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The article highlights the historical period of activity of the Department of General Chemistry from 1951 to 1953, and the importance of the influence of the personality of Andrei Vladimirovich Dombrovsky on the development of the new scientific direction of the department in the field of organic chemistry-the purposeful organic synthesis of biologically active substances-is revealed. In the course of an insignificant period of time, the head of the department was able to create favorable conditions for development at the department of general chemistry, not only of a new direction, but also of a whole school for the synthesis of ammonium salts and to inspire faith in the chemists themselves, which later achieved significant scientific results in the field of organic chemistry.

This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathemat...

Despite decades of research, little is known about the dynamics of sustaining change in school reform and how the process of change unfolds. By tracing the nine-year reform journeys of four primary schools in Hong Kong (using multiyear interview, observational, and archival data), this study uncovers the micro-processes the schools experienced during their reform. New practices first took root in a group of pilot teachers before gradually disseminating to other teachers and eventually transforming the entire school. Challenges differed across the reform journey. Synergy between school leadership, external support, and organization redesign was critical for initial success. Continued progress depended on whether school leaders and external partners could adapt their roles and redesign the organization to address the school’s changing capacity and needs. The study reveals the long-term process of school reform and has crucial implications for policy, research, and practice.

This book aims to provide a clear and practical guide to implementing emotional literacy-based strategies within any educational setting. It is a useful introductory resource for those interested i...

Teachers who are specialized in environmental education (environmental education school coordinators1) can play an important role in empowering students to shape a sustainable future. In this study, the authors examined a group of Czech environmental education school coordinators. The authors aimed to clarify how they interpret their role at their respective schools, how they perceive their self-efficacy, and what they observe as benefits and barriers to their work as a coordinator. They conducted a qualitative study with focus groups and completed individual in-depth interviews with the coordinators. The results suggest that the coordinators view their work as a mission. The ultimate goal of this mission is to change the children’s behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school. The authors identified different forms of mission, described development in time and connected them with the perceived self-efficacy of the coordinators.

Jane Sim, shares her experience and priorities in the development of a new health and wellbeing centre in a secondary school in Glasgow, and looks at the impact it has had so far.

The original version of this article was published on Education Week's Global Learning blog on April 17, 2018.There is no doubt that the individual efforts of globally conscious educators are vital...

This chapter describes the elements of the ViSC programme, a socio-ecological primary prevention programme that was originally developed, implemented, and evaluated in a high-income country (Austria). The programme defines bullying prevention as a whole school task and aims to change the behaviour of students (at individual and class level) and teachers (at school level). In Austria, the programme was implemented with a cascaded train-the-trainer model as one component of the Austrian national strategy ‘Together against violence’ in secondary schools between 2008 and 2013. Later on, the programme has also been implemented in Romania, Cyprus, Turkey, and Kosovo. To be able to implement the programme in low- and middle-income countries, it was necessary to adapt the programme to overcome several practical obstacles. The evaluation results demonstrate that ViSC programme is effective and shows sustainable effects regarding different forms of victimization, and can be adapted to new countries. However, it is important that well-designed, theoretically sound programmes are implemented sustainably and with high fidelity in practice. The chapter also discusses lessons learned for policy impact through research and introduces a six-step procedure to systematically integrate intervention and implementation research.

The Special Educational Needs Coordinator (SENCO) role in England has been formally established since 1994 to support inclusion. In 2009 it became mandatory for every new SENCO in a mainstream school in England to gain a postgraduate qualification in special educational needs coordination within three years of taking up a post, which includes a compulsory practitioner research component. This study examined 100 assignment abstracts from 50 SENCOs submitted as part of the postgraduate qualification delivered in one university in England between 2015 and 2017. Data were analysed using thematic analysis in Nvivo and yielded four principles underpinning SENCO practice at pupil and whole school levels including diversity in SENCO practice, meaningful assessment, evidence-informed practice and evaluating impact. The findings are discussed in the light of developments in policy and practice in the education of pupils with special educational needs and/or disabilities since the Warnock Report in 1978.

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole‐school health promotion. Such groups can coordinate multi‐component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole‐school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole‐school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.

