Relevant bibliographies by topics / Collaborative whole school intervention

Academic literature on the topic 'Collaborative whole school intervention'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Collaborative whole school intervention"

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Kramer-Roy, Debbie, Denise Hashim, Nighat Tahir, Areeba Khan, Asma Khalid, Nasira Faiz, Rabeea Minai, et al. "The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan." British Journal of Occupational Therapy 83, no. 6 (January 24, 2020): 375–86. http://dx.doi.org/10.1177/0308022619891841.

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Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.
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McNicol, Stephanie, and Laurence Reilly. "Applying nurture as a whole school approach." Educational and Child Psychology 35, no. 3 (December 2018): 44–63. http://dx.doi.org/10.53841/bpsecp.2018.35.3.44.

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AimsApplying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal.MethodThis initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), ‘Language is a vital means of communication’, was gathered collaboratively using mixed methods to triangulate and synthesise findings.FindingsData highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts.ConclusionPreliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact.LimitationsCollaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021.
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Roffey, Sue, Karen Majors, and Tony Tarrant. "Friends – who needs them? What do we know and what can we do?" Educational and Child Psychology 14, no. 3 (1997): 51–56. http://dx.doi.org/10.53841/bpsecp.1997.14.3.51.

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AbstractChildren in school are in a system which is as much social as academic. Schools which plan and take account of this to promote acceptance and inclusion will also be optimizing achievement. Proactive social intervention, at whole school, class and individual levels, addresses many issues including attendance, self-esteem, behaviour, bullying, emotional support and collaborative skills. The increase in research on children’s friendships together with knowledge about the development of children’s understanding, perception and social skills provide the basis for psychologists to work with schools on these vital issues. Here we give an overview of recent research on children and their friends in school, a summary of developmental aspects of friendship and introduce some ideas for moving into this exciting and effective area of educational psychology.
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Hoff, Steven E., and Julia P. Unger. "Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 676–90. http://dx.doi.org/10.1044/2021_persp-21-00003.

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Purpose Stuttering can have a significant detrimental effect on the overall well-being of children, including anxiety, stigma, and adverse impact on the development of healthy social relationships. This clinical focus article proposes a collaborative, ecological model of stuttering intervention consistent with interprofessional practice that combines the expertise of the speech-language pathologist and school-based mental health provider to support fluency and social–emotional health for school-age children who stutter. The literature in the fields of speech pathology and mental health interventions was summarized to provide the underlying evidence base for such a collaborative approach. Conclusions While collaborative approaches are recommended as best practice for stuttering, there is scant evidence in the literature of such approaches being used. An ecological, collaborative framework will enable practitioners to help teachers, parents, and others address speech disfluency as well as the accompanying anxiety and avoidance that are pervasive in the lives of many children who stutter. Such an approach will help ensure that gains in the treatment room are carried across settings (i.e., transfer/generalization of skills) and will help children be better able to manage the challenges associated with stuttering to find success in the real world.
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Rensa, Rensa, Kristina Lisum, Jesika Pasaribu, and Sri Indiyah. "Efektivitas Modul Komunikasi Interprofesional Pada Mahasiswa Fakultas Kedokteran dan Keperawatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 3 (November 27, 2017): 163. http://dx.doi.org/10.22146/jpki.32235.

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Background: Interprofessional education (IPE) is one of medical professionals’ need to manage the patients’ problem efficiently and comprehensively.Method: This is a cohort prospective study that implemented mixed methods approach that consists of quantitative and qualitative methods. Quantitative data is collected through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) on pilot study, while qualitative data is collected through the open-ended questions on Focus Group Discussion (FGD). This study involves students from Medical School, Atma Jaya Catholic University and Sint Carolus Nursing School, all of them were at their fourth-year college.Results: Pilot study obtains quantitave data from the ICCAS questionnaire, before and after Interprofessional Learning (IPL) intervention. There are mean differences on domain collaboration before and after IPL intervention using interprofessional communication module (mean difference 6 [95%CI 2 to 10], P 0,007).Conclusion: There are significant differences in collaboration skills between FKUAJ and STIK’s college students after IPL.
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Kerins, Marie R., Karen Sheridan, and Karen Feinberg. "SLPs Then and Now: Keeping the Vision While Infusing Accountability and Function." Perspectives on School-Based Issues 10, no. 2 (June 2009): 59–64. http://dx.doi.org/10.1044/sbi10.2.59.

