Dissertations / Theses on the topic 'Collaborative whole school intervention'

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.

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.

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.

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.

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.

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.

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

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.

Este estudo segue a linha teórica de diversos autores, entre eles, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) e Seco (2009), e cumpre o propósito de estudar o trabalho colaborativo entre os docentes do Agrupamento de Escolas D. Pedro I. Participaram os professores do Agrupamento supramencionado, situado na freguesia de Canidelo, concelho de Vila Nova de Gaia e distrito do Porto. Este Agrupamento faz parte dos Territórios Educativos de Intervenção Prioritária (TEIP). Fizeram parte desta investigação 87 docentes do género feminino e 19 do género masculino, com idades compreendidas entre os 32 e 63 anos. A maior parte dos inquiridos situa-se ente os 7 e os 18 anos de serviço e, no que diz respeito às habilitações académicas, 82,1% são licenciados. Sessenta e seis por cento dos professores deste Agrupamento pertencem ao Quadro de Agrupamento, 25,5% ao Quadro de Zona Pedagógica e somente 8,5% são contratados. Relativamente ao cargo desempenhado, destacam-se os diretores de turma, com 51,9%. Neste estudo rentabilizou-se, essencialmente, o instrumento de trabalho de inquérito por questionário, que nos pareceu o mais adequado tendo em conta o tipo de investigação que se pretendia. Realizou-se, ainda, a análise psicométrica da parte do instrumento utilizado no que diz respeito à escala de satisfação com as dinâmicas de trabalho docente, que nos permitiu a sua validação e confirmar o grau de fiabilidade do instrumento usado. Utilizámos um design metodológico do tipo quantitativo, começando por selecionar a amostra pretendida e, a partir da entrega dos questionários e posterior recolha dos mesmos já preenchidos, estudar as diferentes opiniões dos professores pertencentes ao contexto educativo em estudo, acerca das suas representações sobre as dinâmicas de trabalho colaborativo e das suas conceções sobre conceitos como currículo, gestão curricular, desenvolvimento curricular e projeto educativo. As informações recolhidas foram submetidas a análises estatísticas, com o apoio da ferramenta informática de cálculo SPSS (Statistical Package for the Social Sciencies), versão 22. Perante os resultados obtidos somos então confrontados com o alcance do objetivo inicial deste estudo, isto é, a compreensão da apropriação dos respondentes relativamente aos conceitos já elencados, compreensão da gestão que fazem do currículo a nível de subdepartamentos, coordenações de ano, conselhos de turma e unidades educativas, caracterização das dinâmicas de trabalho também a nível da gestão curricular e avaliação das alterações manifestadas ao nível da satisfação dos docentes com a dinâmica de trabalho mediante as características pessoais e profissionais dos inquiridos, tendo ficado bem patente o espírito de trabalho em equipa, com a elaboração de vários projetos em conjunto, o que vai na linha de pensamento de vários autores referidos relativamente ao trabalho colaborativo, e que se reflete na qualidade do ensino / aprendizagem. Em suma, este Agrupamento, pelos resultados deste estudo, pode ser considerado um exemplo de boas práticas colaborativas, com uma gestão eficaz e uma liderança que apoia, incentiva e motiva os seus docentes. Posto isto, concluímos que, para que haja uma verdadeira intervenção no domínio da educação, é necessário prosseguir no investimento da formação do corpo docente, deste e de outros Agrupamentos, com particular importância e particular relevo nas temáticas de aprendizagem colaborativa, da gestão do ensino em articulação com o exercício pedagógico e do desenvolvimento curricular. Esta investigação deixa em aberto potenciais cenários futuros de investigação e intervenção no domínio da escola reflexiva, privilegiando as culturas escolares de referência.
This study follows the line of the studies of various authors, among them, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) and Seco (2009), and fulfills the purpose of studying the collaborative work among the teachers of the School Cluster of D. Pedro I. The teaching staff from the School Cluster of D. Pedro I participated in the above study. This School Cluster is situated in the parish of Canidelo, in the municipality of Vila Nova de Gaia, in the district of Porto. This School Cluster is part of the Educational Territories of Priority Intervention (TEIP). A group of 87 female teachers and 19 male teachers took part in this study. They are aged between 32 and 63 years old. Most of the respondents have between 7 and 18 years of service and, with regard to educational qualifications, 82.1% are graduated and have a degree in the subject they teach. A majority of 66% of the teaching staff that work in the School Cluster of D. Pedro I are tenured teachers, 25.5% belong to “Quadro de Zona” and only 8.5% are non-tenured teachers. Still, 51.9% of these teachers are Class Directors. This study used as the main investigation working tool the questionnaire, which seemed the most appropriate considering the type of research that was intended. The analysis of the psychometric instrument with respect to the scale of satisfaction with the teaching work dynamics was also made, which allowed us to confirm and validate the degree of reliability of the instrument used. Then, we used a methodological design, a quantitative one, starting with selecting the desired sample and from the delivery and collection of responses to the survey, analyze the different opinions of teachers belonging to the educational context in the study, about their representations of the dynamics of collaborative work, their conceptions of curriculum, curriculum management, curriculum development and educational project. The information that was collected was then subjected to statistical analysis, with the support of SPSS calculation software tool (Statistical Package for Social Sciences), version 22. Given the results obtained, we are then faced with the scope of the initial purpose of this study , that is, understanding the ownership of the respondents in relation to concepts already listed, understand how they manage the curriculum at the level of Departments, Year Coordinating Councils, Class Councils and Educational Units, characterization of work dynamics at the curriculum management level and evaluation of the changes demonstrated at the level of satisfaction of the teaching staff regarding the dynamics of work according to the personal and professional characteristics of the respondents, having been well reflected the spirit of teamwork, with the creation of several projects, which is in line with several authors’ thinking mentioned relatively to collaborative work, and that is reflected in the quality of teaching / learning. In short, this School Cluster, according to the results of this study, can be considered an example of good collaborative practices, with effective management and leadership that support, encourage and motivate their teachers. We conclude that, in order to exist a real action in the field of education, there is the need for further investment in the training of teachers, in this school cluster and in others, with particular importance and particular emphasis on issues of collaborative learning, learning management in conjunction with the pedagogical exercise and curriculum development. This study opens up potential future scenarios of research and intervention in the field of reflective school, focusing on school cultures of excellence.

Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.

D.Ed. (Educational Psychology)
The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners' reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of wholeschool reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher's reflections. Findings indicated that SBST's need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.

D.Ed.
The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners’ reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of whole-school reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher’s reflections. Findings indicated that SBST’s need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.

M.Ed.
Met hierdie kort navorsingsprojek is beoog om samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering te bereken. Die konseptuele raamwerk waarbinne hierdie navorsingsprojek beoordeel moet word is deur middel van 'n literatuurondersoek na samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering, daargestel. Een van die hoofbevindinge was dat geheelskool evaluering aanleiding gee tot kunsmatige samewerking van die opvoeders se kant af. Die persepsie van opvoeders met betrekking tot die evaluering van die ge¿dentifiseerde aspekte van samewerkende bestuur is deur die gebruik van 'n vraelys bepaal. Data was versamel in 'n poging om die persepsie van opvoeders rakende die belangrikheid van ge¿dentifiseerde aspekte van samewerkende bestuur in skole te ondersoek. Die bekwaamheid van die opvoeder se skole in die implementering van hierdie ge¿dentifiseerde aspekte van samewerkende bestuur, is tergelykertyd bepaal. In die analise van die data het dit aan die lig gekom dat daar 'n verskil in persepsie tussen opvoeders betreffende die belangrikheid en bekwaamheid van die ge¿dentifiseerde aspekte van samewerkende bestuur in skole bestaan. Die verskil tussen die gemiddelde belangrikheidstelling en die bekwaamheidstelling met betrekking tot samewerkende bestuur is die gevolg van kunsmatige samewerking vanaf opvoeders kant. Dit is soortgelyk aan Argyris en Schon (1974:7) se sogenaamde voorgestaane- en gebruiksteorie. Daar is aangetoon dat hierdie kunsmatige samewerking belangrike implikasies ten opsigte van geheelskool evaluering het. Die navorser het die literatuur en empiriese bevindinge gebruik om aanbevelings met betrekking tot die assessering van samewerkende bestuur en die moontlike implikasies wat dit vir geheelskool evaluering inhou, gedoen.
Prof. B.R. Grobler

Sublllitted to the Faculty of Education in fulfilment of the requirements for the DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and Special Education at theUniversity of Zululand, 2003.
This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.