The purpose of the following chapter is to review Positive Behavioral Intervention and Support (PBIS) framework and how it address teaching and recognizing expected behavior in schools. The construct of PBIS is a prevention framework and problem-solving approach for delivering a continuum of supports to schools, classrooms, and individual students. PBIS emphasizes the prevention of challenging behaviors. This chapter focuses on school-wide PBIS (SWPBIS), and describes four essential elements of effective SWPBIS: outcomes, data-based decision-making, systems, and practices. The chapter then describes the implementation of SWPBIS. Specifically, strategies for defining and teaching expectations, recognizing expected behavior, and responding to inappropriate student behavior are discussed. Finally, the chapter provides direction in building and sustaining implementation.

This chapter aims to explore some of those challenges and to offer strategies to minimise the impact they may present. It provides a tool kit for play therapists and examines in the planning, preparation and practice of play therapy within schools. Delivering play therapy in schools can be perceived as a natural and safe option, but there are a number of challenges that can affect the therapeutic process. In an atmosphere where support services are limited and thresholds are high, schools are on the front line of providing initial helping interventions. Research indicates that when schools support their pupils’/students’ emotional wellbeing and mental health, there is greater opportunity for both pupil and whole school attainment. Incorporating play therapy into the structures of a school takes time, and there is a need for information sharing, clear communication and developing effective relationships between the play therapist and school staff.

The chapter focuses on the use of Japanese language and the incorporation of heritage languages in a government primary bilingual Japanese programme. The weekly language distribution of the programme was 30 per cent of instruction in Japanese and 70 per cent in English. Just over 80 per cent of students at the school were LBOTE and approximately half of this number comprised students with a Japanese heritage. The aim is to show ways in which languages were used across the curriculum in the school, and to discuss this use in relation to the multilingual practices framework. Data on pedagogical choices, teacher reflections, teacher and student interviews, work samples, a student survey and classroom observations inform the discussion. The study is explained first and the findings are then discussed according to the dimensions of the framework: multilingual stance, student engagement with languages, institutional structures and pedagogies, and opportunities to learn (through) languages.

Instructional leadership now focusses on the interplay of achievement, well-being and life chances when student performance is concerned but also demands a focus on each learner, their context, needs, talents and motivation. Personalization of schooling therefore requires that curriculum, instruction and assessment become a social process characterized by consultation between teachers, students, families and communities, focusing on the student as the subject of learning relationships and by creating a culture of trust, discovery and dialogue.

This paper analyzes the effect and impact that teachers' practicum experiences in Early Childhood Education and Primary Education bachelor's degrees generate on the people and institutions involved (schools and Faculties of education) in the opinion of students, tutors and institutional leaders. From a qualitative and descriptive perspective, we carried out a multiple case study in 16 schools that host trainee students from the Universitat Autònoma de Barcelona and the Universitat de Lleida, in their third and fourth course of their bachelor's degree. The data collection process combined semi-structured interviews (N = 102) with coordinators, students and tutors from schools and faculties of both bachelor's degrees, analysis of 28 students' practicum reports and 2 focus groups with institutional leaders for contrasting our findings. The data analysis consists of a mixed codification and categorization process. Results show that the practicum contributes to the development of student capacities and has a positive effect on the professional development of school and faculty supervisors. In contrast, the effect that the practicum could generate in the institutions involved is lower than might be expected. The practicum generates work dynamics that cause an impact mainly on the class level, but not on the whole school; in faculties, it generates an indirect repercussion through the faculty tutors, as long as they update the contents they teach; and professional relationships established by supervisors do not generate synergies between institutions. El presente artículo analiza el efecto e impacto que las prácticas curriculares (Prácticum) de los Grados de Educación Infantil y Primaria generan en las personas y en las instituciones implicadas (escuelas y Facultades de educación) en opinión de responsables institucionales, tutores y estudiantes. Desde una perspectiva cualitativa y descriptiva, se ha llevado a cabo un estudio de casos múltiple en 16 centros educativos que acogen estudiantes en prácticas de tercero y cuarto curso de la Universitat Autònoma de Barcelona y de la Universitat de Lleida en los ya mencionados casos. La recogida de datos ha contemplado la realización de entrevistas semiestructuradas (N = 102) a coordinadores, estudiantes y tutores de centro y facultad de ambos grados, el análisis de 28 memorias de prácticas y la celebración de 2 grupos de discusión para contrastar y analizar los hallazgos. El enfoque mixto de codificación y categorización ha sido empleado para el análisis de datos. Los resultados informan que el Prácticum contribuye al desarrollo de competencias de los estudiantes e impacta positivamente en el desarrollo profesional de los tutores de escuela y de facultad que tutorizan estudiantes en prácticas. Por el contrario, el impacto que podría generar el Prácticum a nivel de las instituciones implicadas es menor del que cabría esperar. El Prácticum genera dinámicas de trabajo que impactan principalmente en un aula, pero no en el centro; en las facultades, genera un impacto indirecto a través de los tutores de facultad, siempre y cuando éstos actualicen los contenidos que imparten; y se generan pocas sinergias entre escuelas y facultades en el contexto de las relaciones establecidas entre profesionales de ambas instituciones. El presente estudio ha sido financiado por la Agencia de Gestión de Ayudas Universitarias y de Investigación (AGAUR, en sus siglas en catalán), en el marco del Programa de Mejora e Innovación en la Formación de Maestros (Referencia: 2014ARMIF00023).

