Yet little is known about personal and structural antecedents of job resources and job demands that are valid predictors of health and turnover in the child care workforce. Research…
Descriptors: Child Care Centers, Teaching Conditions, Teacher Characteristics, Institutional Characteristics
Butt, Rosemary – International Journal of Inclusive Education, 2016
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…
Descriptors: Disabilities, Mainstreaming, Learning Problems, Inclusion
Salvador, Karen; Corbett, Keith – Music Educators Journal, 2016
Even in states with K-12 music licensure, not all music education students take a course in elementary music methods, and even fewer take a course that specifically addresses early childhood music instruction. In this article, a music teacher educator and a self-described "band guy," who initially struggled to work with young children,…
Descriptors: Secondary School Teachers, Music Education, Team Teaching, Musicians
Whatman, Susan L.; Main, Katherine – Sport, Education and Society, 2018
The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the 'Titans'. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL…
Descriptors: Teaching Methods, Case Studies, At Risk Students, Student Surveys
Fletcher, Jo; Nicholas, Karen – International Journal of Leadership in Education, 2017
Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of…
Descriptors: Foreign Countries, Secondary School Students, Early Adolescents, Leadership Role
National Center on Safe Supportive Learning Environments, 2017
Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements. Key action steps are provided…
Descriptors: Educational Environment, Educational Improvement, Educational Strategies, Program Implementation
Mulholland, Monica; O'Connor, Una – International Journal of Inclusive Education, 2016
Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource…
Descriptors: Inclusion, Teacher Collaboration, Communities of Practice, Resource Teachers
Vorster, Adri; Sacks, Ashleigh; Amod, Zaytoon; Seabi, Joseph; Kern, Anwynne – South African Journal of Childhood Education, 2016
One factor that has been identified to enhance the early development of children is the care provided by caregivers outside the home environment. However, little research has been done in this regard in South Africa, where a significant number of children receive care outside their home environment. The current research study subsequently focused…
Descriptors: Foreign Countries, Young Children, Caregivers, Semi Structured Interviews
Danby, Gillian; Hamilton, Paula – Pastoral Care in Education, 2016
The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among…
Descriptors: Well Being, Child Health, Mental Health, Foreign Countries
Sadownik, Alicja R.; Mikiewicz, Piotr – Universal Journal of Educational Research, 2016
After 2005, approximately two million Poles emigrated, choosing mostly Britain as their destination. Quantitative reports paint a picture of the typical Polish immigrant as a person between the ages of 31-39, who, with a vocational (or equivalent) education, is active on the labor market. This paper reports on a qualitative study of six typical…
Descriptors: Immigrants, Catholic Schools, Statistical Analysis, Labor Market
Lehane, Teresa – Educational Review, 2016
Experienced teaching assistants' (TAs') perceptions and constructions of their work in the inclusion of pupils with special educational needs (SEN) within mainstream secondary schools are the focus of this study. In a field where much research has focussed on the technicist (TA characteristics and deployment), exploration of "inclusion"…
Descriptors: Teacher Aides, Paraprofessional School Personnel, Secondary School Students, Mainstreaming