effects of the lower attaining pupils programme on a secondary school. by Leah Coles

Cover of: effects of the lower attaining pupils programme on a secondary school. | Leah Coles

Published by Wolverhampton Polytechnic in Wolverhampton .

Written in English

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Thesis (M.Ed.) - Wolverhampton Polytechnic (CNAA), 1987.

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Open LibraryOL13931738M

Download effects of the lower attaining pupils programme on a secondary school.

In ability-based grouping, pupils in lower groups are vulnerable to making less progress, becoming de-motivated and developing anti-school attitudes.

There is evidence that these pupils experience poorer quality of teaching and a limited range of curricular and assessment opportunities likely to have an impact on later life Size: KB. school meal eligibility, are less likely to go to the modal secondary school when it is better than average but more likely to go when it is worse.

In other words, there is a bifurcation of higher and lower attaining pupils and, not uncorrelated, of richer and poorer ones in the transition from primary to secondary school. Peer Effects and Pupil Attainment: Evidence from Secondary School Transition Stephen Gibbons*, Shqiponja Telhaj** March * Department of Geography and Environment and Centre for Economic Performance, London School of Economics.

* *Centre for Economic Performance and Centre for Economics of Education, London School of Economics Acknowledgements. • Lower attaining pupils in the study reportedly became anxious, frustrated, and helpless before and during class tests, and upset when they failed.

• They identified difficult tasks, lack of self-regulated learning and supportive. In addition, researchers have found that teachers’ expectations of pupils are lower for students in lower-attaining groups, as are pupils’ perceptions of their own ability, which affects their identity as learners, creating a self-fulfilling prophecy of low achievement.

The approach had a strong positive effect on the writing outcomes of low attaining pupils at the transition from primary to secondary school among a sample of pupils in State schools in the West Yorkshire area. The approach had beneficial effects for both FSM and non-FSM pupils.

Between the Cracks showed that when compared to their peers, the attainment of pupils who move school in-year is markedly lower. Only 27 percent of pupils who move schools three times or more during their secondary school career achieve 5 A*.

Pupils that retained enough ‘tickets’ were rewarded with an event, chosen by pupils in the year group at the start of the school term. Pupil effort was monitored by the schools involved in the intervention, but the design and development of the incentive schemes was undertaken by the project team at the University of Bristol in the first.

Demand for secondary education (SE) is growing as more countries progress towards attaining Universal Primary Education (UPE).

Inabout million students were enrolled in secondary schools worldwide, making an increase of more than 73 million from (UNESCO, ). Similar increase in secondary school enrolment. Change is a normal part of life and can provide opportunities for children to develop their resilience.

Whether a child is starting primary school, changing schools, or moving from infants to juniors or primary to secondary school, this transition period needs to be carefully managed. If a child struggles with a transition it can have a negative impact on their wellbeing and academic achievement.

Even from a young age pupils show an awareness of the stigma of being placed in sets, and our free Primary School Guide to Pupil Premium emphasises The Education Endowment’s and the Sutton Trust’s findings that grouping students in sets actually has a detrimental effect on lower ability students and reduces progress by 1 month.

investments, secondary reading is advancing very slowly. According to the OECD Program for International Student Assessment (PISA), the mean performance of American year-old students did not change between andand the proportion of struggling readers also.

Pupils involved in the SEN in Secondary Education study were shadowed for several days over a school week. Researchers prepared pupil-level case studies on the basis of data from qualitative.

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' conceptual understanding of key mathematical concepts.

This clustered Randomised Controlled Trial (RCT) investigated whether implementing the. This study investigated on the effect of home environmental factors on students’ academic achievement among secondary schools in Monduli.

What holds lower-attaining pupils back is not the grouping, but the lack of basic literacy skills that prevents them from tackling the more demanding work. See Jean Chall’s The Reading Crisis, Why Poor Children Fall Behind, for evidence of the new challenges posed on transfer to secondary school, that these children can’t meet.

Education is compulsory for pupils between 6 and 15 years of age. It is offered in basic schools and is organized as a single structure (without distinction between primary and lower secondary levels). Pupils receive the same education divided into three cycles lasting 3 years each without a change of school.

Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level.

Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning.

Over the years – teaching English to lower-attaining key stage 3 students in mainstream schools, special schools and pupil referral units – I have found the class reader to be a great tool.

This approach to school timetabling in secondary schools typically means that pupils have fewer, but longer classes. An example of this is a timetable of four blocks of minute classes per day, covering the same four subjects over a term with students then.

More than 80% of state school teachers say their pupils are less likely to take modern foreign languages. years had a bigger impact on lower attaining pupils. More than 80% of state school. It was reported that In San Isidro Elementary School, the average grade of the respondent pupils is with the lowest grade of and highest grade of Meanwhile, respondent pupils of Olongtao Ibaba Elementary School have an average grade of with lowest grade of and highest grade of Sub Problem 4.