This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

The educational attainment gap that children in care usually have at the start of their school career often stays with them through primary school. Research suggests that whole school, inclusive approaches where high aspirations are also in place are most likely to successfully address the needs of children in care. This chapter describes part of a project in England where the concept of Caring Schools was developed, with four domains: ethos and leadership, child focused practice, relationships with parents and carers, and interagency working. The aim is to set out what might be considered benchmark indicators of good practice in a holistic approach.

The main goal of the case study presented in this paper was to evaluate an example of how inclusive mathematics education can be organised within a whole school approach. We selected a comprehensive school which was identified as successful in managing the heterogeneity of students within the classroom. This school uses an approach called learning office, which we describe in the theoretical section of the paper. We used video-based observations, stimulated recalls and group interviews to evaluate how the learning office is implemented in practice. From these data sources, several opportunities and challenges could be derived. Keeping some methodical limitations in mind, we can conclude that the learning office seems to be an adequate approach for designing inclusive mathematics education.

The Capabilities approach to whole school curriculum thinking is explored through the use of a model. Subjects are at the heart of this model, with the powerful disciplinary knowledge of subjects forming the basis of the knowledge-based capabilities that young people will develop through their time in schools; these capabilities then enable young people to make informed choices in life about how to live. GeoCapabilities relates this to the powerful knowledge of geography, investing the subject with its educational potential. Critiques of powerful knowledge and GeoCapabilities question the usefulness of the concept and the challenge of a subject-based curriculum. To be enabled a Future 3 ‘capabilities’ curriculum needs a powerful knowledge-led subject-based curriculum; a curricular focus on outcomes not outputs; a focus on curriculum as well as pedagogy; a coherent curriculum; a subject specialist in front of every class and the treating of teachers as professionals.

Teacher recruitment and retention factors were identified in the smallest public school districts in Illinois. Findings were compared to a previous study of Montana rural teacher recruitment and retention conducted by Davis (2002). A quantitative survey instrument was administered to teachers employed in the 24 smallest Illinois school districts. The survey consisted of Likert-type items measuring recruitment, retention, and job satisfaction factors and was based on the Boylan (1993) four spheres of influence for teacher recruitment and retention: 1) within classroom activities, 2) whole school level activities, 3) community level activities, and 4) family/personal factors. Results were similar to the Davis study with the family/personal and whole school level spheres most important to teacher recruitment and the community and within classroom spheres most important to teacher retention. Teachers were also asked to identify the recruitment and retention strategies they perceived as being most important for rural school districts and to respond to three professional satisfaction questions. The study concluded with recommendations for both educational practitioners and researchers.

It is of clear importance for EFL teachers to better regulate their emotions while facing multivariate classroom vicinities offering undeniable uniqueness possessed by each learner. As a contradictory, EFL teachers frequently undergo emotional impairs during engaging in their vocation as burnout, emotional exhaustion, boredom, frustration, and reluctance. Responding to this serious teaching issue, emotional regulation strategies should be introduced earlier for EFL teachers in order to bring about positive teaching-learning influences for the whole school communities in terms of enjoyable learning activities, spirited learners, committed educators, and a solid rapport established among educational boards. This current study attempted to probe more profoundly on tangible emotional regulation strategies implemented by EFL teachers teaching in distinctive school institutions. One research problem was formulated in this study namely, what are the specific strategies EFL Teachers apply to regulate their emotions in second language learning contexts? This qualitative study utilized narrative inquiry to better obtain more obvious portrayals out of the teachers’ real-time experiences of managing their emotional states for particular teaching periods. The findings of this study displayed that the diminution of EFL teachers’ negative emotions will enable learners to achieve their gratifying learning outcomes and retain teachers to survive longer in their current vocation.