This study investigates the effects of implementing Collaborative Strategic Reading–High School (CSR–HS) on reading comprehension and challenging behavior outcomes for three high school students with Autism Spectrum Disorder (ASD). Using a combined single subject research design consisting of a delayed, concurrent multiple-baseline and an alternating treatments with reversal, three high school students with ASD were paired with neurotypical reading partners to learn and use reading strategies with informational text two to three times per week. The alternating treatment conditions were CSR-HS with choice of text (i.e., CSR-HS-C) and CSR-HS without the opportunity to choose the reading text (i.e., CSR-HS-NC). Daily comprehension checks were collected and visually inspected along with data on occurrences of various challenging behaviors exhibited by each participant during intervention. Fidelity of implementation was also measured. Increased reading comprehension scores and decreased incidences of challenges behaviors were detected for the three participants upon implementation of intervention conditions. As for the influence of the choice component on the measured outcomes, no clear differentiation between conditions was observed in terms of reading comprehension gains and reduction in challenging behavior across the three participants, suggesting that the addition of choice did not show an added value to CSR-HS intervention.
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碩士
臺北市立教育大學
特殊教育學系碩士班
96
This study investigates how resource room teachers in Taipei City implement collaborative consultation with general education teachers in their pre-referral intervention for elementary school students who are at risk of emotional and/or behavioral disorders (EBD). Seven teachers were recruited for in-depth interviews in order to cultivate the steps, competence of consultation, and factors that may influence the collaborative process during the pre-referral stage. Major findings of this study show four steps are included in the pre-referral intervention: (a) identification and clarification of the problem, (b) information collection after teacher’s formal nomination, (c) execution of strategies, and (d) follow-up and evaluation. Resource room teachers considered the relationship with regular teachers as informal and unequal. Regular teachers would benefit from the psychological support provided through the collaborative bonding. Teacher competences of collaborative consultation that demonstrated in the per-referral intervention stage include：personalities, interaction and communication, as well as collaborative problem solving. Competences in need of improvement includes theoretical concepts, system change, and evaluation of effectiveness. Competences that are lacking include the research on consultation theory, training, and practice. The equity issues and belief systems are also lacking. Factors facilitating collaborative consultation are: effective strategies, regular teacher’s personality and attitude toward consultation, good relationship and increasing interaction, social support, and multiple communication channels. Last but not least, the interference factors include: subjective point of view of regular teacher, resource room teacher not competent with consultation skills, parents’ misconception towards resource room, restricted time, and miscellaneous background factors at school.

碩士
臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(
97
The purpose of this study was to investigate the collaborative consultation perspectives and factors affecting in pre-referral intervention for at risk elementary school students in Taipei city. Data were collected through a survey from 145 resource teachers and 118 regular teachers, and were analyzed by using frequency, mean, independent-samples t-test, chi-square test of homogeneity of proportions, One-way ANOVA, and Scheffes’ afterward comparison. The main findings were as follows: 1.Resource and regular teachers’ collaborative consultation perspective had significant difference in “personalities”,“collaborative problem-solving”, and “evaluation of effectiveness”. Regular teachers perspective significantly higher than resource teachers perspective. 2.In the analysis of each background variables,“age”had significant effects on the resource teachers’ collaborative consultation perspectives. Resource teachers’aged 41 years and older have better problem-solving attitude. On the other hand, school size, seniority and special education backgrounds had no significant effects in the resource teachers’ collaborative consultation perspective . 3.In the analysis of each background variables,“age”,“school size”,“seniority”and“special education backgrounds” had no significant effects in the regular teachers’Collaborative Consultation attitudes. 4.The main factors that influence teachers’ collaborative consultation perspectives were： a.The intrapersonal factors that influence resource and regular teachers’ collaborative consultation perspectives were teachers’collaborative willingness and positive attitude. b.The knowledge factors that influence resource and regular teachers’ collaborative consultation perspectives were to respect teachers’ professional knowledge and to know how to play the role on collaborative consultation. c. The outside factor that influence resource and regular teachers’collaborative consultation perspectives was parental support and cooperation. Finally, the findings of this research provide practical suggestions for education administration, elementary schools teachers, and pave the foundation for future research in this field.

碩士
臺北市立教育大學
身心障礙教育研究所
96
This study investigates how resource room teachers in Taipei City implement collaborative consultation with general education teachers in their pre-referral intervention for elementary school students who are at risk of emotional and/or behavioral disorders (EBD). Seven teachers were recruited for in-depth interviews in order to cultivate the steps, competence of consultation, and factors that may influence the collaborative process during the pre-referral stage. Major findings of this study show four steps are included in the pre-referral intervention: (a) identification and clarification of the problem, (b) information collection after teacher’s formal nomination, (c) execution of strategies, and (d) follow-up and evaluation. Resource room teachers considered the relationship with regular teachers as informal and unequal. Regular teachers would benefit from the psychological support provided through the collaborative bonding. Teacher competences of collaborative consultation that demonstrated in the per-referral intervention stage include：personalities, interaction and communication, as well as collaborative problem solving. Competences in need of improvement includes theoretical concepts, system change, and evaluation of effectiveness. Competences that are lacking include the research on consultation theory, training, and practice. The equity issues and belief systems are also lacking. Factors facilitating collaborative consultation are: effective strategies, regular teacher’s personality and attitude toward consultation, good relationship and increasing interaction, social support, and multiple communication channels. Last but not least, the interference factors include: subjective point of view of regular teacher, resource room teacher not competent with consultation skills, parents’ misconception towards resource room, restricted time, and miscellaneous background factors at school.