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Abstract Incorporating literacy into the caseload of the school-based speech-language pathologist is often met with mixed feelings. This article explores the role of the speech-language pathologist (SLP) in the literacy arena from the mid 1970s to the present. It becomes apparent that SLPs have long recognized the relationship between the areas of language we are trained to address and an individual's ability to read and write. Changes have occurred over the last 25 years with an increase in research supporting the reciprocal relationship between language and literacy, a movement toward evidenced-based practice, and greater accountability regarding education and related service goals. While SLPs were exploring the language-literacy relationships several decades ago, current practice patterns demonstrate exemplary examples of collaboration with classroom teachers and SLPs. Two speech-language pathologists from a public school system in Maryland share how they have effectively worked on areas of prevention and intervention in a collaborative manner. Examples are also provided of “other roles” we often provide to general educators and families.
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Anshu, Alemu Hailu, and Mohammed Yibre Yesuf. "Effects of Collaborative Writing on EFL Students’ Paragraph Writing Performance: Focus on Content and Coherence." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 36. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.36.

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This study attempted to examine the effects of collaborative writing on EFL students’ paragraph level writing performance focusing on the two aspects of writing: content and coherence. Two batches of Grade 11 students at Felegebirahn Secondary School in Amhara Region, Ethiopia were selected for the study group based on the mean scores of the paragraph writing performance test given before the intervention. These two batches of students were randomly assigned into two groups: experimental (n=44) and control (n=44) using lottery system to conduct the study. The students in the experimental group were made to practice paragraph level writing tasks collaboratively; while the students in the control group were made to practice the same writing tasks individually for 12 weeks. The main instrument used to collect the data was paragraph writing test. Students’ questionnaire and semi-structured interview were also used to gather data regarding students’ attitude towards using collaborative writing in EFL classes. The paragraph writing test results were used to examine and compare students’ paragraph writing performance before and after the intervention. T-test was employed to analyze and interpret if the paragraph writing performance tests mean differences with-in the groups and between groups were statistically significant or not. The findings revealed that the students who practiced the writing tasks or activities collaboratively have brought more significant improvements on the content and coherence of the paragraphs they produced after the training than students who practiced the writing tasks individually. It was also noted that the students in the experimental group had exhibited positive attitude towards collaborative writing. This was confirmed by majority of the respondents from the attitude questionnaire and interview data that students finally enjoyed and were motivated to write in English after their engagement in collaborative writing. It was concluded that practicing writing tasks collaboratively in EFL writing classes can improve students’ performance to incorporate relevant and coherent ideas or sentences while students write paragraphs in English. Therefore, it was recommended that using collaborative writing in EFL writing lessons must continue and be adopted on wider scale.
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Novitasari, Noer Intan. "Optimalisasi Manajemen Intervensi Kelas terhadap Perilaku Buruk Siswa di Madrasah Ibtidaiyah." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 1 (June 7, 2017): 63–80. http://dx.doi.org/10.14421/manageria.2017.21-04.

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This study focused on examining the theory of optimalization of class intervention management toward students’ bad behavior in Islamic primary school. The method used in this study was literature study based on documents. The results showed that the optimalization of classroom management involved the whole components including school and parents as moral community whose responsibility and role were preventing and overcoming students’ bad behavior by being a good role model. Optimizing the collaboration among parents enables integrated communication with education at school to avoid the continuity of behavior. Increasing positive activities aimed to overcome disruption in the classroom can be done through behaviorism approach and integrated learning. Teachers’ readiness in mastering intervention management is crucial as it is necessary for dealing with students’ behavior in a precise way.
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Mufidah, Nurul. "Peran Manajer Kepala MIN Jejeran Bantul dalam Implementasi Manajemen Berbasis Madrasah." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 1 (June 7, 2017): 45–62. http://dx.doi.org/10.14421/manageria.2017.21.03.

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This study focused on examining the theory of optimalization of class intervention management toward students’ bad behavior in Islamic primary school. The method used in this study was literature study based on documents. The results showed that the optimalization of classroom management involved the whole components including school and parents as moral community whose responsibility and role were preventing and overcoming students’ bad behavior by being a good role model. Optimizing the collaboration among parents enables integrated communication with education at school to avoid the continuity of behavior. Increasing positive activities aimed to overcome disruption in the classroom can be done through behaviorism approach and integrated learning. Teachers’ readiness in mastering intervention management is crucial as it is necessary for dealing with students’ behavior in a precise way.
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Ezzamel, Nadia, and Caroline Bond. "The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions." Educational and Child Psychology 34, no. 2 (June 2017): 27–39. http://dx.doi.org/10.53841/bpsecp.2017.34.2.27.