Citizenship Education could play a pivotal role in creating a fairer society in which all groups participate equally in the political progress. But strong causal evidence of which educational techniques work best to create political engagement is lacking. This paper presents the results of a systematic review of controlled trials within the field based on transparent search protocols. It finds 25 studies which use controlled trials to test causal claims between Citizenship Education programs and political engagement outcomes. The studies identified largely confirm accepted ideas, such as the importance of participatory methods, whole school approaches, teacher training, and doubts over whether knowledge alone or online engagement necessarily translate into behavioral change. But the paucity of identified studies also points both to the difficulties of attracting funding for controlled trials which investigate Citizenship Education as a tool for political engagement and real epistemological tensions within the discipline itself.

Purpose: to assess and compare secondary school students’ physical activity levels during recess and regular class periods using objective measurement. Material: The study sample consisted of 26 9th grade school students (M = 15.28 years, SD = 0.47) of a German secondary school. They wore the Actiheart the whole school day for one week. All students followed the same school schedule and participated in the same classes. 9th grade school students’ physical activity levels during recess and regular class periods were assessed using the physical activity monitoring device Actiheart, which validly and objectively measures physical activity. Results: total recess time physical activity levels accounted for M = 2.38 METs, whereas total class period time physical activity levels only reached M = 1.58 METs. This difference could be proven statistically significant. Conclusions: Total recess time accounts for significantly higher physical activity levels compared to total class period time and the overall time students spend in school, respectively. Крецчманн Ролф. Сравнение уровня физической активности учащихся 9-го класса в свободное от занятий время и в период регулярных занятий в классе с использованием объективных измерений. Цель: оценить и сравнить уровень физической активности учащихся средних школ в свободное от занятий время и в период регулярных занятиях в классе с использованием объективных измерений. Материал: в исследовании принимали участие 26 учащихся 9 класса школы (возраст - 15.28 лет, SD = 0,47) немецкой средней школы. Они носили устройство Actiheart весь школьный день в течение одной недели. Все учащиеся имели одно и тоже школьное расписание и были в одних и тех же классах. Уровни физической активности в свободное от занятий время и в период регулярных занятиях в классе у учащихся 9 класса школы были оценены с помощью устройства контроля физической активности Actiheart, которое достоверно и объективно измеряет физическую активность. Результаты: общий уровень физической активности в свободное время составил М = 2,38 МЕТ (метаболический эквивалент), в то время как уровень физической активности общее время занятий в классе достиг только М = 1,58 МЕТ. Эти различия являются статистически значимыми. Выводы: В свободное от занятий время учащиеся имеют достоверно более высокие уровни физической активности по сравнению с общим периодом занятий в классе и общие временем пребывания в школе, соответственно. Крецчманн Ролф. Порівняння рівня фізичної активності учнів 9-го класу у вільний від занять час і в період регулярних занять в класі з використанням об’єктивних вимірів. Мета: оцінити і порівняти рівень фізичної активності учнів середніх шкіл у вільний від занять час і в період регулярних заняттях в класі з використанням об’єктивних вимірів. Матеріал: в дослідженні брали участь 26 учнів 9 класу школи (вік - 15.28 років, SD = 0,47) німецької середньої школи. Вони носили пристрій Actiheart весь шкільний день протягом одного тижня. Всі учні мали однаковий шкільний розклад і були в одних і тих же класах. Рівні фізичної активності у вільний від занять час і в період регулярних заняттях в класі в учнів 9 класу школи були оцінені за допомогою пристрою контролю фізичної активності Actiheart, який достовірно і об’єктивно вимірює фізичну активність. Результати: загальний рівень фізичної активності у вільний час склав М = 2,38 МЕТ (метаболічний еквівалент), в той час як рівень фізичної активності загальний час занять в класі досяг тільки М = 1,58 МЕТ. Ці відмінності є статистично значущими. Висновки: У вільний від занять час учні мають достовірно вищі рівні фізичної активності в порівнянні із загальним періодом занять в класі і загальні часом перебування в школі, відповідно.

When considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with impli...