The purpose of this research was to implement and evaluate a whole-school health model (Health Promoting Secondary Schools [HPSS]), grounded in self-determination theory (SDT). The approach used a "For Youth with Youth" planning strategy designed to change school environments (culture, policy and practices) in order to help high school students become more physically active and eat more healthful diets. Three interrelated research projects were conducted to address the purpose of this study. A concurrent mixed-methods design was used to: (a) gain an understanding of the experiences of teachers and the Action Team as they planned and implemented school-based healthy living strategies (Project 1); (b) evaluate the impact on and relationship between SDT constructs and students’ motivation to engage in health-related behaviours (Project 2); and (c) evaluate the motivation of students in physical education classes grounded in SDT and its impact on their enrolment in grade 11 elective physical education (Project 3). In Project 1, 23 teachers and 37 Action Team members participated in focus group interviews. School observation field notes and Action Team meeting minutes were collected throughout the intervention process. Analysis of the data revealed that several factors were associated with participants’ experiences and motivational processes. These factors included: (a) Competing Responsibilities, Technical Difficulties, and Lack of Computer Access (b) Resources, Reminders, Workshops, and Collaboration (c) Choice-Based Design Impacts Participants’ Experiences; (d) Teacher Control Impacts Student Engagement (e) Teacher Job Action Inhibited Implementation of HPSS Action Plans. The findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of a whole-school health model. In Project 2, 379 grade 10 students in ten participant schools (5 intervention schools; 5 control schools) completed self-report questionnaires pre and post intervention to evaluate the impact on students’ motivation to engage in health-related behaviours. Results showed students attending HPSS intervention schools reported significantly lower amotivation scores for healthy eating compared to students in usual practice schools. No significant differences were found between conditions on motivation towards physical activity. The findings indicate that a choice-based whole-school health approach may be an effective approach for decreasing amotivation towards healthy eating behaviours. In Project 3, a sample of 373 grade 10 students completed self-report questionnaires to assess their perceptions of autonomy, relatedness, and competence towards grade 10 Physical Education. Enrolment rates were collected from participant schools to determine the impact of the HPSS intervention on student enrolment in grade elective physical education. Multilevel analysis showed no significant differences between conditions post intervention on overall psychological need satisfaction or individual SDT constructs. For enrolment in elective physical education, chi-square analyses showed a significant difference in proportion of female students in HPSS intervention schools enrolled in grade 11 elective physical education. Findings show support for a whole-school health model to improve female student enrolment in elective physical education programs.
Graduate