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Aim:There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers.Method/Rationale:The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants’ experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points.Findings:Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil’s social skills and enjoyment of working within a group.Limitations:Potential drawbacks included the ‘exclusive’ nature of the peer network group and wider school staff’s knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited.Conclusions:Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed.
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Dissertations / Theses on the topic "Collaborative whole school intervention"

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Huang, Sharon. "Cost-effectiveness of an enhanced whole-school social competency intervention." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8790.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /." [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.

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Hedges, Katherine Mary. "Investigating the impact of a whole school intervention on children's executive function and attention skills." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-impact-of-a-whole-school-intervention-on-childrens-executive-function-and-attention-skills(23057737-62a8-4b58-bfde-482b74e0e2ca).html.

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Educational Psychologists (EPs) are often asked to see children that may have difficulties with attention or children with impairments in executive function. Research suggests that there is a link between attention and executive function. There is research evidence linking Attention Deficit Hyperactivity Disorder (ADHD) with executive function difficulties. It is proposed that there will be a link between primary school children’s attention and executive function skills as measured by standardised assessment. The present study involved assessing 31 participants on subtests of the Test of Everyday Attention in Children (TEA-Ch) (to gain a measure of attention) and the Neuropsychological Assessment (Second Edition) (NEPSY-II) (to gain a measure of executive function).Participants were aged between 6;01 and 10;08 (mean 8;06) when they were assessed at the pre-intervention stage. Participants were all from one primary school in the North West of England. Significant correlations between participants’ performance on the TEA-Ch and NEPSY-II were found. There is some research evidence that executive function interventions can improve children’s executive functions, but this is at the individual case level. There were no studies identified that looked at whole school executive function interventions. Executive function staff training was developed and delivered to teachers and teaching assistants in the primary school. A supporting pack of written materials was produced to help staff. Evaluation questionnaires and staff interviews identified useful aspects of the training. It is proposed that the consultation model of training delivery was particularly important. Staff interviews indicated that interventions had been carried out at the whole school and class level. Participants were reassessed at the post-intervention stage using the TEA-Ch and the NEPSY-II. Results indicated significant improvements in both attention and executive function skills for participants overall. Wilcoxon Signed Rank tests identified that there were significant increases in participants’ mean TEA-Ch and mean NEPSY scores following the whole school intervention. The results suggest the intervention may have been most successful in improving children’s selective attention, response inhibition, flexibility and task initiation skills.
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Rennie, Robert W., and res cand@acu edu au. "School Refusal: a Case study." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp40.29082005.

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According to the literature school refusal is a complex disorder. Whilst the condition only occurs in 2% of the general school population, more interestingly the problem accounts for about 8% of clinically referred children (Burke & Silverman, 1987). This study focuses on the school refusal of a young adolescent male. This thesis has examined the degree to which school refusal can be minimised through employing a whole school approach underpinned by effective pastoral care (WSNPC intervention program). The research questions were as follows: To investigate the effects the WSNPC intervention program has on the: minimisation of school refusal; replacement of the motherlfigurehead in the mother-child relationship relative to separation anxiety; and = improved emotional, social and intellectual wellbeing of the school refuser. The methodology adopted for the study of school refusal regarding a young adolescent male was based on a grounded theory approach and also included a combination of action research and case study methods. Qualitative paradigms measured the degree of the participant's school refusal. A variety of instruments were employed to measure the participant's perceptions of school refusal. The implementation of multiple strategies were based upon data collected and evaluated, both as a result of intentional efforts, or as an unintentional by-product of the study with the expressed aim of maximising the participant's school attendance. The evidence presented in this study indicates the strategies employed via the WSA/PC intervention program were helpful in improving the participant's attendance at school. The results give an insight into the level of comprehension for the sample of school refusal and its response in terms of understanding the reasons for such thinking. The limitations of single case methodology are acknowledged in the study and suggestions for further research discussed.
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Mannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.

