Relevant bibliographies by topics / Younger pupil

Academic literature on the topic 'Younger pupil'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Younger pupil"

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BEBBINGTON, JOHN. "Formative fieldwork for the younger pupil." Biological Journal of the Linnean Society 32, no. 1 (September 1987): 59–65. http://dx.doi.org/10.1111/j.1095-8312.1987.tb00411.x.

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Колесникова, А., A. Kolesnikova, И. Бебриш, and I. Bebrish. "Organization of Independent Research Activity of Younger Schoolchildren." Primary Education 6, no. 3 (June 27, 2018): 42–47. http://dx.doi.org/10.12737/article_5b2c9278a8d5a6.85397191.

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In the article the approach to research activity as the form of the organization of training in an elementary school is considered. The research works of primary school pupils are not of interest from the point of view of their importance to science or the economy, they contribute to the intellectual development of children - developing their skills in conducting experiments, experimenting, making hypotheses, analyzing the obtained results, drawing conclusions, increasing motivation for learning information about the world, expand the horizon. Based on the experience the research of the pupil of the third grade of school № 19 from Chernogorsk A.Kolesnikova, the features of pedagogical support and professional guidance of her activities, providing practical support and assistance at all stages of the research arerevealed.
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Романова and V. Romanova. "Dialogue About Dialogue." Primary Education 5, no. 2 (March 31, 2017): 13–19. http://dx.doi.org/10.12737/25104.

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The article considers the problem of dialogical communication of younger schoolchildren. The features of educational dialogue and ways of its formation in primary school are discussed. The terms and means of teaching children dialoging in configurations are described: “teacher – pupil”, “pupil – pupil(s)”, “child – adult”. The examples of tests are given, which are helpful in development of dialogical communication skills in case study and others.
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Паршина and E. Parshina. "Academic and Methodological Complex «Primary School of the XXI Century»: Difficult Made Simple." Primary Education 5, no. 2 (March 31, 2017): 53–56. http://dx.doi.org/10.12737/25117.

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The article considers the long experience of the work on Academic and Methodological Complex “Primary School of the XXI Century”, discusses the influence of authors’ teaching methodic on the development of younger schoolchild. The examples of positive cooperation in the system “teacher – pupil” are given, which support the successful training and development of learning activity of younger schoolchildren.
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Згурская and Tatyana Zgurskaya. "Cognitive Need Content of Younger Schoolchildren." Primary Education 4, no. 2 (April 17, 2016): 21–26. http://dx.doi.org/10.12737/16340.

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The article presents an analysis of the criteria and levels of formation of cognitive needs of younger schoolchildren. The components of cognitive needs are considered, which include: the perfect representation of younger schoolchildren on the image of the pupil; cognitive value; cognitive installation; cognitive interests. The ideal representation of younger schoolchildren on the image of the student is considered as incentives and controls of their cognitive activity. Educational values as awareness of the value of knowledge, manifested in the understanding by the younger children the importance of teaching for themselves and for the society. Cognitive attitude is defined as the willingness of younger schoolchildren to educational activity, due to the behavior and the manifestation of their personal qualities (responsibility, hard work, discipline, cognitive activity, persistence). Cognitive interest is understood as the existence of a positive relation of younger schoolchildren to the doctrine. The author characterizes the levels of formation of cognitive needs of younger schoolchildren.
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Carminati, Maria Nella, and Pia Knoeferle. "Priming Younger and Older Adults’ Sentence Comprehension: Insights from Dynamic Emotional Facial Expressions and Pupil Size Measures." Open Psychology Journal 9, no. 1 (November 30, 2016): 129–48. http://dx.doi.org/10.2174/1874350101609010129.

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Background: Prior visual-world research has demonstrated that emotional priming of spoken sentence processing is rapidly modulated by age. Older and younger participants saw two photographs of a positive and of a negative event side-by-side and listened to a spoken sentence about one of these events. Older adults’ fixations to the mentioned (positive) event were enhanced when the still photograph of a previously-inspected positive-valence speaker face was (vs. wasn’t) emotionally congruent with the event/sentence. By contrast, the younger adults exhibited such an enhancement with negative stimuli only. Objective: The first aim of the current study was to assess the replicability of these findings with dynamic face stimuli (unfolding from neutral to happy or sad). A second goal was to assess a key prediction made by socio-emotional selectivity theory, viz. that the positivity effect (a preference for positive information) displayed by older adults involves cognitive effort. Method: We conducted an eye-tracking visual-world experiment. Results: Most priming and age effects, including the positivity effects, replicated. However, against our expectations, the positive gaze preference in older adults did not co-vary with a standard measure of cognitive effort - increased pupil dilation. Instead, pupil size was significantly bigger when (both younger and older) adults processed negative than positive stimuli. Conclusion: These findings are in line with previous research on the relationship between positive gaze preferences and pupil dilation. We discuss both theoretical and methodological implications of these results.
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Kosek, Agnieszka, and Agata Wolska. "Budowanie relacji interpersonalnych w klasach I–III w warunkach nauczania zdalnego." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (17) (2021): 15–28. http://dx.doi.org/10.4467/23537159ppw.21.002.13986.

