Publications by category
Books
Norwich B (2017). Experiencing special educational needs: lessons for practice. Maidenhead, Open University Press.
Norwich B (2017). Foreword.
Norwich B (2017). Preface.
Norwich B (eds)(2014). Lesson study: Making a difference to teaching pupils with learning difficulties. London, Contimuum Publishers.
Norwich B (2013). Addressing tensions and dilemmas in inclusive education - Living with uncertainty. London, Routledge.
Norwich B (2013).
Addressing tensions and dilemmas in inclusive education: Living with uncertainty.Abstract:
Addressing tensions and dilemmas in inclusive education: Living with uncertainty
Abstract.
Creese A, Daniels H, Norwich B (2013). Teacher support teams in primary and secondary schools: Resource materials for teachers.
Warnock M, Norwich B, Terzi L (2010). Special educational needs: a new look. London, Continuum.
Norwich B (2007). Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions., Routledge.
Norwich B, Kelly N (2005). Moderate learning difficulties and the future of inclusion. , Falmer/Routledge.
Lewis A, Norwich B (2004). Special teaching for special children? Pedagogies for inclusion. Maidenhead, Open University Press.
Norwich B (1998).
Research methods in educational psychology: Traditional and new paradigm.Abstract:
Research methods in educational psychology: Traditional and new paradigm
Abstract.
Journal articles
Norwich B (In Press). Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework.
Frontiers in Education Special Educatiuonal Needs Full text.
Norwich B (In Press). From the Warnock Report (1978) to an Education Framework Commission: a novel contemporary approach to educational policy making for pupils with special educational needs /disabilities.
Frontiers in Special Educational Needs Full text.
Black A, Lawson HA, Norwich B (In Press). Lesson planning for diversity.
Journal of Research in Special Educational Needs Full text.
Norwich, B. Ylonen A, Gwernan-Jones R (In Press). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
Norwich B, Koutsouris G (In Press). Putting RCTs in their place: implications from an RCT of the Integrated Group Reading approach.
International Journal of Research and Method in Education Full text.
Norwich B, Benham-Clarke S, Goei. SL (In Press). Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education.
European Journal of Special Needs Education Full text.
Koutsouris G, Norwich B, Stebbing J (In Press). The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils.
Cambridge Journal of Education Full text.
Norwich B (In Press). Thinking about the nature of educational research: going beyond superficial theoretical scripts.
Review of Education Full text.
Koutsouris G, Norwich B (In Press). What exactly do RCT findings tell us in education research?.
British Educational Research Journal Full text.
Liu Y, Bessudnov A, Black A, Norwich B (2020). School autonomy and educational inclusion of children with special needs: Evidence from England.
British Educational Research Journal,
46(3), 532-552.
Full text.
Norwich B (2020). Transitions for students with special educational needs: implications for inclusion policy and practice.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION Author URL.
Black A, Bessudnov A, Liu Y, Norwich B (2019). Academisation of Schools in England and Placements of Pupils with Special Educational Needs: an Analysis of Trends, 2011–2017.
Frontiers in Education,
4(4), 1-14.
Full text.
Poulou MS, Norwich B (2019). Adolescent students’ psychological needs: Development of an existence, relatedness, and growth needs scale.
International Journal of School and Educational Psychology,
7(sup1), 75-83.
Abstract:
Adolescent students’ psychological needs: Development of an existence, relatedness, and growth needs scale
© 2018, © 2018 International School Psychology Association. The satisfaction of adolescents’ perceived psychological needs facilitates their academic achievement and adjustment within school. A first step in this direction is the identification of adolescents’ psychological needs and the environmental factors to meet these needs. Based on the theory of Existence, Relatedness, and Growth, known as ERG, the present study aimed to develop and provide evidence for the validity of a new measure of adolescent students’ psychological needs at school. Five hundred and eighty adolescent students of public secondary schools in central Greece participated in the study. Students completed the ERG Needs Scale, the Autonomy and Competence Scales, and the Subjective Well-Being measures. Preliminary results showed that the new instrument has promising psychometric properties. The potential contribution of the new instrument for future research and educational practices are discussed.
Abstract.
Norwich B (2019). Context and Implications Document for: Thinking about the nature of educational research: going beyond superficial theoretical scripts. Review of Education, 8(1), 263-265.
Koutsouris G, Norwich B, Bessudnov A (2019). Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read.
Educational Review,
TBC Full text.
Poulou M, Norwich B (2019). Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions.
