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A single case experimental design with multiple baselines was employed to explore the relationship between a solution focused intervention delivered by school staff and the externalising behaviour of four primary school pupils. The intervention took place over four to five sessions, which were delivered by non‐specialist school staff with the use of training, supervision, and a manual. Observations of a specific positive behaviour were carried out both before and during the intervention, which were then analysed through visual and statistical analysis. A pre and post intervention questionnaire measure of pupils' externalising behaviour was collected. For each participant, one videoed session was used to explore the fidelity of the intervention to the manual. Analysis of observations of behaviour showed a significant increase in a specific positive behaviour for three of four participants. A measure of pupils' externalising behaviour showed a significant reduction for two of the eight questionnaires collected. Video analysis suggested variation of fidelity across participants. This research provides tentative support for specific outcomes from a solution focused intervention, when delivered by non‐psychologists who are provided with appropriate support. It has also been found that non‐specialist school staff practitioners were able to deliver the intervention through applying elements from a manual to have a positive impact on a specific behaviour for three of four participants. There is a need for further high quality research to establish the effectiveness of solution focused interventions when delivered by non‐specialists with the use of consistent intervention and outcome measures. [ABSTRACT FROM AUTHOR]

A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the individual experiences and journeys of mobile pupils. This article brings together international literature around school mobility and mobile pupils, with analyses of the English National Pupil Database (NPD), tracking a cohort from age 5 to 16, to better understand when school moves occur and the characteristics of mobile pupils. Findings reveal a sizable underlying rate of moves in England of about 1.5–2% per term and identify differences in mobility related to disadvantage, school phase, ethnic group and SEND status. The predictive power of the data, however, is low, highlighting the need for more research, policy and practice in this area to better understand individual mobility circumstances. By bringing together the literature and the data, the article concludes with a discussion of what is known about school mobility and recommends further areas for research into the characteristics, experiences and outcomes of mobile school pupils. [ABSTRACT FROM AUTHOR]

By transforming education to focus on nurturing creativity, we can better ensure that our students are receiving the best preparation for a future of rapid change. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to analyze the effect of a sample science school implementation designed on the basis of students' stroll in different teaching environments and using different kinds of student-centered teaching methods on the attitudes of the secondary school students towards science and their motivation for learning science. In the science school designed for this purpose, "Mobile Science School II" program including planetarium, observatory, laboratory, outdoor, hands-on activities, games, art workshops, seminars and creative drama applications were presented to the students. In this context, 46 7th grade students participated in the nature education project carried out in Samsun province of Turkey and supported by The Scientific and Techological Research Council of Turkey (TÜBİTAK) constituted. [ABSTRACT FROM AUTHOR]

The article presents the author's accounts on the development of science education in Ghana, Africa, as based from a working paper prepared for the Fourteenth Pugwash Conference on Science and World Affairs. These accounts are being derived from the author's observations during the six months he spent in 1963-64 as a visiting professor of physics at the University of Ghana. The author said that his length of stay in Ghana was long enough to gain an impressive view of people's great efforts to overcome their difficulties, of their optimistic belief in progress through education, and finally of their openmindedness and warm hospitality.

In the last decades, the history of education has evolved in terms of new sources, new epistemic objects, new hermeneutical perspectives. One of the most dynamic fields is the educational heritage and school memories. These are themes that gain substance and meaning in the density, contiguity and representation that characterize the regional and local history of education. As a location of education, with legitimacy to idealize and develop written acculturation and schooling, municipalities are the first entity of the public sphere. It is through the municipalities that the local community is represented and preserves sovereignty of action and adaptation. It is through the municipalities that the exterior reaches the local dimension and becomes a stimulus for development. At the political, administrative, cultural and educational levels, the tension between central and local power has permeated the last two centuries of Portugal's history. The history of municipalities in education is not uniform. This text will focus on the encouragement of schooling in the municipalities of Sertã, Proença-a-Nova, Vila de Rei and Mação. To understand the local dynamics associated with education, the pedagogical municipality concept will be used as a transformative complex and meta history. As far as possible, the history of Inland-Portugal will be taken as the reference in this study. [ABSTRACT FROM AUTHOR]

The mobile preschool, a form of preschool practice in a bus, is a new and growing phenomenon in Swedish preschool education. Combining theories of time-spatial organisation and mobility, we critically investigate the implications of transforming traditional stationary preschool practice into a mobile preschool. Our findings show that the social order of the mobile preschool is ‘being on the move’ and that the travelling shapes the time-spatial organisation, with major implications for daily routines and activities. In our analyses we show how constant travelling characterises the mobile preschool as a social practice with (i) logistics and choice of place prevailing over daily planning, (ii) creation of time and space for embodied habits, (iii) teachers as attendants and children as passengers, and (iv) walking in lines. However, mobility and time-spatial constraints are also co-constructed and intimately connected with the participants’ agency, since both children and teachers are actively ‘doing time’ and ‘creating space’ within the dominant structure of ‘being on the move’. [ABSTRACT FROM AUTHOR]

The article presents a study that examined whether instruction of a social work course could be directed effectively to students beyond inert online or classroom settings. Traditional teaching strategies are compared with mobile learning and distance education. A definition and the history of mobile learning is also offered.