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Building Interpersonal Relationships in Grades 1–3 in Distance Learning Conditions Interpersonal relations are an integral part of living in society. Interpersonal competences combine activities related to communication, making new friends, solving problems or cooperating with others. Therefore, they are extremely important at every educational stage. However, building proper relations among education participants becomes more difficult when schools around the world switch to distance learning due to the COVID-19 virus pandemic. Relations between teachers and students, as well as among classmates, often undergoes various modifications, frequently deteriorating the quality of mutual contact. Distance education has also changed the role of pupils’ parents. The new situation often required from them to adapt to their child’s schedule in order to support them and help them in learning. This particularly applies to the families with younger children. In order to explain these issues, this article will present the results of research conducted among teachers and parents of pupils from grades 1–3 on the relationship at a pupil–pupil and a student–teacher level. The didactic and educational activities of teachers that are undertaken by them in order to improve contact on both these levels in the face of the new reality will also be discussed. The article will also address the topic of transformations of the abovementioned relations, which took place during and after the transition to compulsory distance learning.
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Selezneva, Yulya, and Victoria Pakhomova. "Influence of interpersonal relationships on acquaintance with digital technologies." E3S Web of Conferences 273 (2021): 11010. http://dx.doi.org/10.1051/e3sconf/202127311010.

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The article analyzes features of a modern family and shows the role of parent-child relations in the formation of the "I" image of a younger pupil; relationship between the peculiarities of parent-child relations and the degree of exposure of primary school children to the computer game reality is revealed. The thesis is substantiated that a certain type of upbringing, peculiarities of interaction with a child in a family provoke an excessive enthusiasm for computer games in children of primary school age, causing destructive changes in the construction of the "I" image of a younger pupil. The image of the "I" of active users of computer games is characterized by the indefiniteness of descriptions of the physical "I", weak reflection of their own emotional experiences and bodily sensations, unrealistic (overestimated) level claims, inadequate self-esteem. Child-parent relations in families where active and inactive users of computer games are brought up differ in the types of parental attitudes: acceptance, authoritarian hypersocialization, infantilization and symbiosis.
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Major, Angela E. "Talking about composing in secondary school music lessons." British Journal of Music Education 24, no. 2 (July 2007): 165–78. http://dx.doi.org/10.1017/s0265051707007437.

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This paper reports an action research study of teacher and pupil talk about composing. Data were collected through video and audio recordings of composition lessons in a secondary school. Qualitative analysis of the data led to the development of a ‘typology of pupil talk about composing’ which distinguishes between six main types: exploration, description, opinion, affective response, evaluation and problem solving. The results of the study suggest that as children engage and empathise affectively and acquire ownership of their work, they appear to be able to talk more confidently about it. As children make sense of their work, they may well be able to understand more than their talk reveals. The role of teachers in nurturing talk about composing work in the classroom is considered in relation to the findings. By designing appropriate composing tasks, they may be able to promote the development of more mature forms of evaluative talk in younger children, and of their critical listening and appraising skills. The development of more mature, ‘higher’ forms of evaluative talk in younger children might be promoted by teachers in designing composing tasks.
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Рыдзе and Oxana Rydze. "Course «Math Around Us»: Development of Independent Behavior of Younger Schoolchild by Means of School Subject." Primary Education 5, no. 2 (March 31, 2017): 45–52. http://dx.doi.org/10.12737/25116.

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The article discusses the problem of development of independent behavior of younger schoolchild as the condition and result of learning activity and the factor of improvement of the effectiveness of math knowledge deepening, increasing of the interest to the intellectual work. The possibilities and features of the use of content and means of school subject “Math” in the process of formation of independent behavior of pupil of primary school.
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Dissertations / Theses on the topic "Younger pupil"

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Langford, Hannah Leah. "Exploring the perspectives of children and young people : how children and young people view secondary school staff to support pupil wellbeing." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28279.