European Journal of Psychology of EducationAbstract:
Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions
© 2019, Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. Students’ emotional and behavioral difficulties are recognized as a continuing issue in the adolescent development and education. Since adolescents spend a great amount of time in schools, a central question is how schools can facilitate adolescents’ adjustment and positive schooling. Using the ERG theory of human needs, the present study aims to investigate potential predictors of students’ emotional and behavioral difficulties, by examining the individual and concurrent contribution of students’ psychological needs, mixed self-perceptions and well-being. Nine hundred and eighty-four students (aged 11–18 years old) completed (1) the Existence, Relatedness and Growth Needs Scale, (2) the Mixed Self-Perceptions Inventory, (3) the Well-being measure, and (4) the Strengths and Difficulties Questionnaire (SDQ). Results show that ERG needs and well-being contribute to the prediction of students’ psychological adjustment in schools. The measure of mixed self-perceptions was not a significant predictor of adolescents’ emotional and behavioral difficulties. The paper discusses the contribution of the study and its implications for teachers to improve the quality of students’ lives, as well as the significance of ERG theory in understanding human needs in relation to educational practices.
Abstract.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial.
Journal of Educational PsychologyAbstract:
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial
Background
Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training program that past research has demonstrated may be an effective intervention for children’s mental health, but little research has explored any impacts there may be on the teachers’ own professional confidence and mental health.
Aims
In this paper we evaluate whether TCM may lead to changes in teachers’ wellbeing, namely a reduction in burnout and an improvement in self-efficacy and mental health.
Sample
Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part.
Methods
Eighty teachers were randomised to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to twelve teachers in six whole-day workshops that were evenly spread between October and April. At baseline and nine months follow-up we measured teachers’ mental health using the Everyday Feelings Questionnaire (EFQ), burnout using the Maslach Burnout Inventory-General Survey (MBI-GS) and self-efficacy using the Teachers’ Sense of Efficacy Scale-Short (TSES-Short).
Results
Using linear regression models there was little evidence of differences at follow-up between the intervention and control teachers on the outcomes (the smallest p-value was 0.09).
Conclusions
Our findings did not replicate previous research that TCM improved teachers’ sense of efficacy. However, there were limitations with this study including low sample size.
Abstract.
Full text.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT.
Public Health Research,
7 Full text.
Ryder D, Norwich B (2019). UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision.
Journal of Research in Special Educational Needs,
19(3), 161-172.
Abstract:
UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision
© 2018 NASEN Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty-four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant reliance on generic reasonable adjustments, and disinclination to fully engage with related equity issues. The study’s quantitative estimate of the extent of these findings, together with its analysis of cross and inter-institutional differences, adds a new dimension to existing knowledge in the field. It has serious implications for the overall quality and equality of teaching and learning in higher education.
Abstract.
Full text.
Gwernan-Jones RC, Macmillan P, Norwich B (2018). A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’.
Journal of Research in Special Educational NeedsAbstract:
A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’
This paper describes the mixed methodology evaluation
of the Own-Voice Intensive Phonics (OVIP) programme
with 33 secondary students with persistent
literacy difficulties. The evaluation involved a quasiexperimental
evaluation in which 33 students in years
7–9 in four schools used OVIP over an 8 week period
and were monitored at three times for their word
reading, phonic decoding and phonological skills.
Students, teaching assistants and teachers involved
were also interviewed about the use of OVIP, the perceived
processes and outcomes. Assessment results
showed that OVIP was associated with greater gains
in word reading than these students usual teaching/
intervention approaches. Those interviewed also
experienced benefits associated with using OVIP. It
was further found that word reading gains were not
related to a measure of being at risk of significant literacy
difficulties. Participants identified the use of
their own voice, the students agency and working at
their own pace as key factors relevant to how OVIP
worked. These factors aligned with a working OVIP
programme theory. The findings are discussed in
terms of further development and research related to
an own voice approach to addressing persistent literacy
difficulties.
Abstract.
Full text.
Stentiford LJ, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers.
Journal of Research in Reading,
41, 197-225.
Full text.
Norwich B, Fujita T, Adlam A, Milton F, Edwards-Jones A (2018). Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning.
Educational Psychology in Practice,
34, 370-385.
Full text.
Norwich B (2018). Making sense of international variations in lesson study and lesson study-like practices: an exploratory and conceptual perspective.
International Journal of Lesson and Learning studies, 1-20.
Full text.
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples.
Public Health,
166, 53-56.
Full text.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial.
