The application of theory and practice in the early years of teaching

The application of theory and practice in the early years of teaching is a topic that must be of vital importance to anyone involved in teacher education. Whether we are administrator, inspector, school head, teacher trainer or student teacher, we are surely united in our concern that the best possible transition should be made for those who pass for their studies in university to taking on full class-room responsibilities.peer-reviewe

The future for primary physical education

An in-depth examination of secondary research was undertaken together with a focussed case study to investigate whether current practices within primary physical education (PE) were best serving the learning needs of children in primary schools. A secondary purpose of this research was to examine the implications for this area of primary education regarding the professionalisation of sports coaching. The study was conducted within a unitary authority in the South West of England. Semi-structured interviews were conducted, firstly with both Partnership Development Managers (PDMs), followed up by questionnaires carried out with all of their School Sport Co-ordinators (SSCo's). Subsequent semi-structured interviews were then conducted with a primary school head teacher, a head of primary Initial Teacher Education (ITE), and with the only specialist primary PE teacher found within this authority. These research processes extrapolated information which highlighted current practices in many primary schools with regards to their PE delivery, and the findings illustrated that whilst current PE provision in most secondary schools was generally believed to be of a high standard, embracing recent initiatives and the current National Curriculum, the delivery of PE in primary schools was found to be less consistent. After several processes of inductive research it was concluded that widespread changes in the whole primary PE provision, starting from Initial Teacher Education, ought to be considered

Upaya Kepala Sekolah untuk Meningkatkan Profesionalisme Guru melalui Supervisi Kegiatan Belajar Mengajar di SD

Managerial principals is the ability or skill shown by schools in organizing and utilizing all components or areas of arable school . The ability to grow through the coaching process and supported by factors that influence and melatar tow. As for the factors that affect a person\u27s level of ability is an element of maturity , with regard to the knowledge and skills gained from education, training and experience. in the implementation of managerial principals in this teacher , found a positive influence on the creation of the professionalism of teachers in learning activities , it is marked by a significant increase in each cycle , cycle 1 and cycle amounted to 56.9 % 2 94.5 % . it demonstrates the success of managerial leadership to the school head teacher professionalism

Nursery School Headteacher Leadership Behaviour Correlates of Nursery School Teachers Job Satisfaction in Akoko North, Ondo State, Nigeria

The present study focuses on nursery school head teacher leadership behaviour as it correlates to nursery school teacher’s job satisfaction. Data were collected through a scale and returned by sample of two hundred and fifty nursery school teacher’s in Akoko North, Ondo State, Nigeria.Data collected were analyzed using mean and standard deviation and person. The results of the two research questions indicates that  the head teacher exhibited a positive leadership behaviour such as kind fair, and supportive and leadership teacher were satisfied with their job tested at 0.05signaficant levels that there was significant relationship between nursery school head teacher’s leadership behaviour and teacher’s job satisfaction based on this result, the hypothesis Is not accepted. Keywords: Nursery School, Leadership behaviour,Head teachers, Teachers perception

Only connect: addressing the emotional needs of Scotland's children and young people

A report on the SNAP (Scottish Needs Assessment Programme) Child and Adolescent Mental Health Phase Two survey. It describes a survey of a wide range of professionals working with children and young people in Scotland, and deals with professional perspectives on emotional, behavioural and psychological problems. Conclusions and recommendations are presented

‘I’m excluded – who’s gonna care?’ Multi-agency teams supporting the care of excluded children in educational settings – policy into practice, what works and what doesn’t? (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/062)

The aim of the research was to discover who meets the needs of children at risk of exclusion, an interest sparked by meeting vulnerable children and listening to their stories. The research team wanted to discover whether strategies used do meet policy and best practice guidance. Are multi-agency teams successful? How do children feel about those who provide their care? Semi-structured interviews were used, as well as discussion groups, with the following professionals and young people: • one Further Education administrator • two Further Education programme co-ordinators • one primary school Pastoral Support team member • one primary school head teacher • two secondary school Pastoral Support team members • three social workers • one sports coach • one sports coach assistant • three foster carers • seven young people. In addition, we carried out a literature review to discover that when schools work in conjunction with a range of other professionals, in a manner which includes children and parents and makes the process comfortable and child-led, results are good. Children feel supported and are able to achieve. The research also identified that our agencies appear, at times, to misinterpret the guidance, or simply ignore it – allowing egos, personalities and inconsequential agendas to interfere with pastoral care. Examples of good practice to share with others have been identified, as have a few challenges, the avoidance of which might make the difference for some children. The research discovered that behaviour support personnel in schools appear to have a valuable role to play for vulnerable children, as do many others however; also, excitingly there are instances of good practice which may limit incidents of exclusion. This PLR project has provided opportunity to discover how outcomes for children can be improved by working together, also that one person alone can make all the difference

PENGARUH SUPERVISI AKADEMIK, KEPEMIMPINAN SITUASIONAL KEPALA SEKOLAH TERHADAP KINERJA GURU DALAM MENGELOLA PEMBELAJARAN DI SEKOLAH

Abstract The aim of this research was describe (1) the influence of the academic supervision of the school head teacher Against boarding costs in primary schools in the district of Pontianak City, (2)  the influence of the principal effect of situational Leadership Against boarding costs at primary school teachers in the district of Pontianak City, (3) the influence of academic supervision and situational leadership principals simultaneously influential on teacher performance District of Pontianak City Elementary School Teacher. The method used was a survey method with the type of explanatory research. The sample in this study amounted to 171 teachers. Data measurement techniques using a likert scale. The data analysis techniques used are descriptive statistics and inferential statistical of multiple regression. The result showed that : (1) there is the influence of Academic Supervision on teacher performance SDN District of Pontianak City by 57.90 percent; (2) there is the influence of situational leadership to the school head teacher performance SDN District of Pontianak City by 55.10 percent; (3) Academic supervision, Situational Leadership Principal simultaneously to variable performance District of Pontianak City Elementary School Teacher of 53.10 percent, amounting to 53.10 percent. Key word: academic supervision, situational Leadership, teacher performanc