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This study explores the views of children and young people and their perceptions of how secondary school staff promote pupil wellbeing. Previous research has predominately focused on measuring the wellbeing of children and young people, looking at wellbeing trends between gender and year group and identifying the key areas which children and young people view are central to their wellbeing. This study seeks to elicit, from the perspective of children and young people, their definition of the term wellbeing, the key areas which are important to their wellbeing, how their school staff provide support within these key areas, whether there are differences between self-reported wellbeing and levels of satisfaction and adequacy in their lives. Furthermore, this study aims to explore whether standardised questionnaires include key areas which are important to children and young people and therefore, whether they are valid tools to measure the wellbeing of children and young people. Thematic analysis of focus groups, of 16 participants, identified that participants viewed wellbeing to be a multifaceted concept which is likely to evolve over time. Participants expressed that there are 4 key areas which are important to their wellbeing; their relationships, having access to activities, having their basic needs met and having a positive outlook on life. Furthermore, male and female participants expressed different perceptions of the important key areas to their wellbeing. 40 participants completed a self-reported wellbeing questionnaire. Data analysis of the Children’s Worlds Wellbeing questionnaire found that there were no gender or year group differences in the levels of self-reported wellbeing. However, there was a significant difference between males and females in the levels of satisfaction with their local area, indicating that males are significantly more satisfied with where they live. The key areas elicited from the focus groups and the areas covered in the Children’s Worlds Wellbeing questionnaire were compared, finding that there were numerous overlaps between the two sources. However, there appeared to be significant gaps within the questionnaire which participants expressed were important to their wellbeing, suggesting that such tools may have limited validity with this sample. 8 participants participated in semi-structured interviews. Thematic analysis identified that overall, participants held positive perceptions of how their school staff support pupil wellbeing, regardless of their self-reported level of wellbeing. Additionally, participants expressed that their school staff provide support which spans across each of the four key areas identified as important to their wellbeing. Although participants acknowledge the valuable support which school staff currently provides, several areas where school staff may further improve provision to improve pupil wellbeing were identified. The implications of the study are considered for schools, educational psychologists and for future directions.
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Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences in pupil attainment (age 6) and pupil progress. The administered instruments include: the Mathematics Enhancement Classroom Observation Record (MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacher questionnaire and a field note sheet. Results from multilevel analyses reveal that the prior attainment of pupils (age 5), pupil ability, learning support, curriculum coverage, teacher beliefs, teacher behaviours and head teacher age are predictors of pupil attainment (age 6) and/or pupil progress. Residual scores from multilevel analyses also reveal that primary schools in Malta are differentially effective. Of the 37 participating schools, eight are effective, 22 are average and seven are ineffective for mathematics. Also, in eight schools, withinschool variations in teaching quality, amongst teachers in Year 2 classrooms, were also elicited. Illustrations of practice in six differentially effective schools compared and contrasted the strategies implemented by Maltese primary school head teachers and Year 2 teachers. A discussion of the main findings as well as recommendations for future studies and the development of local educational policy conclude the current study.
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Антонюк, А. "Ефективна методика плавання для молодших школярів." Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48552.

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Уміння плавати відноситься до числа життєво-необхідних навичок. Незважаючи на зусилля ряду дослідників з пошуку найбільш ефективних засобів, цілеспрямовано впливати на формування техніки рухів у процесі навчання плаванню, бажаний результат поки не досягнуто: навчальний процес займає тривалі терміни, досить високий відсоток дітей не мають навику плавання. Мета дослідження: визначити роль і особливості плавання в системі фізичного виховання молодших школярів за даними фахової літератури.
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Tyrrell, Beverley. "Involving young people with ASD in organising their examination access arrangements." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/involving-young-people-with-asd-in-organising-their-examination-access-arrangements(8f18de5b-ccef-4fae-bc23-715c6e496284).html.

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Facilitating opportunities for children and young people to be involved in the decisions made about them fits with current legislation (United Nations, 1989), and has been found to improve motivation and self-esteem (Patall, Cooper, & Robinson, 2008; Griebler and Nowak 2012). The researcher asserts that, due to the nature of their difficulties, people with an autism spectrum disorder (ASD) may be prone to lack such opportunities. Examination access arrangements decisions are the focus of the study described in the second paper. The first paper describes a systematic literature review of methods used to elicit the views of students with ASD. The second paper reports a case-based action research project which involves students in organising their examination access arrangements. Participants include three year 7 students and two members of staff across two secondary schools. There is a lack of research which includes the views of those with ASD. Semi-structured interviews seemed to be the most popular data gathering method, but focus groups and electronic diaries have also been used with this group. There was a positive impact of involving students with ASD in organising their access arrangements. Advice was given regarding coping with resource limitations in this area, and provision commonly useful for students with ASD before and during examinations. More research is needed which involves participants with ASD and reflection on the suitability of their methods for this group. Findings from the action research project indicate that involving young people with ASD in deciding on their examination access arrangements can support more comprehensive identification of assessment needs. In order to increase the impact of this research, the findings were disseminated using the strategies outlined to those who may have a role in putting the findings into practice.
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Long, Nici Helene. "Therapeutic storytelling in a Pupil Referral Unit : the story of intersubjectivity." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/therapeutic-storytelling-in-a-pupil-referral-unit-the-story-of-intersubjectivity(882def4e-c208-4ff4-a6b8-d0a33a1896cc).html.