The Holistic Equilibrium Theory of Organizational Development was used to gain an in-depth understanding of the influence of holistic staff capacity on conducting effective internal whole-school evaluation (IWSE) within the Gauteng Department of Education’s public secondary schools. In the context of South African education, the staff of each public school are legally mandated to conduct an IWSE annually to self-determine their school development paths within a school improvement framework. This IWSE programme, however, takes a myopic unidimensional approach to whole school improvement, demanding public school staff, from diverse milieus with varying degrees of capacity, to take greater ownership of their own development needs through self-evaluative mechanisms. Using a concurrent triangulation mixed methods approach comprising a structured questionnaire, supported by focus group interviews, individual interviews with school principals and open-ended responses, this study elicited data on five distinct but integrated theoretical capacity dimensions: school evaluation, school improvement, collaborative cultures, professional learning communities and transformational leadership. The findings from both data collection strands corroborated the overarching conclusion that development of holistic capacities, transcending a technicist, bureaucratic approach, is more likely to result in the meaningful use of IWSE scaffolding school improvement.

As the use of Restorative Justice (RJ) becomes more widespread in Europe so the interest in the application of restorative values, skills and processes to other settings continues to spread. Perhaps the setting in which there has been most interest in recent years is in schools. Both authors of the paper have been involved in this field for many years, as practitioners, trainers, developers, writers and researchers. Both share case studies from their own experience in Finland and in the UK respectively. In Finland the use of school mediation is set within the wider context of the Finnish commitment to offering mediation to all Finnish citizens. In the UK there is not this national commitment, nor a national infrastructure for offering mediation and other restorative responses. However certain schools lead the way in their commitment over many years to transforming the whole school culture and the way both adults and young people interact and relate with each other on a daily basis.

The purpose of this study is to understand the current situation of the school bullying behaviors of students in junior high schools in Tainan City. It also compares the differences among the varied personal, family, and school backgrounds, and explores the relationships between what influences school bullying and being-bullied behaviors and school bullying and being-bullied behaviors. Finally, it analyzes the anticipated facts that influence school bullying and being-bullied behaviors. The subjects in this research were the public and private junior high school students of seventh, eighth, and ninth grade in Tainan City, and the researcher compiled questionnaires -"the investigation on the school bullying behaviors of students in junior high school in Tainan City." There were 641 questionnaires given and 639 effective questionnaires were collected. The data was analyzed by using descriptive statistics, the method of Independent t test, One-way ANOVA, Scheffe Posteriori comparison, Pearson Product-moment and multiple regression with SPSS. The findings were as follows: 1. The school bullying behaviors on students of junior high school in Tainan City still exist. 2. There are significant distinctions on the school bullying behaviors in the different personal backgrounds for the students of junior high school in Tainan City, including gender, interpersonal relationship, and academic achievement. 3. There are significant distinctions on the school bullying behaviors in the different family backgrounds for the students of junior high school in Tainan City, including family members, sibling numbers, the harmony of parents' marriage, and parents' discipline. 4. There are significant distinctions in the school bullying behaviors in the different school backgrounds for the students of junior high school in Tainan City, including homeroom teacher's discipline. 5. The whole school bullying behaviors, bullying behaviors and being bullied of students of junior high school in Tainan City are positively related to each aspect- privacy, language, body, and majority. 6. There is significant anticipation of the facts of influencing school bullying behaviors for school bullying behaviors. That means we can use the facts of junior school bullying behaviors to predict the behaviors of school bullying. The facts include interpersonal relationship, homeroom teacher's misinterpretation, gender, the harmony of parents' marriage, family members, and parents' discipline.

The aim of this research is to present findings on the benefits and disadvantages of streaming practices, particularly in Malaysian schools that are recognized as an established management strategy that caters for ability differences among students in various educational settings. This study explores an application of streaming practices that engage permanent ability groupings of students into classes for the whole school year using previous year examination results as placement criteria. Implementation of streaming is still highly debated, in terms of whether streaming benefits or problematizes educational delivery, and this study conducted at three elementary schools, using interview, finds agreement from nine teachers’ and ten students’ perspectives that the benefits of streaming outweigh its disadvantages. Results implicate the teacher perceptions of benefits of streaming that provide for standardized lesson planning, and reduced peer pressure that facilitates students to set achievable goals and increase motivation. Disadvantages present as a rooted school culture that excludes inter-ability socialization of students according to academic ability and overemphasis on exam orientation, resulting in low self-esteem and achievement motivation. Implication of the study includes further research looking at strategies schools can employ to overcome these disadvantages.

