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First published in 1995, Crisis in the Primary Classroom redefines the crisis plaguing primary classrooms by challenging many of the educational and political orthodoxies of the nineties. The book is set during a particular period in the nineties when primary education was under attack from the Government and sections of the media, with accusations that reading standards had fallen, the National Curriculum was not being taught well and training colleges had failed to produce sufficient teachers of quality. In response to these concerns, the Government commissioned a report, which presented a series of solutions. Maurice Galton argues that the report failed to identify the root causes of the problems facing primary schools. He examines critically whether the National Curriculum was necessary, and whether teaching methods and classroom organization really needed to be changed radically. He also addresses the issue of quality among teachers, suggesting ways in which this might be developed. Crisis in the Primary Classroom deserves to be read by all concerned with the planning, administration and practice of primary education. Teachers will be encouraged by the message that methods found to be successful in the past must be accommodated in new patterns of organization and classroom practice.
In the past decade, the national preoccupation has been on the crisis in secondary schools. Lurking behind the intractable problem of low pass rates, the dysfunctional schools and the small number of higher grade mathematics and science graduates is the calamity in primary education. Drawing on the work of researchers in a range of fields including psychology, sociology, anthropology, linguistics, economics, the health sciences, and mathematics education, this book documents the depth and scope of the primary education crisis and provides a comprehensive and rigorous explanation of its causes. Primary education in crisis pulls together the wealth of research on health, poverty, resources, language and teaching as factors in academic achievement in reading, writing and mathematics. At the centre of the book is an analysis of the published studies that systematically document what teachers teach and fail to teach, and why it is that teaching is at the heart of the crisis in primary education. The author suggests that there are no quick fixes, but only hard choices and that, for reform to succeed, it must be evidence-based.
Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40% of all primary school-aged children. This situation has come to be called the global learning crisis and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the global learning crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. Through a mixed-methods case study, it provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in Sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. Embracing the complexity of education systems, and focusing on dynamics where improvements in access and quality can be mutually reinforcing, can be a new approach for improving basic education in different contexts around the world.
This book is a response to the loss of learning experienced by children and young people during the Covid-19 crisis. It examines the measures which were taken to fix the disruption of education and their limitations particularly in reaching marginalised groups. Drawing on data and experiences from around the world, the book examines education systems as ecosystems with interdependencies between many different components which need to be considered when change is contemplated. Chapters explore the challenges involved ensuring continuity of education for all learners in times of crisis and disruption and set out practical solutions that are relevant when preparing for natural disasters and disasters caused by humans as well as for climate change challenges and future pandemics. The focus throughout is on building the sustainability of learners’ education into education systems to ensure educational continuity for all learners in times of disruption and crisis. Including tools for planning, prompts for reflection, and future possibilities to consider, Education for All in Times of Crisis will be valuable reading for school leaders, educators and policy makers.
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
The purpose of this book is to share knowledge from the author�s personal experience as well as to provide information culled from multiple and varied specialists in the field of emergency services and crisis management. The crisis aspect as discussed in this book deals with it as a disaster, emergency, calamity, or catastrophe that is usually time-limited and associated with danger. The first chapters focus on aspects of human nature that can lead to a crisis and attempt to answer why people resort to using violence. Family systems, particularly the dysfunctional family, are reviewed and a discussion of personality disorders is followed by a review of some of the more negative aspects of human nature, as shown both as individuals and as humans, functioning as a society and in looking at the family environment as a cause of crisis. In addition to a review of social factors, there is particular emphasis on self-defeating and self-destructive behaviors that often lead to a crisis. Part II concentrates on the management of anger and violence and also reviews some successful and unsuccessful disciplinary practices used to deal with misbehavior, including problems associated with absenteeism and truancy. Teenage pregnancy and the drug crisis in schools are also examined in this section. Training and basic self-defense techniques, assertiveness skills, and disaster preparedness are significant aspects of crisis management and are also reviewed in this section. Part III concentrates on negotiation and communication skills that are often the most crucial aspects of successful crisis management programs. The final section of this book is about healing and has been gathered from a variety of sources. In particular, the chapter on grief and loss is the result of interviewing many people around the world over the past 15 years, in the wake of a variety of tragedies, This section of the book also looks at practical ways to cope with the aftermath of crisis, including stress management techniques, various forms of traditional and alternative therapies, and the use of humor as a defense mechanism and coping strategy. One of the purposes of this book is to gather practical information and to organize and consolidate it for easy reference. Although this book was originally written for teachers, it will also prove helpful to anyone who is associated with schools.
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.
This book offers a unique collection of narrative case studies that capture the responses of mental health professionals to tragedies in schools and are designed to connect key concepts and skills with real life application. By citing evidence-based theories and interventions with vivid real world accounts, this volume aims to highlight the multi-phased, multi-disciplinary nature of school crisis response while emphasizing the need for effective coordination and collaboration. It provides a powerful professional development resource for school crisis teams, psychologists, counselors, social workers, nurses, resource officers, administrators and teachers, and training university students, who will face similar situations.