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This doctoral thesis presents the findings of a mixed methods case study of Learning Skills, a new approach to Learning to Learn that was developed and implemented at a secondary school in the south of England between 2010 and 2014, and evaluated using data collected between 2009 and 2017. Learning to Learn is a field of educational theory and practice that aims to help young people get better at learning by focusing on the processes of learning (the how as well as the what), and by enabling them to take ownership over aspects of their own learning through activities such as goal setting, self-monitoring and structured reflection. The field has developed significantly throughout the last 40 years, with a number of approaches having been implemented on a large scale in the UK. Research into metacognition and self-regulation suggests that Learning to Learn programmes should help boost academic attainment. To date however, large-scale evaluations have found mixed results, with no clear impact on academic attainment. Using an intervention design used widely in medicine and other fields, Learning Skills reconceptualises Learning to Learn as a 'complex intervention' comprised of multiple areas of evidence-informed practice. The rationale for complex interventions is that the marginal gains emerging from any individual avenue of practice stack up and interact to yield a larger effect size overall. The Learning Skills programme, which started as a year seven taught course and developed into a whole-school approach to teaching and learning, focuses centrally on three key concepts: metacognition, self-regulation and oracy. This evaluation of Learning Skills incorporates eight strands of data collection and analysis over an eight-year period, using the previous year group at the same school as a control group. These include baseline measures; attitude to learning scores; psychometric questionnaires; a language of learning evaluation; reflective learning journals; student interviews; teacher interviews; and student attainment across all subjects in years nine and 11. The primary outcome analysis - student attainment across all subject areas at three and five years - found that Learning Skills cohort one achieved significantly higher grades than the control cohort, with accelerated gains among young people from economically disadvantaged backgrounds. Secondary data analysis incorporating a range of qualitative and quantitative methods indicates a causal relationship between Learning Skills and academic attainment. As well as evaluating the impact of a new and promising approach to Learning to Learn, this study generates new knowledge about the implementation and evaluation of complex interventions in education.
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Sipp, Lillie. "Meeting the challenge of No Child Left Behind implementation of a statewide collaborative intervention plan in two urban schools /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/138.

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Higgins, Hillarie Jean. "Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5523.

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Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.
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Jackson, Patricia Anne Hood McKenzie Lian Ming-Gon John Morreau Lanny E. "Effects of interagency collaborative intervention program on self-efficacy, reading achievement, and school attendance of students with emotional or behavioral disabilities." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: Ming-Gon Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 82-96) and abstract. Also available in print.
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Gruwell, Garrett M. "How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?" Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689554.

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The purpose of this interpretive, qualitative study was to explore how the implementation of response to intervention (RTI) changed teacher perceptions regarding instructional and collaborative practices at one underperforming middle school located in Southern California. Twelve middle school teachers participated in the study. Instruments used to collect data consisted of an online teacher questionnaire, teacher interviews, and artifact analysis. Bandura's theory of social learning and the response to intervention framework served as the conceptual foundation of the study. Data analysis included calculation of descriptive statistics for the questionnaires. Interview transcripts were analyzed with Tesch's process led to the identification of five themes. Theme 1 showed RTI frameworks and structures were critical to the implementation of RTI at this middle school. The second theme focused on the efficacy of implementation. Collaborative practices and teacher knowledge and understanding of the RTI process needed more reinforcement and consistency. Theme 3 focused on student achievement. Teachers indicated varying opinions about how the implementation of RTI had influenced student learning. Teachers felt students in Tiers I and 2 were not mastering grade level standards after two years of implementation. Theme 4 showed that teachers were positive about RTI and believed that all students can learn. Theme 5 showed teachers felt RTI had changed their instructional practices and use of data. Implications of this study included the identification of key processes and documents for consistent training and support for sustainable RTI implementation. Further research is recommended on the topic.

Key words: Response to intervention, middle school, student achievement

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Davis, Kim E. "Interpreting Middle and High School Teacher Concerns Toward RTI Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6197.

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Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measured by the Impact Stage of the Stages of Concern Questionnaire (SoCQ). The theory of planned behavior informed the framework for this research. A Snowball Sampling strategy was used to recruit a total of 31 general education teachers from a Northeastern USA County. Data from teacher's SoCQ were analyzed using ANOVA to investigate the differences in concerns, if any between middle school teachers in Grades 6-8 and high school teachers in Grades 9-12 about RTI practices. The results indicated no differences between 6-8 and 9-12 grade teacher concerns for all questions. Findings from this research may reinforce the importance of discussions about sharing RTI practice concerns between middle and high school teachers. Such conversations may foster more collaborative teacher working relationships which may lead to better implementation of the RTI initiative across grade levels for improved student learning outcomes.
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Books on the topic "Collaborative whole school intervention"

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Legg, Valerie. A collaborative approach to whole-school development. Birmingham: University of Birmingham, 1996.

