We have come a long way from the heady days of the Great Society, when most people seemed to believe that education would solve all of our problems, both intellectual and social The Coleman Report in 1966 cast the first doubts, and Jencks ( Inequality ) and Averch ( How Effective is Schooling? ) in 1972 seemed to make it official: nothing that schools do really makes any difference Considering that we spend more on schools than most other state and local governmental functions combined, this is indeed a dreary state of affairs Fifteen Thousand Hours has the temerity to question our present conventional wisdom It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools In many ways, it is a substantial improvement, methodologically, over previous studies First, it studies not just one output (which has usually been the score on some standardized test),

Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

BACKGROUND: This article examines the relationship between middle school students' experience with cyberbullying and their level of self-esteem. Previous research on traditional bullying among adolescents has found a relatively consistent link between victimization and lower self-esteem, while finding an inconsistent relationship between offending and lower self-esteem. It is therefore important to extend this body of research by determining how bullying augmented through the use of technology (such as computers and cell phones) is linked to differing levels of self-esteem. METHODS: During March and April 2007, a random sample of 1963 middle school students (mean age 12.6) from 30 schools in one of the largest school districts in the United States completed a self-report survey of Internet use and cyberbullying experiences. RESULTS: This work found that students who experienced cyberbullying, both as a victim and an offender, had significantly lower self-esteem than those who had little or no experience with cyberbullying. CONCLUSIONS: A moderate and statistically significant relationship exists between low self-esteem and experiences with cyberbullying. As such, bullying prevention programs incorporated in school curricula should also include substantive instruction on cyberbullying. Moreover, educators need to intervene in cyberbullying incidents, as failure to do so may impact the ability of students to be successful at school. Language: en

Cyberbullying and Self-Esteem.

Bullying is a serious problem in schools, and school authorities need effective solutions to resolve this problem. There is growing interest in the whole- school approach to bullying. Whole-school programs have multiple components that operate simultaneously at different levels in the school community. This ar- ticle synthesizes the existing evaluation research on whole-school programs to determine the overall effectiveness of this approach. The majority of programs evaluated to date have yielded nonsignificant outcomes on measures of self-re- ported victimization and bullying, and only a small number have yielded positive outcomes. On the whole, programs in which implementation was systematically monitored tended to be more effective than programs without any monitoring.

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The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research

This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with verbal and visual information.

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Interactive whiteboards: Boon or bandwagon? A critical review of the literature

Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to recommendations for empirically based assessment and intervention. Finally, the authors highlight directions for future research.

Peer Victimization Among Schoolchildren: Correlations, Causes, Consequences, and Considerations in Assessment and Intervention

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.

Bullying in 25 secondary schools: incidence, impact and intervention

This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff

Running with Technology : the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school

There has been an increasing awareness of the need to understand the match between technology and pedagogy in the development of interactive learning supported by the interactive whiteboard in schools in the United Kingdom. There is evidence that teachers are seeking some understanding of the research background and to this end a team from Keele University has been working on three aspects of interactive whiteboard use – the management of change as the technology is introduced, the learning processes as teachers become more fluent with the hardware and software, and the development of interactivity as a feature of enhanced pedagogy. There is comparatively little background or research literature available but the team have sought this out and offer an analysis of findings from a broad sweep of sources. These confirm that enhanced interactivity requires an understanding of the way in which both teachers and pupils gain from the use of the technology and demonstrate that there is a progression at a...

The interactive whiteboard: a literature survey

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.

The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector

This paper summarizes an investigation of perceptions of the roles and responsibilities of middle managers in seven secondary schools. It considers the various interpretations of the term and the way in which the work of the traditional head of department is changing. It outlines the expectations of middle managers on the part of both senior and managed staff and shows how, through an analysis of leadership, administration and evaluation roles, a tension is developing between the mechanistic and professional approaches. The implications of this for the development of future middle managers are considered together with the view that a balance is needed between competence and professional focuses in development and training.

Derek Glover

Papers

Bullying in 25 secondary schools: incidence, impact and intervention

Running with Technology : the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school

The interactive whiteboard: a literature survey

The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector

The Meaning of Management: The Development Needs of Middle Managers in Secondary Schools