Applying Nurture as a Whole School Approach

Autor/inn/en	McNicol, Stephanie; Reilly, Laurence
Titel	Applying Nurture as a Whole School Approach
Quelle	In: Educational & Child Psychology, 35 (2018) 3, S.44-63 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Foreign Countries; Educational Environment; Elementary Schools; Peer Teaching; Interpersonal Relationship; Achievement Gap; Equal Education; Well Being; Developmentally Appropriate Practices; Classroom Environment; Self Esteem; Language Usage; Behavior; Interpersonal Communication; Student Adjustment; Program Effectiveness; At Risk Students; Peer Relationship; Action Research; Language Skills; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Peer group teaching; Peer Group Teaching; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Entwicklungsbezogene Bildung; Klassenklima; Unterrichtsklima; Self-esteem; Selbstaufmerksamkeit; Sprachgebrauch; Interpersonale Kommunikation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Peer-Beziehungen; Projektforschung; Language skill; Sprachkompetenz
Abstract	Aims: Applying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal. Method: This initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), 'Language is a vital means of communication', was gathered collaboratively using mixed methods to triangulate and synthesise findings. Findings: Data highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts. Conclusion: Preliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact. Limitations: Collaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01