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R, Hoffman Paul, ed. Whole language intervention for school-age children. San Diego, Calif: Singular Pub. Group, 1993.

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Margaret, Cook, and Upton Graham 1944-, eds. Pupils with severe learning disabilities who present challenging behaviours: A whole school approach to assessment and intervention. Philadelphia, PA: BILD Publications, 1996.

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Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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Rowe, Geraldine. It¿s Our School It¿s Our Time: A Companion Guide to Whole-School Collaborative Decision-making. Taylor & Francis Group, 2020.

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Rowe, Geraldine. It¿s Our School It¿s Our Time: A Companion Guide to Whole-School Collaborative Decision-making. Taylor & Francis Group, 2020.

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Raines, James C., ed. Evidence-Based Practice in School Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.001.0001.

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Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.
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Book chapters on the topic "Collaborative whole school intervention"

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Yamazumi, Katsuhiro. "Hybrid educational innovation and expanding school activity." In Activity Theory and Collaborative Intervention in Education, 113–22. New York: Routledge, 2021. | Series: Routledge research in education: Routledge, 2021. http://dx.doi.org/10.4324/9780367823542-10.

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Brodie, Karin. "Learning Mathematical Reasoning in a Collaborative Whole-Class Discussion." In Teaching Mathematical Reasoning in Secondary School Classrooms, 57–72. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09742-8_4.

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Yamazumi, Katsuhiro. "Fostering children’s expansive learning in a Japanese elementary school." In Activity Theory and Collaborative Intervention in Education, 75–95. New York: Routledge, 2021. | Series: Routledge research in education: Routledge, 2021. http://dx.doi.org/10.4324/9780367823542-7.

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Yan, Jiangpeng, Hanbo Chen, Kang Wang, Yan Ji, Yuyao Zhu, Jingjing Li, Dong Xie, et al. "Hierarchical Attention Guided Framework for Multi-resolution Collaborative Whole Slide Image Segmentation." In Medical Image Computing and Computer Assisted Intervention – MICCAI 2021, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87237-3_15.

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Silva-Macaia, Amanda Aparecida, Marco Antonio Pereira Querol, Frida Marina Fischer, and Rodolfo Andrade de Gouveia Vilela. "Conflict in a Formative Intervention at a Public School: Lessons for Researcher-Interventionists." In Collaborative Development for the Prevention of Occupational Accidents and Diseases, 83–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24420-0_6.

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Dreal, John Van, and David Okada. "A Review of the Working Dynamics of the Salem-Keizer/Cascade Student Threat Assessment and Willamette Valley Adult Threat Advisory Team Models." In International Handbook of Threat Assessment, edited by J. Reid Meloy and Jens Hoffmann, 654–68. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190940164.003.0036.

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This chapter outlines the step-by-step procedures for collaborative threat assessment in K–12 schools and communities. Focusing on the Salem-Keizer/Cascade model for student threat assessment and the Willamette Valley Adult Threat Advisory Team model for adult threat assessment, this chapter lists the sequential instructions and protocol for investigating and assessing threatening situations involving both youths and adults. The chapter also provides guidelines for conducting threat assessment through a collaborative process that involves both youth-serving and community-serving public agencies, such as K–12 education, higher education, law enforcement, public mental health services, youth and adult parole and probation, the courts, victim advocacy, and the district attorney’s office. While this chapter does not provide data, the model is currently being reviewed by three research projects that examine referral and intervention outcomes, including impacts on underserved and at-risk populations, overidentification of students of color, and the effectiveness of preventing the school-to-prison pipeline and expulsion. One of those projects has initially found that the model supports all students with inclusion and decreases the chances of arrest and expulsion. Finally, the chapter provides links to examples of assessment protocols with assessment questions.
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Miller, Faith G., Sarah Wollersheim-Shervy, and Alexandria C. Muldrew. "School-Home Notes and Daily Behavior Report Cards." In Handbook of Behavioral Interventions in Schools, 400–424. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.003.0021.