Este estudo segue a linha dos estudos de diversos autores, entre eles, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) e Seco (2009), e cumpre o propósito de estudar o trabalho colaborativo entre os docentes do Agrupamento de Escolas D. Pedro I. Participaram os professores do Agrupamento supramencionado, situado na freguesia de Canidelo, concelho de Vila Nova de Gaia e distrito do Porto. Este Agrupamento faz parte dos Territórios Educativos de Intervenção Prioritária (TEIP). Deste estudo fizeram parte 87 docentes do género feminino e 19 do género masculino, com idades compreendidas entre os 32 e 63 anos. A maior parte dos inquiridos situa-se ente os 7 e os 18 anos de serviço e, no que diz respeito às habilitações académicas, 82,1% são licenciados. Sessenta e seis por cento dos professores deste Agrupamento pertencem ao Quadro de Agrupamento, 25,5% ao Quadro de Zona Pedagógica e somente 8,5% são contratados. Relativamente ao cargo desempenhado, destacam-se os diretores de turma, com 51,9%. Neste estudo rentabilizou-se, essencialmente, o instrumento de trabalho de inquérito por questionário, que nos pareceu o mais adequado tendo em conta o tipo de investigação que se pretendia. Realizou-se, ainda, a análise psicométrica da parte do instrumento utilizado no que diz respeito à escala de satisfação com as dinâmicas de trabalho docente, que nos permitiu a sua validação e confirmar o grau de fiabilidade do instrumento usado. Então, utilizámos um design metodológico do tipo quantitativo, começando por selecionar a amostra pretendida e, a partir da entrega e recolha das respostas ao inquérito, estudar as diferentes opiniões dos professores pertencentes ao contexto educativo em estudo, acerca das suas representações sobre as dinâmicas de trabalho colaborativo e das suas conceções sobre conceitos como currículo, gestão curricular, desenvolvimento curricular e projeto educativo. As informações recolhidas foram submetidas a análises estatísticas, com o apoio da ferramenta informática de cálculo SPSS (Statistical Package for the Social Sciencies), versão 22. Perante os resultados obtidos somos então confrontados com o alcance do objetivo inicial deste estudo, isto é, a compreensão da apropriação dos respondentes relativamente aos conceitos já elencados, compreensão da gestão que fazem do currículo a nível de subdepartamentos, coordenações de ano, conselhos de turma e unidades educativas, caracterização das dinâmicas de trabalho também a nível da gestão curricular e avaliação das alterações manifestas ao nível da satisfação dos docentes com a dinâmica de trabalho mediante as características pessoais e profissionais dos inquiridos, tendo ficado bem patente o espírito de trabalho em equipa, com a elaboração de vários projetos em conjunto, o que vai na linha de pensamento de vários autores referidos relativamente ao trabalho colaborativo, e que se reflete na qualidade do ensino / aprendizagem. Em suma, este Agrupamento, pelos resultados deste estudo, pode ser considerado um exemplo de boas práticas colaborativas, com uma gestão eficaz e uma liderança que apoia, incentiva e motiva os seus docentes. Posto isto, concluímos que, para que haja uma verdadeira intervenção no domínio da educação, é necessário prosseguir no investimento da formação do corpo docente, deste e de outros Agrupamentos, com particular importância e particular relevo nas temáticas de aprendizagem colaborativa, da gestão do ensino em articulação com o exercício pedagógico e do desenvolvimento curricular. Esta investigação deixa em aberto potenciais cenários futuros de investigação e intervenção no domínio da escola reflexiva, privilegiando as culturas escolares de referência.
This study follows the line of the studies of various authors, among them, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) and Seco (2009), and fulfills the purpose of studying the collaborative work among the teachers of the School Cluster of D. Pedro I. The teaching staff from the School Cluster of D. Pedro I participated in the above study. This School Cluster is situated in the parish of Canidelo, in the municipality of Vila Nova de Gaia, in the district of Porto. This School Cluster is part of the Educational Territories of Priority Intervention (TEIP). A group of 87 female teachers and 19 male teachers took part in this study. They are aged between 32 and 63 years old. Most of the respondents have between 7 and 18 years of service and, with regard to educational qualifications, 82.1% are graduated and have a degree in the subject they teach. A majority of 66% of the teaching staff that work in the School Cluster of D. Pedro I are tenured teachers, 25.5% belong to “Quadro de Zona” and only 8.5% are non-tenured teachers. Still, 51.9% of these teachers are Class Directors. This study used as the main investigation working tool the questionnaire, which seemed the most appropriate considering the type of research that was intended. The analysis of the psychometric instrument with respect to the scale of satisfaction with the teaching work dynamics was also made, which allowed us to confirm and validate the degree of reliability of the instrument used. Then, we used a methodological design, a quantitative one, starting with selecting the desired sample and from the delivery and collection of responses to the survey, analyze the different opinions of teachers belonging to the educational context in the study, about their representations of the dynamics of collaborative work, their conceptions of curriculum, curriculum management, curriculum development and educational project. The information that was collected was then subjected to statistical analysis, with the support of SPSS calculation software tool (Statistical Package for Social Sciences), version 22. Given the results obtained, we are then faced with the scope of the initial purpose of this study , that is, understanding the ownership of the respondents in relation to concepts already listed, understand how they manage the curriculum at the level of Departments, Year Coordinating Councils, Class Councils and Educational Units, characterization of work dynamics at the curriculum management level and evaluation of the changes demonstrated at the level of satisfaction of the teaching staff regarding the dynamics of work according to the personal and professional characteristics of the respondents, having been well reflected the spirit of teamwork, with the creation of several projects, which is in line with several authors’ thinking mentioned relatively to collaborative work, and that is reflected in the quality of teaching / learning. In short, this School Cluster, according to the results of this study, can be considered an example of good collaborative practices, with effective management and leadership that support, encourage and motivate their teachers. We conclude that, in order to exist a real action in the field of education, there is the need for further investment in the training of teachers, in this school cluster and in others, with particular importance and particular emphasis on issues of collaborative learning, learning management in conjunction with the pedagogical exercise and curriculum development. This study opens up potential future scenarios of research and intervention in the field of reflective school, focusing on school cultures of excellence.