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Background: This thesis reflects upon a heuristic study of a Storytelling Programme which took place in a KS3 Pupil Referral Unit. Previous experiences in the field, as a community storyteller, revealed the power of stories to calm and engage young people. In my community work I had seen that storytelling particularly engaged those considered ‘hard to reach.’ This research was designed to explore the storytelling process further with the aim of understanding more about the impact of the process and to understand the key components as identified by the young people themselves. Methodology: A heuristic research methodology was adopted within this study. The Storytelling Programme was delivered to twelve young people at a Pupil Referral Unit in the North West of England. Five of these participants were interviewed along with their teacher, and their reflections were integrated with my own to create a crystallized understanding of the storytelling process, whilst also remaining true to the unique experiences of each participant. Findings: Heuristic analysis of the Storytelling Programme revealed that young participants developed new personal narratives that reflected new ways of being and thinking. Change was demonstrated by the young people expressing a more positive sense of self. A striking finding, echoed by all participants, was the significance of the relationship in facilitating the therapeutic change process. Discussion: Whilst some of the changes could be linked to particular stories, the participants could not articulate whether their increased sense of well-being came from the stories or more generally from the programme or my ‘way of being’ (Rogers, 1980). It appears that stories and the therapeutic relationship intertwine within the storytelling process to create opportunities for therapeutic change. The findings of this study suggest that story is a particularly useful indirect medium to engage ‘hard to reach’ young people who have disorganised attachment styles. Storytelling offers the opportunity to place the intersubjective relationship as central, fostering an implicitly nurturing and co-regulating dyad that can offer reparation as well as the opportunities for catharsis and the development of emotional literacy through the processing of the story material. Conclusion: It appears that storytelling intertwines the interpersonal relationship with the stories to create a process which is both interpersonal and intrapersonal. The storytelling process appears to facilitate dyadic co-regulation, which may be an essential first step in the therapeutic change process. Once in a state of calm the young people could connect to the story stimuli and develop new ways of being and thinking. Whilst stories appear to promote changes at both the relational and semantic level, the findings from this study suggest that the implicit relational changes had primacy in facilitating significant therapeutic change.
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Barbosa, Rejane Martins Novais. "The influence of social interaction on young pupils learning science." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318015.

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Fayette, Rainart. "A qualitative study of specialist schools' process of eliciting the views of young people with Autism Spectrum Disorders towards planning for their transition to adulthood." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-qualitative-study-of-specialist-schools-process-of-eliciting-the-views-of-young-people-with-autism-spectrum-disorders-towards-planning-for-their-transition-to-adulthood(f373579e-9c72-4af4-9304-dc2d5cbc78c3).html.

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A systematic review of the literature that explored the processes and perceived effectiveness of qualitative methods used to elicit the views of young people with autism spectrum disorders (ASD) about their educational experiences was conducted. Studies that were identified and screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines identified data collection methods that were perceived to be useful. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description and evaluation of data collection methods were also identified. A multiple case study research was then conducted to explore two special schools' processes of eliciting the views of secondary school-aged pupils with ASD about their transition to adulthood and its perceived effectiveness. Qualitative data from semi-structured interviews with the school's staff and an observation of a transition meeting were gathered and thematically analysed individually, then compared and contrasted within school level. The findings revealed that both schools' processes of eliciting young people with ASD's views about transition to adulthood is a long process which involves three phases and is underpinned by a person-centred ethos. Perceived strengths and limitations of the process were also identified. Dissemination of the study's findings will include presentations and consultations with key stakeholders such as mainstream and specialist secondary schools and local authority post-16 steering group to explore the utility of the findings in different contexts. Collaboration with other educational psychologists (EPs) will also be conducted to explore this study's implications in the way they support schools in eliciting the views of young people with ASD.
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Jurgelionytė-Šmukštienė, Lina. "Jaunesniojo mokyklinio amžiaus mokinių mokymosi motyvai ir mokyklinis nerimastingumas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_130122-39997.

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Magistro darbo tikslas – išnagrinėti mokinių mokymosi motyvus ir mokyklinį nerimastingumą. Buvo iškelta hipotezė – egzistuoja ryšys tarp skirtingų mokymosi motyvų ir nevienodų mokyklinio nerimo apraiškų. Tikėtina, kad stipriausias ryšys yra tarp socialinio pripažinimo motyvo ir mokyklinio nerimastingumo apraiškų. Tyrimo metodika. Mokinių mokymosi motyvams tirti buvo naudojama E. Zambacevičienės, D. Janulytės anketa „Kodėl aš mokausi“. Mokinių nerimastingumo lygiui nustatyti buvo naudota B. Fillipso metodika „Mokyklinio nerimo diagnostinis įvertinimas“. Tyrime dalyvavo 200 respondentų: po 100 miesto ir kaimo mokyklose besimokančių 4 klasės mokinių. Tyrimo rezultatai. Atlikus jaunesniojo mokyklinio amžiaus mokinių mokymosi motyvų tyrimą nustatyta, kad daugumai respondentų būdingesnis socialinio pripažinimo motyvas. Miesto mokyklose besimokančiųjų tarpe yra daugiau mokinių, kuriems būdingas vidinis mokymosi motyvas. Atskleisti nežymūs skirtumai lyčių atžvilgiu: yra daugiau berniukų, negu mergaičių, kuriems būdingas socialinio pripažinimo motyvas. Atlikus mokinių nerimastingumo lygio tyrimą nustatyta, jog tiriamiesiems yra būdingas padidėjęs arba aukštas mokyklinio nerimastingumo lygis. Atskleisti nedideli skirtumai lyčių atžvilgiu: mergaičių nerimastingumo lygis yra aukštesnis nei berniukų. Kaimo mokyklose ugdomų moksleivių nerimastingumo lygis yra žemesnis, nei besimokančiųjų mieste. Daugumai tiriamųjų būdinga aplinkinių lūkesčių nepateisinimo, saviraiškos, žinių... [toliau žr. visą tekstą]
Aim – to examine the reasons for student learning and school anxiety. Hypothesis – there is a link between learning motivation and different manifestations of anxiety at school. It is likely that the strongest link is between social recognition motif and school anxiety manifestations. Methods. There was used a questionnaire „Why I Teach“ made by E. Zambacevičienė and D. Janulytė to investigate the students‘ learning motives. The method „School anxiety diagnostic evaluation“made by B. Fillips was used to identify students‘anxiety level. The study included 200 respondents: 100 urban and 100 rural school pupils of class 4. Results. The study of the younger students found that most respondents are of typical social recognition motif. Among urban schools there are more students with a strong inner learning motivation. There were revealed slight differences between the sexes: there are more boys than girls with a strong social recognition motif. The study of students‘anxiety level found that students are characterized by enlarged or high school anxiety level. There were revealed small differences in gender: girls‘anxiety level is higher than boys‘. Anxiety level in rural schools is lower than in the urban ones. Most respondents are characterized by low expectation from the people around, self-expression and knowledge testing fear. The study hypothesis was confirmed, and the strongest relationship is between social recognition motif and school anxiety manifestations. The paper... [to full text]
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Clark, Natalie E. "The LGBT+ pupil as the abject : an ethnographic exploration of subjectivity and discourse in UK secondary schools." Thesis, University of Chester, 2018. http://hdl.handle.net/10034/621586.