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School-Home Note (SHN) and Daily Behavior Report Card (DBRC) programs are a highly effective intervention approach to improving children and adolescents’ behavior at school. These terms, while not exactly synonymous, have both been used in the research literature to describe a similar approach to intervention. That is, SHN and DBRC programs can be thought of as a class of interventions that capitalize on three key elements: (1) providing frequent behavioral feedback, (2) utilizing contingency management procedures, and (3) increasing collaboration between home and school environments. The chapter describes strategies for development and implementation of SHNs and DBRCs, as well as highlighting the use of technology to increase the feasibility of these strategies.
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"Sweet As: a collaborative! culturally responsive school-wide behaviour intervention." In Understanding Pupil Behaviour in School, 146–60. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203064122-15.

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Feinberg, Adam B., and Janet VanLone. "Whole-School PBIS Rules and Rewards Systems." In Handbook of Behavioral Interventions in Schools, 234–49. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.003.0012.

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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.
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Kougioumtzis, Georgios A., Maria Sofologi, Argyro Fella, Isidora Kaliotsou, Christiana Koundourou, Eleni Bonti, and Georgia Papantoniou. "Specific Learning Disabilities - Implementation of an Intervention Program." In Building Integrated Collaborative Relationships for Inclusive Learning Settings, 161–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6816-3.ch007.

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Over the past three decades, the interest of teachers and parents has focused on a variety of learning difficulties that students face in school settings. A significant number of students systematically fail in school, as they lack early detection of learning difficulties or effective intervention. This case study examines an elementary school student within a more general context, taking into account essential parameters such as family, school, and social environment. Furthermore, the authors thoroughly describe his difficulties in practical terms, as well as ways to address them through the implementation of an individual intervention program that responds to the needs of the student. Finally, reference is made to significant evidence that cooperation with parents as well as with a number of institutions strengthens and enhances intervention.
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Conference papers on the topic "Collaborative whole school intervention"

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Azcárate, Pilar, Ana Serradó, Jose Cardeñoso, and Maria Meletiou-Mavroteris. "An on-line professional environment to improve the teaching of statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08705.

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We present the foundations of a professional development program supported by the European Union (COMENIUS Project 226573-CP-1-2005, developed from December 2005 to December 2008), whose objective is to propose professional development strategies that foster the integration of the teaching and learning of statistical reasoning in European schools. The intention of the program is to promote professional development through cross-cultural collaboration between teachers of different European countries. To this end, an on-line professional learning environment has been designed. We present the referents that allow us to interpret the teachers’ reasoning and to understand how their intervention in the teaching and learning processes evolves.
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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.
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Shamanna, Jayashree, and Gabriel Fuentes. "Preserving What? Design Strategies for a Post-Revolutionary Cuba." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.30.

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The Cuban Revolution’s neglect of Havana (as part of a broader socialist project) simultaneously ruined and preserved its architectural and urban fabric. On one hand, Havana is crumbling, its fifty-plus year lack of maintenance inscribed on its cracked, decayed surfaces and the voids where buildings once stood; on the other, its formal urban fabric—its scale, dimensions, proportions, contrasts, continuities, solid/void relationships, rhythms, public spaces, and landscapes—remain intact. A free-market Cuba, while inevitable, leaves the city vulnerable to unsustainable urban development. And while many anticipate preservation, restoration, and urban development—particularly of Havana’s historic core (La Habana Vieja)—”business as usual” preservation practices resist rampant (read: neoliberal) development primarily through narrow strategies of exclusion (where, what, how, and why not to build), museumizing Havana as “a city frozen in time.”Seeking a third option at the intersection of this socialist/capitalist divide, this paper describes 4 student projects from THE CUBA STUDIO, a collaborative Integrative Urban Studio at Marywood University’s School of Architecture. Over the course of 16 weeks, students in THE CUBA STUDIO speculated urban futures for a post-revolutionary Havana–strategizing ways of preserving Havana’s architectural and urban fabric in the face of an emerging political and economic shift that is opening, albeit gradually, Cuba to global market forces. And rather than submitting to these forces, the work critically engages them toward socio-cultural ends. Some driving questions were: What kind of spatial politics do we deploy while retrofitting Havana? How will the social, political, and economic changes of an “open” Cuba affect Havana’s urban fabric? What role does preservation play? For that matter, what does preservation really mean and by what criteria are sites included in the preservation frame? What relationships are there (or could there be) between preservation, tourism, infrastructure, education, housing, and public space? In the process, students established systematic research agendas to reveal opportunities for integrated“soft” and “hard” interventions (i.e. siting and programing), constructing ecologies across a range of disciplinary territories including (but not limited to): architecture, urban design, historic preservation/ restoration, art, landscape urbanism, infrastructure,science + technology, economics, sustainability, urban policy, sociology, and cultural/political theory. An explicit goal of the studio was to expand and leverage“preservation” (as an idea, a discipline, and a practice) toward flexible and inclusive design strategies that frame precise architectural interventions at a range of temporal and geographic scales.
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Clara Roberti, Ana, Helena Santos, and Daniel Brandão. "Sobreiro: participation and intervention of local communities in the historical and artistic construction of a stigmatized neighborhood." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001879.

