{"title":"Wellbeing: How we make sense of it and what this means for teachers","authors":"T. O’Brien, D. Guiney","doi":"10.1111/1467-9604.12366","DOIUrl":"https://doi.org/10.1111/1467-9604.12366","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46525725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Implementing the 2014 SEND reforms in England: perspectives from SENCOs","authors":"K. Tysoe, K. Vincent, H. Boulton","doi":"10.1111/1467-9604.12374","DOIUrl":"https://doi.org/10.1111/1467-9604.12374","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43337353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ineffective pathways and the price of conjecture","authors":"Penelope Hannant","doi":"10.1111/1467-9604.12368","DOIUrl":"https://doi.org/10.1111/1467-9604.12368","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42955364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Professional development in drama with learners with special educational needs and disabilities (SEND)","authors":"Melanie Peter","doi":"10.1111/1467-9604.12371","DOIUrl":"https://doi.org/10.1111/1467-9604.12371","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘\u0000 I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health","authors":"Ida Conboy","doi":"10.1111/1467-9604.12369","DOIUrl":"https://doi.org/10.1111/1467-9604.12369","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph Mintz, Sarah Seleznyov, N. Peacey, Christopher S. Brown, S. White
Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence- informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.
{"title":"Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development","authors":"Joseph Mintz, Sarah Seleznyov, N. Peacey, Christopher S. Brown, S. White","doi":"10.1111/1467-9604.12349","DOIUrl":"https://doi.org/10.1111/1467-9604.12349","url":null,"abstract":"Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence- informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Investigating the effectiveness of institutional‐level support teams at full‐service schools in South Africa","authors":"Thabo Makhalemele, M. Nel","doi":"10.1111/1467-9604.12356","DOIUrl":"https://doi.org/10.1111/1467-9604.12356","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45698346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P- scales assessment for students not yet involved in a subject- specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non- academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P- scale system as it serves a different purpose.
{"title":"Can the Engagement Model act as a replacement for the P‐scale assessment system?","authors":"Tereza Aidonopoulou‐Read","doi":"10.1111/1467-9604.12354","DOIUrl":"https://doi.org/10.1111/1467-9604.12354","url":null,"abstract":"The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P- scales assessment for students not yet involved in a subject- specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non- academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P- scale system as it serves a different purpose.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42000955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Islean Gibson, Ailey Clark, H. Dunnigan, Dianne Cantali
The relevance and value of increased learner participation in effect change research is increasing in its significance and importance across the education sector, guided by current national governance and the move of local authorities to implement action research models to drive improvement. This paper reports on a study led by primary seven pupils in a remote rural Scottish primary school, working collaboratively towards planning, developing, implementing and evaluating learner- led research. The pupil researchers created their own initiative, introducing dogs to the classroom, which was designed to increase self- esteem and self- efficacy for all learners in their school. Through the implementation of the initiative, they were observed to develop their own social and emotional well- being as they engaged in the process of interviewing, results analysis and subsequent resource dissemination. This article discusses the collaborative and supportive relationship alongside the desire to bring about positive change that must underpin genuine collaboration.
{"title":"Enabling positive change in primary school: learner‐led research in a Scottish context","authors":"Islean Gibson, Ailey Clark, H. Dunnigan, Dianne Cantali","doi":"10.1111/1467-9604.12355","DOIUrl":"https://doi.org/10.1111/1467-9604.12355","url":null,"abstract":"The relevance and value of increased learner participation in effect change research is increasing in its significance and importance across the education sector, guided by current national governance and the move of local authorities to implement action research models to drive improvement. This paper reports on a study led by primary seven pupils in a remote rural Scottish primary school, working collaboratively towards planning, developing, implementing and evaluating learner- led research. The pupil researchers created their own initiative, introducing dogs to the classroom, which was designed to increase self- esteem and self- efficacy for all learners in their school. Through the implementation of the initiative, they were observed to develop their own social and emotional well- being as they engaged in the process of interviewing, results analysis and subsequent resource dissemination. This article discusses the collaborative and supportive relationship alongside the desire to bring about positive change that must underpin genuine collaboration.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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