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According to many scholars, schools are the last bastion of permitted homophobia (Beadle, 2009; Grew, 2008; as cited in Formby, 2013). Primarily using the theories of Foucault, Kristeva and Butler, the thesis uses critical theory as a means to both understand and critically analyse the construction of subjectivity within and throughout discourse in the hetero-/cis-normative institution, and how this related to the potential abjection of LGBT+ pupils. Whilst it is agreed in this thesis that LGBT+phobia is still widespread in both schools and wider society, it was found in this research that the impact of direct LGBT+phobic discrimination was less evident. Instead, the discursive spaces where LGBT+phobia had been silenced were filled with hetero-/cis-normative discourse. Concomitantly, the impact of LGBT+ invisibility, the silencing of positive discourse surrounding sexuality and the institutional rejection of performative LGBT+phobia without cultural or organisational change meant there remained a negative impact on LGBT+ young people, despite a reduction in visible LGBT+phobia (DePalma and Atkinson, 2006/2010). Through the use of short vignettes taken from a period of ethnographic research, I have used discursive reflexivity to offer an alternative discourse surrounding the LGBT+ pupil in the school. In a thesis preoccupied with language, the institutional denial of appropriate language, the lack of positive space for LGBT+ young people to construct their identity and the potential risk of abjection from the hetero-/cis-normative institution are all highlighted as points for discussion. Viewed through a critical theory lens, the exemplars used to illustrate these complex theories are chosen from 72 workshops undertaken in schools with Year Nine pupils over a the 2015 to 2016 academic year in the Merseyside region, and also from self-identified LGBT+ young people (also in Year Nine during the academic year 2015 to 2016), who were part of discussions in an LGBT+ Youth drop in based in Liverpool city centre. Intertwining academic analysis and philosophical reflection, the research finds that not only is the LGBT+ pupil abject in the school, but this abjection is threefold. It is enacted by the institution, the peer group and by the internalised LGBT+phobia of the abjected pupil. In the conclusion, it is reflected upon how the impact abjection from school continues to affect LGBT+ people into adulthood.
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Hodgson, Philip. "Crime or conformity : strategies of adaptation to school exclusion." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391025.

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During the 1990's the number of young people being permanently excluded from school increased from 2910 (1990-91) to a peak of 12700 (1996-1997). This increase coincided with the resurgence of the debate centring on lawless and delinquent youth. With the publication of Young People and Crime (Graham and Bowling, 1995) and Misspent Youth (Audit Commission, 1996) the role of school exclusion in delinquency causation appears to have become widely accepted within youth justice thinking. Indeed, and despite the limited research evidence available, the common sense assumption that school exclusion inexorably promotes crime received wide support, something which has resulted in the excluded pupil being portrayed as a latter day folk devil. This research seeks to question this taken-for-granted assumption. By drawing upon what can be broadly described as a refutationist approach, the research questions the causal priority of school exclusion in youth crime. Research interviews were conducted with 56 young people who had experience of being excluded from school. Self-report questions revealed that 40 young people had offended of whom 28 had been cautioned or prosecuted for an offence. Despite the high levels of offending present within the sample the research findings suggest that exclusion is not itself a causal factor with 90% (36) of those young people who had offended reporting onset that commenced prior to their first exclusion. Moreover, 50 (89%) of the total number of young people stated that they were no more likely to commit crime since being excluded. Indeed - and rather significantly, for 31 (55.4%) respondents it appeared that due to the imposition of parental sanction, offending was likely to reduce during their exclusion as they were" grounded" for the whole exclusion period. Moreover, interviews with the young people also revealed that in addition to school exclusion a number of other identified "risk" factors were present in the lives of most of the young people within the sample (see for example Farrington, 1996; Youth Justice Board, 2001). The research concludes that whilst the relationship between school exclusion and crime is highly complex it is certainly neither a sufficient nor a necessary condition for a young person to commit crime.
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Books on the topic "Younger pupil"

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1955-, Shaffer Julie A., ed. Walsingham, or, The pupil of nature. Peterborough, ON: Broadview Press, 2003.