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This paper intends to discuss a collaborative initiative, carried out within the scope of a doctoral scientific research in the field of Arts and Design and an institution that supports socio-economically vulnerable communities. The work took place in the Sobreiro Social Housing, located in the city of Maia, in Portugal, home to more than 600 families. By using methodologies specific to arts and cultural studies, three main outputs were created: a documentary film, a photo exhibition, and a series of community forums that happen throughout 2018. The purpose of this participatory study was to tell the story of the neighborhood with the help of its first residents and to stimulate the young residents (between 13 and 16 years old) reflection on the present and the future of the community. The whole process was conducted through proximity to the local population and the neighborhood Community Center. This article presents and discusses the ethnographic repertoire gathered within this research, which includes oral and visual memory thanks to the direct participation of the residents in the research process, which valued their own perspective, creativity and points of view.
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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
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Andritsos, Fivos, and Hans Cozijn. "An Innovative Oil Pollution Containment Method for Ship Wrecks Proposed for Offshore Well Blow-Outs." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49110.

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In the aftermath of the PRESTIGE disaster, an innovative system for the prompt intervention on oil pollution sources (primarily ship wrecks) at great depths was conceived at the Joint Research Center of the European Commission. This system, with some re-engineering, could also serve for collecting oil and gas leaking after an offshore well blow-out and could constitute a reference method for prompt intervention on deep water oil pollution sources like ship wrecks and blown-out offshore wells. A large fabric dome, solidly anchored at the sea bed, covers entirely the pollution source and channels the leaking oil to a large open bell-shaped reservoir just under the sea surface so as not to be affected by the waves. Oil occupies the upper part of the bell and is periodically recuperated by a shuttle tanker while water escapes from the open bottom. The buoyancy of the reservoir keeps the whole system in tension. The concept was validated and optimized through detailed engineering, laboratory experiments and numerical simulations performed by a consortium of European institutes and industries in a dedicated collaborative research project called DIFIS (Double Inverted Funnel for the Intervention on Shipwrecks). The project resulted in a light, modular and easy to deploy system design. Such a system, suitably dimensioned and re-engineered to take account the gas flow, could also be used to cover the wellhead area so as to collect all leaking oil and gas until the implementation of the relief drilling. The present paper outlines the DIFIS system and elaborates on its advantages and risks in containing oil well blow-outs.
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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Gaspar, Henrique. "Current State of the Vessel.JS Library: A Web-Based Toolbox for Maritime Simulations." In SNAME 14th International Marine Design Conference. SNAME, 2022. http://dx.doi.org/10.5957/imdc-2022-271.

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This paper presents the current state of the open and collaborative Vessel.JS library, firstly introduced at the 2018 edition of IMDC. The new features of the library are discussed via available online examples. The core of the paper uses a newly developed web-based online ship simulator as guiding example, where the ship, sea and environment are constructed using the library and its dependencies. Norwegian University of Science and Technology (NTNU) research vessel Gunnerus is used as example for the ship and maneuverability model. The landscape is based on an open map from Trondheim municipality, joint by the library with the sea and sky. The bridge and control center uses the OpenBridge library for the instruments, a result from a recent cooperation between NTNU and Oslo School of Architecture (Oslo, Norway). The whole platform is available online and can be modified and improved by peers. A discussion is included in the last part of the paper about how recent studies in digital twin standards can be implemented in the mentioned example using web technologies. The paper concludes with a proposal for re-use of the available model and a call to open and collaborative development in maritime design.
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Reports on the topic "Collaborative whole school intervention"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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