Suchergebnisse

The United Nations Convention on the Rights of the Child (United Nations, 1989) enshrined the rights of children and young people to participate in decisions affecting their lives. This Convention has impacted on national legislation and policy (UNICEF, 2009) and influenced the development of appropriate methodologies for listening to children (Hill, 2006). This presentation will outline a case study of nine college students with additional support needs (ASN). The aim was to understand their recent lived experiences of transition planning and preparation. Visual resources in the form of a 'discussion poster' were developed to support the interviews with the young people both as a stimulus and as a recording method. Interviews were video-recorded using an iPad and photographs were taken of the completed posters. Inductive thematic analysis was utilised (Black & Ubbes, 2009). All the young people reported a positive transition experience; and the majority recalled being involved in some form of transition planning and preparation (e.g. meetings, college visits, part-time college attendance), although they appear to have been aware of limited post-school options. Finally, the presentation will consider the use of visual and other creative methodologies to inform and support post-school transition practices. Black, J., & Ubbes, V. (2009). A thematic analysis of convention and conference themes from 1975-2009. International Electronic Journal of Health Education, 12, 33-47. Hill, M. (2006). Children's voices on ways of having a voice: Children's and young people's perspectives on methods used in research and consultation. Childhood, 13, 69–89. doi:10.1177/0907568206059972. UNICEF. (2009). Celebrating twenty years of the Convention on the Rights of the Child. Retrieved from UNICEF website: http://www.unicef.org.uk/ United Nations. (1989). United Nations convention on the rights of the child (UNROC). Retrieved from UNICEF website: http://www.unicef.org.uk/

The author analyzes the transformation of leaders and managers in experimental schools. Professor Yang indicated that multi-value orientation ofEducation Reform based on participation and democracy not only put forward the urgency of school transition reform, but also offer great challenge and tribulation to the role of school leaders, including role-awareness, decision-making and project-planning. According to the author, the pushing down the focus strategy carried out by Base Schools not only strengthened the awareness of First Responsible Person, but also opened up a space for self-practice in disquisitive reform, and also inspired teachers to think independently. It also offered them the will to research corporately, the desire and the vigor to develop themselves and brought favorable interaction between system renovation and culture construction. Professor Yang Xiaoweis paper demonstrated many vivid pictures of elementary schools and high schools education reform.

This randomized trial compared two types of expressive writing—benefit‐focused versus standard expressive writing—with a factual writing (control) condition in enhancing adolescents' self‐concept during the transition to high school. First‐year male students (N = 201) wrote on three consecutive days about either the potential benefits of the school transition, their deepest thoughts and feelings about this transition, or their school activities. The benefit‐focused group had better short‐term academic self‐concept relative to the other two conditions, especially among students who had low academic self‐concept at baseline, but these changes were not lasting. Writing about the benefits of the transition may be a cost‐effective school‐based intervention to strengthen academic self‐concept, but may need augmentation with booster sessions or interpersonal discussion.