Flagship: News for the Pirate Education Nation

Newsletter for the Walter and Daisy Carson Latham Clinical Schools Network, produced by the Office of Teacher Education, College of Education, East Carolina University. Previous title: Clinical Schools Network News. Print holdings in North Carolina Collection, Joyner Library

Towards inclusion? Models of behaviour support in secondary schools in one education authority in Scotland

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours

Towards equitable outcomes in secondary schools: good practice

This report presents examples of good practice in student engagement and achievement. The examples come from a sample of secondary schools, rated decile 5 or below with rolls of 200 students or more, who had better outcomes for students than other similar schools. ERO visited seven of these schools to find out the secret to their success.&nbsp

Office of STEM Education Annual Report 2015-2016

During 2015-2016 the Office of STEM (OSTEM) Education at UNO has continued to move aggressively forward in undertaking and leading STEM Learning projects, many of which collaborate closely with several other UNO colleges and other formal and informal educational institutions. Also continuing into 2016, OSTEM is steadily transitioning to becoming more of a focused departmental organization, while the UNO STEM Leadership Team takes over more of the campus-wide STEM Priority efforts. This report describes the TED STEM successes, ongoing efforts and challenges this last year with a direct focus on the TED and COE context, and only lightly touches on the wider campus efforts. For reference on the wider campus STEM Priority efforts, there are other documents that can be reviewed as desired,such as journal articles that have been published related to various UNO STEM initiatives, and that are referenced in this report. The wider UNO STEM efforts have of course been led from a solid base of TED and COE support, and the campus continues to look to our leadership on numerous STEM initiatives. The wider support of Dr. Edwards, Dr. Edick, Dr. Barnes, Dr. Conway and other colleagues in TED and across campus have been critical to the overall UNO campus STEM successes to date, helping to move not only our TED STEM efforts ahead but also the campus STEM efforts

UNO Office of Distance Education Functions

This document outlines the responsibilities of the UNO Office of Distance Education Functions including: Administrative, Enrollment, Support Services, Academic, Marketing, Technical Infrastructure, and Faculty Support

The important factors of English Program administration responsive to the ASEAN community for schools in the border provinces of southern Thailand

AbstractThe purpose of this research was to determine the important factors utilizing the key principles of the Input-Process-Output (IPO) framework in the administration of English Programs for schools in the border provinces of southern Thailand in response to the protocols and agenda of the ASEAN community in its education platforms. The research explored various methods that involved analysis and interpretation of the quantitative and qualitative data obtained from the prepared 5-point rating scale questionnaire, interviews, and observation, target group discussion, and consultation with experts. The respondents selected as the sample group were English Program administrators, teachers, students, and parents from 5 selected English Program schools in the border provinces of southern Thailand for the academic 2013 year.Based on results gathered from both qualitative and quantitative methods, the important factors under the concept of the IPO framework consisted of 21 factors:Support-resource input consisted of 3 factors: integrating the curriculum with ASEAN community content, using technology as an effective teaching aid, and maximizing various learning resources. Personnel-resource input contained 2 factors: having a school director with a strong vision and understanding of bilingual education, and investing in qualified and professional teachers. School-management process highlighted 8 key factors: management structure, policy/vision, community involvement, school-networks, utilization of modern technology and classroom management for self-access learning, staff development, cultivation of the culture of research in the academy and student-centered activities that promote competence and quality assurance. Learning-management process consisted of 3 factors: learning patterns in the use of English and Thai as media of instruction, learning-management style, and measurement and evaluation. Output or educational quality entailed 5 determinants: learning achievement, attainment of the desirable characteristics of the learners, educational roles in society and culture, achievement of English skills among target groups in aspects of communication and research, and knowledge of the ASEAN community