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In Portugal, children deprived of a permanent residence (merchants and circus performers) grew accustomed to change school countless times, lived with discrimination from colleagues, with the impossibility of setting up roots and with a difficult progression in the access to knowledge. In 2005, an innovative project would change their school paths radically, throughout the creation of a custom-designed curriculum to help meet their individual needs: the Mobile School. In this inclusive school of b-learning, these children may now have teachers and colleagues who they can relate to and really feel like "their own" and who may follow them during at least one full school year. Without discrimination. With stability. With care. In this context, Art Education is part of a set of subjects which comprehends Visual Arts and Music, with a perspective towards learning through the implementation of projects using the ICT as a way of artistic expression. Communication between teachers and students is achieved through a virtual platform, and the artistic creations of these students are achieved mainly through specific software for drawing and image editing. Benefiting around 100 children, what will be the future of the Mobile School in a period not only of economic crisis but also claiming social inclusion as a way of developing integrated societies? [ABSTRACT FROM AUTHOR]

Plans are well advanced for converting disused railway carriages into travelling science classrooms, laboratories, and an exhibition centre in the form of a Science and Technology (S&T) Train that will travel to the deep rural areas of South Africa. This multimillion rand educational resource will focus initially on promoting the geosciences and their applications, providing on hoard expertise in teaching and in the conduct of research, supported by the necessary technical equipment and the experts on board. It is also intended to reach out to and create science awareness among the young and their parents who live on its route: for undergraduate and postgraduate training; as a source of advice on social services; as a contributor to economic development; and as an adjunct to international research programmes. The S&T Train is also to be a vehicle for training first-degree students at technical universities in particular, allowing them to obtain the experiential learning that is a prerequisite for them to graduate. Also featuring on the train's agenda is problem solving associated with rural daily life, such as the provision of clean drinking water, the search for sources of local building materials and assistance with appropriate placement of waste sites. Redundant rolling stock donated by Transnet Freight Rail is currently being refurbished for its new role. road the project will be managed by the Tshwane Institute for Advanced Studies at Tshwane University of Technology in Pretoria, with Support from the Department of Science and Technology and other government departments. [ABSTRACT FROM AUTHOR]

The article presents an educational course which aims to create collective, interactive, and transformative learning experiences through traveling classroom. It aims to explore issues associated to inequality, identity, inter-group relations, and social change while engaging students in hands-on qualitative research. It considers travel as a powerful tool for critical and feminist teachers as it places students to immersive contact with realities.

The appliance most commonly used by the majority of young people is the mobile phone. Research at our school, for example, shows that over 99% of our students presently use mobile devices. Educational institutions should take advantage of the almost universal use of mobiles as a potential educational opportunity. The aim of our research is to improve the educational success of students in Serbian classrooms using mobile services, which will be described in this work. [ABSTRACT FROM AUTHOR]

The authors explored the influences of 3- and 5-day residential environmental education programs at the Great Smoky Mountains Institute at Tremont (TN) on participants' connections with nature, environmental stewardship, interest in learning and discovery, and awareness of the Great Smoky Mountains National Park and biodiversity. The authors found significant positive, short-term effects on all outcomes of interest. Also, 3-month delayed posttests indicated retention of significant gains in environmental stewardship and awareness, whereas other gains faded. Longer stays and active engagement of visiting teachers in on-site instruction enhanced most outcomes. The authors discuss the influences of previsit preparation and group size on participants. [ABSTRACT FROM AUTHOR]

Presents an article on a tsunami experience in Thailand as part of a Canadian family travelling classroom. Reason for not leaving the country despite concerns about the spread of disease; Impact of the disaster on the children's learning experience; Information on the project launched to help the local community affected by the disaster.

Traces the development of the visiting teacher movement from 1906 to 1940 emphasizing the disjuncture between professional discourse and actual practices. Rapid growth of visiting teachers due to the Commonwealth Fund Program for the Prevention of Juvenile Delinquency; Implications of the teacher education reform to the visiting teacher movement; Goals of the school-linked services.

Highlights the experience and outcomes of the `Teachers + Occidental = Partnership in Science' (TOPS) van program operating in Los Angeles, California. Mobile van approach to enhancing high school science teachers knowledge and classroom application of instruments, technology and experiments.

The article examines the Mobile Normal School team program in Nepal. The teams could move about from year to year and provide training near the trainee's home. The normal school program is administered by the College of Education. The team is headed by a Headmaster. Four of five associates will be specialists in the humanities, or social sciences and language, science and mathematics, fine arts and crafts, vocational education, physical education, and professional education, or various combinations of these.

The article offers information on the NeighborWorks Training Institute (NTI), a five-day mobile university to be hosted by nonprofit organization NeighborWorks America in Los Angeles, California from February 23-27, 2015.

The author provides a description of the high school in Buhl, Idaho. The school supports music bands and all music instructions are offered at the expense of the school. Both of its school buildings have emergency rooms which provides free medical services to all pupils that needed attention. Moreover, the school is organized and administered on the centralized plan. Lastly, it was the first in the state to pay for the expense of the movable school agriculture.