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Mary, Robinson. Walsingham, or, The pupil of nature. London: Routledge/Thoemmes, 1992.

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Mary, Robinson. Walsingham: Or, The pupil of nature. London: Routledge/Thoemmes, 1992.

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Foulds, Ken. Investigations in science: An investigative approach to science for younger pupils. [Chester-le-Street]: [Hallgarth Publications], 1988.

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Great Britain. Scottish Education Department. Inspectors of Schools. Pupils and young people with physical disabilities: A report. [Edinburgh]: [The Inspectorate], 1990.

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P, McElhinney Eugene, ed. Irish Christianity: Five units for secondary pupils. Dublin: Gill and Macmillan, 1985.

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Timofeeva, Liliya, Elena Korneicheva, and Natal'ya Gracheva. Organization of educational activities in the OED. Approximate planning. The second youngest group (3-4 years). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072118.

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Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children of the fourth year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of younger preschoolers, on the rules of alternation activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.
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Great Britain. Scottish Education Department. Inspectors of Schools. Education provision for pupils and young people with physical disabilities. [Edinburgh]: The Inspectorate, 1990.

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Keidan, Artemij, and Luca Alfieri, eds. Deissi, riferimento, metafora. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-744-7.

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This collection of essays by young specialists in linguistic disciplines addresses the oldest – and yet still topical – issues in the debate on language. It also includes a contribution by the famous Russian semiologist Boris Uspenskij (pupil, friend and collaborator of L. Hjelmslev, R. Jakobson and M. Lotman). Valentina Martina explores the relation between the plane of linguistic meanings and reality through an analysis of the concept of "system". The article by Artemij Keidan addresses the problem of the definition of deixis and its role in the disambiguation of proposition, with special reference to structuralism and contemporary theories on direct reference. The work of Luca Alfieri takes its cue from recent studies on cognition to demonstrate the unsustainability of the Jacobsonian dichotomy of metaphor and metonymy. Rounding off the book is an essay by Boris Uspenskij on the role of personal pronouns in the structure of language, in semiotics and in human communication, lavishly illustrated with examples and historical curiosities.
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Hancock, Susan. Young people's reading at the end of the century: Focus on ethnic minority pupils. London: Roehampton Institute London, 1999.

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Book chapters on the topic "Younger pupil"

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Sandhu, Damanjit. "Peer violence and pupil well-being in Indian schools." In A Global Perspective of Young Adolescents' Peer Aggression and Well-being, 149–62. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429426797-8.

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Cagnolati, Antonella, and Barbara De Serio. "La memoria delle “anziane” maestre. Ricercare radici per costruire storie." In Studi e saggi, 197–210. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.19.

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This contribution focuses on the memory of older women, in the role of pupils and teachers. The starting point is the awareness of the role that the elderly person plays for younger generations, as an agent of transformation and guardian of memory. The first results of a research started in the territory of Lucera (Foggia, Italy) are provided, aimed at reconstructing the life of the school after the Second World War.
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Roffey, Sue, and Denise Quinlan. "Positive Education with Disadvantaged Students." In The Palgrave Handbook of Positive Education, 645–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_25.

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AbstractIf anyone needs positive education, it is young people who struggle with adversities in their lives and for whom the school may be their only place of refuge, stability, and welcome. Students who experience challenging life events often do not learn or behave well at school, and as a consequence may be marginalised, punished, or even excluded. These pupils then learn that they are unwanted and worthless. This can have a far-reaching impact not only on these young people, but also on others at the school and our future communities. This chapter outlines major issues that young people are facing across the world, associated outcomes, protective factors, and how schools can help. We include case studies at the school, city, and community levels, describing actions to address the needs of disadvantaged students and the impact these are having, illustrating specific aspects of positive education that can make a difference and may help to break negative intergenerational cycles. What we have learned through these studies makes a positive difference; what is good practice for disadvantaged young people is invariably good practice for all students.
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Russell, Terry, and Linda McGuigan. "Promoting Understanding through Representational Redescription: an Exploration Referring to Young Pupils’ Ideas About Gravity." In Science Education Research in the Knowledge-Based Society, 277–84. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_30.

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Bischof, Christopher. "Pupil Teaching." In Teaching Britain, 49–67. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0002.

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Chapter two, ‘Pupil Teaching’, tells the story of those boys and girls who secured pupil teaching apprenticeships starting around age thirteen. These paid apprenticeships enabled boys and girls who would usually otherwise have had to go to work to continue their studies for five years—even to delve into subjects like Latin, French, literature, and physics. They had to balance these studies with their work teaching younger children, however. They both learned from and worked under head teachers, whose poignant accounts and painstaking work with their young charges testifies to the bonds they formed with pupil teachers. Like apprenticeship in its classic form (and emerging ideas about adolescence), pupil teaching involved working and learning, growing freedom but continued supervision, an institutionalized and paternalistic relationship. Teachers and the state together revived, but also modernized apprenticeship—though as much in tension with one another as in cooperation.
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Carter, Laura. "Social History for ‘Ordinary’ School Pupils." In Histories of Everyday Life, 55–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868330.003.0003.

