Whole school support for vulnerable children: the evaluation of a part‐time nurture group

Binnie, Lynne; Allen, Kristen

doi:10.1080/13632750802253202

Cited by 37 publications

(61 citation statements)

References 11 publications

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“…A rather different version of assessment literacy had been advocated by the principal at Two Rivers and subsequently adopted and elaborated by teachers there. The formation of a school-level assessment "ethos" in these sites was consistent with other school-level collaborations in which teachers worked together to improve a range of practices, such as behavior management (Binnie & Allen, 2008), inclusion of diverse students (Donnelly, 2004), and the mentorship of intern teachers (Silva, 2000).…”

Section: Interpretation and Recommendationsmentioning

confidence: 96%

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Howley¹,

Howley

Henning

et al. 2013

Educational Assessment

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This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools-use of formative assessment to guide instructional decision making; reliance on collaborative processes as the basis for cultivating school-wide assessment practices; and the belief among teachers that students, parents, and school administrators often hold naive views about the relative primacy of summative over formative assessment. Data analysis also identified distinctive features of the assessment culture at each of the schools.To use assessment in ways that contribute to student learning, teachers need to be knowledgeable about a variety of assessment strategies and select those they believe to be most effective (e.g.,

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Section: Interpretation and Recommendationsmentioning

confidence: 96%

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Howley¹,

Howley

Henning

et al. 2013

Educational Assessment

View full text Add to dashboard Cite

show abstract

“…Six of the studies that used the BP also included the Strengths and Difficulties Questionnaire -teacher version (SDQ-t; Goodman 1998) as an outcome measure (Binnie and Allen 2008;Cooper, Arnold, and Boyd 2001;Cooper and Whitebread 2007;Gerrard 2005;Reynolds, MacKay, and Kearney 2009;Seth-Smith et al 2010), one of which also included the SDQ parent/carer version (SDQ-p; Goodman 1998) (Binnie and Allen 2008). The SDQ has been found to have acceptable reliability and validity (Muris, Meesters, and van der Berg 2003;Goodman 2001).…”

Section: Methodsmentioning

confidence: 97%

“…Two of the studies 398 N.K. Hughes and A. Schlösser included the Behavioural Indicators of Self-esteem (BIOS; Burnett 1999), which were also completed by teachers (Binnie and Allen 2008;Reynolds, MacKay, and Kearney 2009). The BIOS has also been found to be a reliable and valid measure (Burnett 1998).…”

Section: Methodsmentioning

confidence: 98%

“…The majority of the studies (n = 11) focused on NGs set up in infant and primary schools (Bani 2011;Binnie and Allen 2008;Colwell and O'Connor 2003;Cooper, Arnold, and Boyd 2001;Cooper and Whitebread 2007;Doyle 2005;O'Connor and Colwell 2002;Reynolds, MacKay, and Kearney 2009;Sanders 2007;Scott and Lee 2009;Seth-Smith et al 2010). One study reported on a NG adapted for secondary school children in years 7 and 8 (Cooke, Yeomans, and Parkes 2008), whilst another included findings from one secondary school (Cooper and Whitebread 2007).…”

Section: Age Groupmentioning

confidence: 98%

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The effectiveness of nurture groups: a systematic review

Hughes

Schlösser

2014

Emotional and Behavioural Difficulties

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Children with emotional difficulties often experience problems at school in terms of academic progress and within peer relationships. They are also more likely to continue to experience emotional problems in their adult lives. Nurture groups (NGs) were developed in the 1960s by the educational psychologist Majorie Boxall and their aim is to improve the emotional well-being of children who are struggling, through providing them with reparative attachment experiences. This review aims to evaluate the effectiveness of NGs. Eleven papers examining the effectiveness of NGs were included, as well as two papers which explore the particular communication styles adopted by NG teachers. There was evidence that NGs are effective in improving the emotional wellbeing of children, but there is a need for higher quality and longitudinal research. There is a paucity of research into secondary school NGs. The review highlighted the NG teachers' use of more positive verbal and non-verbal behaviour. Implications for future research are discussed.

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“…There is now a sizeable evidence base that indicates that primary school Nurture Groups are effective (Binnie and Allen 2008;Swain 2000a, 2000b;Cooper, Arnold, and Boyd 2001;Cooper and Lovey 1999;Cooper and Tiknaz 2005;Cooper and Whitebread 2007;Gerrard 2006;Iszatt and Wasilewska 1997;Lee and Scott 2009;O'Connor and Colwell 2002;Reynolds, MacKay and Kearney 2009;Sanders 2007;Seth-Smith et al 2010). This evidence base indicates that Nurture Groups can have significant positive impact on a child's SEBD, and have an impact on the acquisition of basic skills such as literacy.…”

Section: Evidence Base For Secondary School Nurture Groupsmentioning

confidence: 95%

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

Garner¹,

Miles

2011

Emotional and Behavioural Difficulties

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Whole school support for vulnerable children: the evaluation of a part‐time nurture group

Cited by 37 publications

References 11 publications

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

The effectiveness of nurture groups: a systematic review

The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff

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