Apresentar análise e relato da aplicação de um instrumento comum, conhecido popularmente como panfleto publicitário utilizado como recurso no processo ensino aprendizagem e como norteador de uma proposta transdisciplinar para os alunos e a priori para os professores da (Educação de Jovens e Adultos) EJA. Sendo apresentada como uma proposta metodológica encaminhada como caráter de intervenção pedagógica realizada na Escola Estadual de Ensino Fundamental e EJA Antonio José de Lima. Objetivou-se avaliar a possibilidade de um planEJAmento participativo, respeitando o Projeto Político Pedagógico(PPP) da instituição e os planos de Ensino dos Professores. Fundamentou-se em autores que investigam o tema e em documentos como o PPP e os Parâmetros Curriculares Nacionais (PCNs); Buscou-se apresentar e conceituar o que vem a ser transdisciplinaridade e interdisciplinaridade. Temas estes, que muito trazem dúvidas e desencontros de conceitos e, até mesmo certa inquietação por parte dos docentes e toda a comunidade escolar. Embora a proposta tenha sido recebida como um desafio por toda a equipe, após reuniões, estudos, planEJAmento e posteriori aplicabilidade, pode-se dizer que o resultado correspondeu às expectativas haja vista que os envolvidos constataram que a experiência lhes proporcionou analisarem a possibilidade de fazer acontecer e tornar a experiência como uma práxis na modalidade.

The typical orientation of the facades of school buildings, along with the presence of large windows and permanent position of the students, can create uncomfortable environmental conditions caused by eye strain due to glare and local thermal discomfort due to asymmetrical thermal radiation. In this work, the effectiveness of various types of high performance glazing and external shading is evaluated, by means of simulations of visual comfort and energy efficiency. Simulations were carried out for a case study which is representative of a typical classroom of a school, located in a town of Tuscany, where instrumental monitoring of existing thermal and lighting conditions was conducted. The case study was selected through an analysis of energy consumption of the whole school building stock of the city, over a period of five years. The analysis has allowed to select the most critical one in terms of energy consumption and the most representative one regarding the Italian school building stock. The selected building has been analyzed by means of building performance simulation software. A survey about the school users’ perception of comfort levels was also carried out by means of questionnaires.

Restorative practice (RP) is a behaviour management method that aims to help students develop conflict resolution and aggression management skills. This study aimed to explore the views of teaching professionals about the adoption of RP, as a whole school approach, over a five year period. Five staff (two females, three males) aged between 30 and 56, who worked within the school pastoral care team participated in individual interviews. A thematic analysis of the data identified four themes: the core of RP, restorative communication, learning opportunity, and the impact in practice. Participants’ views about the core components of RP were consistent with those in the literature, with empathic, non-punitive communication being highlighted as essential. RP was seen as offering an important learning opportunity that shaped positive social relationships for both students and teachers, as well as being of benefit to behaviour and academic attainment.

In this essay, I focus on various curricular practices of Indian schools. I discuss curriculum not as the declared, intended, or tested curriculum, but as the experienced, taught, and learnt curriculum, or what may be observed by an ethnographer sitting for the whole school day in various classrooms as the sum total of the processes that are going on under the school roof. Then the “hidden curriculum,” as the name implies, includes the non-explicit, implicit, unstated things that are also being taught to children in school along with the explicitly stated curricular subjects. This hidden curriculum is always present and relies on the structures and processes of schools, including spatial layouts, language use, interrelationships, rituals, and symbols. I highlight the importance of the curriculum, including the hidden curriculum, and mark the change in it over thirty years.

This chapter discusses and outlines the research upon which Chapters 4– 6 of the project are based. One of the perceived barriers to an LBP approach to literacy is the perceived gap in many teachers’ knowledge about language, depending upon their own education history touched upon in Chapter 1 and discussed further in this chapter. A challenge in undertaking the research upon which this project is based, was how to develop teachers’ own metalinguistic awareness and that of their pupils’ and students’ at the same time. The approach taken, was to locate and situate developing teachers’ knowledge about language in the context of their own current assessment and curriculum goals, objectives and practices. It discusses how such curriculum intervention was made possible by changes to assessment and curriculum practices in the UK, together with changes to school inspection protocols. Taken together, such recent initiatives have brought the issue of literacy to the fore in secondary education in England in ways that are unprecedented. The chapter draws upon the research undertaken to discuss how teachers’ own metalinguistic awareness is bound up with their own autobiographies and experiences of schooling. Secondary school teachers are expert in the discursive practices that characterise their disciplines, which all too often remain assumed and implicit. It shows that teachers’ implicit knowledge about language can be brought to the surface remarkably quickly, particularly when focused and targeted at their own subject discipline.