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Chapters 1 and 2 make up Part I of this book, which explains how the ‘history of everyday life’ developed and why it had such purchase in mid-twentieth-century British society. This chapter is about the theory and practice of teaching social history in schools between the 1920s and the 1960s. It explains the pedagogical framework in which ordinary consumers of history came to be conceptualized in the mid-twentieth century. It is argued that social history in schools was increasingly associated with average ability and younger pupils after 1918. Through mass education, the ‘history of everyday life’, with its premium on local settings, practical skills, emotions, and the visual, became the type of history prescribed for the ordinary, ‘modern’ pupil.
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Smette, Ingrid, and Kristinn Hegna. "Selvbestemmelse og selvregulering: Nye elevidealer for ungdomsskolen." In Ungdommen, 113–34. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.142.ch5.

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In this chapter we investigate changes in ideas about pupils, learning and motivation over a period of 30 years. Our starting point is the longstanding public concern over young people’s lack of school motivation. We ask what ideas about young people, as pupils and with respect to learning and motivation, can be traced in educational reforms, curriculum documents, and parent-teacher conferences. Drawing on Foucault’s work on governmentality and pastoral power, we argue that there has been a shift from an idea of the pupil as driven by intrinsic motivation and capable of governing her own learning process, to an emphasis on external control and goal-oriented learning. Paradoxically, the aim of these external forms of control is to foster individualised, intrinsic motivation and self-discipline. In keeping with this ideal, parent-teacher conferences become an arena where pupils are steered towards particular individual goals through specific forms of soft power. In a final section, we discuss how Norway’s latest educational reform, with its ideal of self-regulation, may reinforce trends towards individualisation.
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"Empowering children and young people." In Counselling Pupils in Schools, 57–66. Routledge, 2003. http://dx.doi.org/10.4324/9780203182772-8.

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Alves Grubertt, Guilherme, and Helio Serassuelo Junior. "Sport Practice Motives of Brazilian Pupil-Athletes." In Sport Psychology in Sports, Exercise and Physical Activity. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98791.

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Some surveys have pointed out that only a portion of young people practice sports with some regularity, and that of those who start sport practice, there is a high rate of abandonment. In this sense, experts indicate that understanding the motives that lead to sport practice could be an important way to understand this phenomenon, especially for young ages. The expectation is that this publication can provide important information on motivational indicators related to sports practice in young ages, which may contribute significantly to the expansion of new knowledge in the area, offering a new option to aid future studies on the theme, in addition to assisting in intervention actions in the school context and in the scope of exercise and sport. Thus, the present chapter aims to present conceptual approaches that support research involving sports practice motivation in young ages. In addition, the study brings data from one of the largest investigations of sport practice motives of Brazilian pupil-athletes.
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Charteris, Charlotte. "The Master and the Pupil." In Twenty-First-Century Readings of E.M. Forster's 'Maurice', 75–98. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621808.003.0004.

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This chapter draws on Foucault’s ‘Friendship as a Way of Life’ in an exploration of Forster’s most significant and productive inter-generational relationships of the 1930s, arguing that these queer alliances shaped – and were shaped by – not only the Maurice manuscript, but an emerging queer culture that embraced the homosexual’s ‘slantwise’ position in society. As a young queer writer struggling to reconcile the demands of his personal and professional lives, seeking a mentor and yet fundamentally dissatisfied with interwar paradigms of leadership, Christopher Isherwood found in Forster not just a friend, but a master – a model of homosexual writerly life. The master-pupil dynamics that would characterise the pair’s relationship for the remainder of their lives fused the personal with the professional, establishing an ethics of equality and mutual exchange that would ultimately underpin both Forster’s novel, and the collaborative queer aesthetic that would, under Isherwood’s care, finally bring it to birth. Having established the peculiarly generative power of their relationship, the chapter repositions both men within a complex queer dynasty, calling on contemporary theory to offer an affirmative answer to the poignant questioning in Forster’s Goldsworthy Lowes Dickinson: ‘is there nothing which will survive when all of you also have vanished?’
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Conference papers on the topic "Younger pupil"

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Čillík, Ivan, and Miriam Karperová. "Eficiency of Jumping Preparation in Younger Pupils in Athletics." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-42.

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The aim was to find out, compare and evaluate the eficiency of take-off preparation for selected indicators of motor performance in athletes in the category of younger pupils. The monitored group consisted of 5 girls (average age 12.4 ± 0.22 year) and 4 boys (average age 12.9 ± 0.12 year) regularly participating in the training process three times a week. During 8 weeks in the racing period, take-off preparation was applied in the training pro-cess, consisting of two different batteries of take-off drills. The take-off preparation took place two to three times a week, taking into account the participation of athletes in the race. We performed the following tests to determine the eficiency of the take-off preparation to change the level of motor performance in selected indicators: 50m run, 20m cursory run, standing long jump, vertical jump with countermovement without arm swing and repeated vertical take-off drills without arm swing in 10s. We found that in the output measurement, the athletes of monitored group achieved an improvement in motor performance in tests for explosive power of lower limbs and the maximum running speed tests.
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Baeva, Irina, and Lyudmila Shakhova. "Provision of psychological safety of younger pupils of cadet classes." In Proceedings of the II International Scientific-Practical Conference "Psychology of Extreme Professions" (ISPCPEP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ispcpep-19.2019.1.

