Session Information
04 SES 04C, Social, Emotional and Behavioural Difficulties in Pupils Prevalence, Prevention and Intervention (Part 2)
Symposium Joint Symposium with NW 16 continued from 04 SES 3A
Time:
2008-09-10
16:00-17:30
Room:
AK2 136
Chair:
Carmel Cefai
Discussant:
Paul William Cooper
Contribution
Social cohesion and social integration of pupils in school seem to constitute important conditions to promote social safety at school, and to prevent various types of behaviour problems of pupils (cf. Dijkstra et al., 2004; International Association for the Evaluation of Educational Achievement, 2007). The research question addressed in this presentation is: how can educational research and school practice, in combination, innovate or rearrange educational and social characteristics and processes in a school location, to reduce or prevent behaviour problems of both school staff and pupils?
Three types of educational conditions are assumed to model teaching and learning processes in a general way: (1) differentiation of learning procedures and materials, (2) integration by and use of support by Information and Communication Technology, and (3) strategies to improve development and learning (also see Mooij & Smeets, 2006). These conditions can be specified into theoretical guidelines to improve teaching conditions and learning and behaviour processes and outcomes of pupils. Pedagogical-didactic specifications, and adequately designed Information and Communication Technology, are hypothesised to produce concrete ways to improve the teaching-learning and behaviour outcomes, for both staff and pupils.
Empirical elaboration is integrated in a multilevel framework. Prototypes of educational differentiation and supporting ICT are designed for pupils with special needs and highly able pupils in particular. Some first experiences in practice are illustrated and discussed.
References
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