“Left inspired!” Kim Carmichael, Head of Science, Longcroft School. Improving the performance of lower attaining A level Biology students. How do you make the new Biology specifications more accessible to lower attaining students. How do you support and differentiate for these students effectively whilst still stretching the top students.

School staff perspectives 14 Pupils’ perspectives 22 Comments from regular attenders 23 Chapter summary 25 4. The Causes of Absence 27 Key findings 28 Introduction 28 Primary school pupils’ views 28 Secondary school pupils’ views 31 Views from LEA and school staff 33 Chapter summary 37 5.

Conversely, pupils for whom English is an additional language (EAL) tend to have lower attainment at the start of primary school but then catch and, indeed overtake, their peers by the end of secondary.

The phenomena of EAL pupils has caused some to attribute it to the success of London schools, given the diverse ethnic make-up of the capital. Saturday school programmes work in a similar way, using out of school days to enable low-attaining pupils to catch up in literacy.

For example, SHINE is a Saturday school programme that revisits areas in which pupils are struggling through enrichment opportunities. The SHINE programme was run for 25 weeks throughout the year. The programme was designed to help schools address poor practices, such as putting pupils in the ‘wrong’ groups or having low expectations of those in lower sets.

It included schools pupils, and ran over two academic years. Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England Evans, Adam B., Brown, Lindsay J.

and Bright, Jonathan () Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. A review of catch-up strategies and interventions intended for low-attaining pupils in literacy or numeracy at the end of key stage 2.

Published 27 November Last updated 8. Since the National School Lunch Act’s laws and regulations have been amended twenty-two times. Today’s program has over years of testing, evaluating, and constant research to make sure the program provides the best in nutrition, nutrition education, and. Attainment at secondary school by ethnic group 13 Attainment at secondary school by ethnic group and deprivation 14 Attainment at primary school 16 3.

Why are pupils in some ethnic groups more resilient to the pressures of poverty on educational attainment. 17 Parental and family factors 17 Student factors 21 2.

Over the last decade, teaching assistants (TAs) have become an established part of everyday classroom life. TAs are often used by schools to help low-attaining pupils and those with special educational needs. Yet despite the huge rise in the number of TAs working in UK classrooms, very little is known about their impact on pupils.

This key and timely text examines the impact of TAs on pupils. The lack of books has brought immense challenges upon pupils and teachers alike, said Mrs Molly Mtigwe, a Grade Seven teacher at a local primary school. She said up to eight pupils are forced to. Lower-attaining pupils may have low self-esteem and need plenty of encouragement as well as tasks which make them feel successful.

• Where concentration spans are shorter and memories poorer you’d need to vary tasks even more than usual. THE EFFECTS OF SHORTAGE OF TEACHERS ON CURRICULUM IMPLEMENTATION IN COMMUNITY SECONDARY SCHOOLS IN Secondary School Schools is less than 20%, (MOEC, ).

Furthermore, Getao () argued that, in education policy formulation and their distribution where rural schools have lower graduate teacher student ratio of.

Bayo () opined that smaller classes benefit all pupils because of individual attention from teachers, but low-attaining pupil’s benefit more at the secondary school level. Pupils in large. if they receive free school meals and if they live in poor urban areas.

These well-known factors associated with lower achievement interact in particular ways. For example, being on free school meals is a stronger predictor of low achievement for white pupils than for other ethnic groups. Also, where white children under-achieve early.

more progress than pupils in schools that did not. However, the effect detected was not statistically significant, meaning that it is not possible to rule out chance as an explanation.

There is no strong evidence that the approach had a greater impact on lower-attaining pupils than on higher-attaining pupils. Taken together, the educational experiences of pupils with Statements/EHCPs at primary school are characterised by a high degree of separation from the classroom, teacher and peers, whereas in secondary settings, they are characterised by a form of segregation: a form of ‘streaming’, whereby lower-attaining pupils and those with SEND are.

CAMFED’s action empowers the most marginalized girls in rural Zambia to attain a full secondary school education by providing them with comprehensive support, material and non-material, to meet their needs and inspire them to reach their full potential.

Truancy: Causes, Effects, and Solutions 3. Truancy. Truancy, or the habitual act of being absent from school without permission, is a major issue affecting the overall success of the school in which I .School Book Grant Scheme (All DEIS Schools) The Department provides funding to all schools under the Free Education Scheme to provide financial assistance for books.

All schools in the DEIS programme receive an enhanced book grant and under Action 20 of DEIS Plan all DEIS schools are required to establish a book rental scheme.

T]he main implication of this study is that smaller classes can benefit all pupils in terms of individual, active attention from teachers, but that the lower attaining pupils in particular can benefit from small classes at secondary level.” Tienken, C.H., & Achilles, C.M.

(). Making Class Size Work in the Middle Grades. AASA Journal of.

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