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Partová, Edita, Adriana Poliaková, Ján Záhorec, and Katarína Žilková. "OPTIMIZATION OF DYNAMIC MATHEMATICAL APPLETS FOR PUPILS OF YOUNGER SCHOOL AGE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1942.

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Bezdetko, Sergei Nikolaevich, Elena Viktorovna Karakulova, and Lyudmila Svyatoslavovna Hoppe. "COMPARATIVE ANALYSIS OF PERCEPTION OF ELECTRONIC AND PRINTED TEXT BY YOUNGER PUPILS WITH MENTAL RESPONSIBILITY AND NORMATIVELY DEVELOPING PUPILS." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-121.

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KOVALČIKIENĖ, Kristina, and Sonata MILUSAUSKIENE. "VOCATIONAL PURPOSEFULNESS OF YOUNG PEOPLE IN RURAL COMMUNITIES: THE SIGNIFICANCE OF SOCIO-ENVIRONMENT FACTORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.136.

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The development of rural businesses and the implementation of innovations in rural areas depends on possibilities to realize individual’s potential, and the opportunities to develop initiative and creativity of young people. The aim of the study was to reveal the significance of socio-environment factors for the vocational decision making of senior pupils from secondary school in rural areas. The factors were analyzed from the viewpoint of senior pupils and members of rural community. The object of the research – the socio-environment factors of vocational purposefulness of young people in rural communities. The research tasks focus on the attitudes of rural community members and young people toward factors that influence the vocational purposefulness of youth in rural areas. Also, the differences between two groups were analyzed. The sample consisted of 280 respondents: 100 secondary school senior pupils (56% girls and 44% boys, the mean age – 16 years) and 180 rural community members (80% women and 20% men, 35 years old in average). Based on the works of researchers in the area of vocational orientation and purposefulness, the questionnaire was compiled. The results revealed that socio-environment factors are important for the purposeful decision making on the vocational choice of youth in rural areas. From the view point of rural community members, the main factors are: family traditions, the profession’s prestige in society, the influence of parents, friends and important others, and family conditions. According to the opinion of senior pupils from secondary school, the important factors are: family conditions and traditions, friends and other important people, as well as profession status in the rural community. Recommendations for development of young people’s vocational purposefulness in rural areas are presented.
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Sushchik, Anastasia. "ALTERNATIVE FORMS OF TEACHING CHINESE TO YOUNG SCHOOLCHILDREN." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.35.

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The article is devoted to the alternative forms of teaching Chinese to young schoolchildren. The work deals with extraordinary approaches to teaching subjects, the principles of interaction between the teacher and the pupil during the lesson. The purpose of the article is to describe several forms of training that can be used in foreign language learning. Much attention is given to the cultural intercourse during the lessons in the Chinese language and extracurricular courses. In conclusion, it is stressed that the attitude to teaching Chinese to young schoolchildren should be based on alternative forms. The work is of interest for narrow circle of readers and experts working in the given branch.
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Doncov, Dmitriy Aleksandrovich, Natalya Yuryevna Dracheva, Svetlana Viktorovna Vlasova, and Oksana Evgenyevna Tiholaz. "Psychosocial specifics of personality development of younger pupils: basic aspects of personality formation." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112185.

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Benešová, Daniela, and Karel Švátora. "DEVELOPMENT OF MOTION PREREQUISITES OF PHYSICALLY ACTIVE AND INACTIVE YOUNGER SCHOOL-AGE PUPILS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0520.

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Kolmogorova, Irina Aleksandrovna, and Yulia Ivanovna Rossova. "MANAGEMENT OF THE PROCESS OF FORMATION OF THE READING CULTURE OF YOUNGER PUPILS." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-31.

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Moldovan, Veronica Oana, and Musata-Dacia Bocos-Bintintan. "The Influence of Scouting Activities upon the Behaviour of the Young Pupil." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.42.

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Reports on the topic "Younger pupil"

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Rechitskaya, E. G., and A. V. Dziuban. FEATURES OF MASTERING A POETIC TEXT BY THE YOUNGER PUPILS WITH HEARING IMPAIRMENT. Science and school №3, 2019. http://dx.doi.org/10.18411/0131-52262-019332020-234560.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Шестопалова (Бондар), Катерина Миколаївна, Ірина Бондаревська, and Беата Кшивош-Ринкевич. Young People’s Citizenship Activity in Times of War Threat: Case of Ukraine. Malmo University, Sweden, 2017. http://dx.doi.org/10.31812/123456789/5942.

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The study explores passive, semi-active and active citizenship among young Ukrainians empirically revealed by Citizenship Behavior Questionnaire among 371 pupils aged 11, 14, 17 – 18 years old. The empirical study is introduced by socio-political and educational description of current situation in Ukraine as well as some historical background.
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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.

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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
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