Caz
Last Chance Saloon
Joined: 23 Apr 2006
Posts: 836
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 Posted: Sun Oct 11, 2009 11:44 pm Post subject: Ed Balls : Police Permanently in Schools |
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Posted: Tue Dec 11, 2007 2:49 pm
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Ministers announced proposals to house a far wider range of services on school sites, including social workers, child psychologists and speech therapists.
thats even worse IMO |
I strikes me John that this is even worse. Although my suggestion is that many of these staff will be 'Common Purposed' into doing pretty much the same thing.
I have come across recent research on the modification of children's behaviour, full of jargon and statements which make me feel extremely uncomfortable. I am still trying to work out what exactly this is about, but I know I don't like it.
This is from
http://www.eric.ed.gov/ERICWebPortal/Home.portal;jsessionid=HXtLT3fwk1 GLLhnTTvkndNL2vhy7Zn9M8F22GlvPmsm42jwRT4xK!264636731?_nfpb=true&_pageL abel=ERICSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Think ing+Skills%22
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This study explored the effects of a cognitive intervention program, Cognitive Acceleration in Science at Key Stage 1 (CASE@KS1), on both the thinking skills and motivation of a rural population in the United Kingdom. |
| Quote: | | We show that we could tailor the design of the task in order to create a cognitive conflict among dyads, notwithstanding the strategies used by the students.....The conditions under which conceptual change was attained challenge theoretical views on cognitive development and social interactions. |
| Quote: | We used a reference memory paradigm to examine whether 4- and 5-year-old children could be trained to use landmark features to relocate targets after disorientation. In Experiment 1, half of the children were pretrained in a small equilateral triangle-shaped room.
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| Quote: | | This article describes an approach to minimizing the "fear factor" in a chemistry course for the nonscience major |
| Quote: | | This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. |
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The following on the buildings themselves:
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The impact of classroom stimuli, such as novelty, color, noise, and proximity to teacher or peers on both normal and exceptional children is reviewed |
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A cost analysis shows an all-electric Illinois middle school actually operating at less than the original estimate. |
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Among the unusual features are windowless construction,....and a completely controlled environment. |
| Quote: | | No consistent trends emerged to allow definitive judgment that windowless classrooms are detrimental to student cognition and learning. The only definitive trend is in the realm of affective behavior, indicating that student aggression increases in windowless environment |
| Quote: | According to Demos and Associates (Collins 1975), even though some of the students surveyed
disliked the windowless environment, no physical health problems were associated with it.
Therefore, the study concluded that students should have no problem in the windowless
environment. |
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Informally however, the teachers in both VandenHagel's studies reported that they preferred the windowless classrooms because they could control the behavior of the students by varying the light levels and weather conditions and other activity outside the building were not a distraction to their students. |
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This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced the standard cool-white fluorescent tubes with diffusers in the lighting fixtures. Eleven first-graders took part in the study, which measured their off-task behaviors, blood pressure, and pulse twice each day at the same time each day for 10-day periods in the original classroom environment, then in the prescribed environment, and back in the original environment. Results indicated that off-task behaviors, as recorded by three observers, dropped 24 percent after the change from the normal to the prescribed environment, and that systolic blood pressure readings dropped 9 percent after the change. Blood pressure readings demonstrated a gradual increase after the return to the normal environment. (Observer credentials and blood pressure and pulse readings are appended. |
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So, the intention is to have every school building newly built, with its own internal 'weather conditions' devised by we don't know who and to what ends...(although Fema and Demos are involved in this research) we already have one new school (Bexley) where students never leave the building (not the grounds) and have lunch in a windowless room and are closely monitored. We have a plethora of services now being sited in schools, some rather bizarre research, and academies/trusts being run by?? (Pentagon subcontractors/Balfour Beatty/ARK to name some). And we let our children walk into this??????
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