Psychological MedicineAbstract:
The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial
Abstract
Background. We evaluated the effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management (TCM) programme as a universal intervention, given schools’ important influence on child mental health.
Methods. A two-arm, pragmatic, parallel group, superiority, cluster randomised controlled trial recruited three cohorts of schools (clusters) between 2012 and 2014, randomising them to TCM (intervention) or Teaching As Usual (TAU-control). TCM was delivered to teachers
in six whole-day sessions, spread over 6 months. Schools and teachers were not masked to allocation. The primary outcome was teacher-reported Strengths and Difficulties Questionnaire (SDQ) Total Difficulties score. Random effects linear regression and marginal logistic regression models using Generalised Estimating Equations were used to analyse the
outcomes. Trial registration: ISRCTN84130388.
Results. Eighty schools (2075 children) were enrolled; 40 (1037 children) to TCM and 40 (1038 children) to TAU. Outcome data were collected at 9, 18, and 30-months for 96, 89, and 85% of children, respectively. The intervention reduced the SDQ-Total Difficulties score at 9 months (mean (S.D.):5.5 (5.4) in TCM v. 6.2 (6.2) in TAU; adjusted mean difference
= −1.0; 95% CI−1.9 to −0.1; p = 0.03) but this did not persist at 18 or 30 months. Cost-effectiveness analysis suggested that TCM may be cost-effective compared with TAU at 30-months, but this result was associated with uncertainty so no firm conclusions can be drawn. A priori
subgroup analyses suggested TCM is more effective for children with poor mental health.
Conclusions. TCM provided a small, short-term improvement to children’s mental health particularly for children who are already struggling.
Abstract.
Full text.
Ryder D, Norwich B (2018). What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector.
Dyslexia,
24(2), 109-127.
Abstract:
What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector.
Research findings and positions concerning the nature of the dyslexia construct are currently diverse and increasingly complex. The ability of assessor practitioners to operationalize such knowledge and categorically diagnose dyslexia in any reliable and consistent way is being questioned. This study aimed to explore the way in which diverse and complex research findings are operationalized in the dyslexia diagnostic assessment of UK higher education students. The perspectives of 118 professional assessors of dyslexia working within the sector were collected using a questionnaire and some interviews. Data were analysed both quantitatively and qualitatively, as appropriate, and then integrated. The results confirmed critics' concerns about the consistency and reliability of the construct as currently diagnosed within the higher education context. Key controversial aspects of practice that emerged included the contextualized interpretation of literacy difficulties, a general commitment to discrepancy concepts, scepticism about the face validity of prescribed psychometric tests, and a related reliance on professional observation and experience above test results. The findings pointed to the need for a more informed nuanced understanding of the dyslexia label and a more cautious and responsible attitude towards its use.
Abstract.
Author URL.
Full text.
Tan AGP, Ware J, Norwich B (2017). Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?.
Oxford Review of Education,
43(4), 447-461.
Abstract:
Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with eight EAL pupils with speech, language, and communication needs (SLCN) and four pupils with learning difficulties (LD), and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.
Abstract.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance.
Technology, Pedagogy and Education,
26, 587-599.
Full text.
Norwich B (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: the Prospects and Challenges of Using the International Classification of Functioning Framework.
Frontiers in Education,
1, 12-12.
Full text.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team.
International Journal of Lesson and Learning Studies,
5, 180-195.
Abstract:
Exploring knowledge bridging and translation in Lesson Study using an inter-professional team
Purpose – it is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through Lesson Study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, this paper presents the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.
Design/methodology/approach – the LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.
Findings – Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.
Originality/value – This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.
Abstract.
Full text.
Russell G, Ukoumunne O, Ryder D, Golding J, Norwich B (2016). Predictors of word reading ability in seven year olds: analysis of data from a UK cohort study.
Journal of Research in Reading Full text.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach.
European Journal of Special Needs Education,
30(2), 253-273.
Abstract:
A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach
© 2015, © 2015 Taylor. &. Francis. This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.
Abstract.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach.
European Journal of Special Needs EducationAbstract:
A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach
This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.
Abstract.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study.
Dyslexia,
21(2), 123-141.
Abstract:
Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study.
This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population-based sample of children (n = 12,631) was conducted using linear regression models. There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied. Given high rates of co-occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support.
Abstract.
Author URL.
Full text.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study.
Dyslexia,
21(2), 123-141.
Abstract:
Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study
© 2015 John Wiley. &. Sons, Ltd. This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7-years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11-years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population-based sample of children (n-=-12-631) was conducted using linear regression models. There were 284 children (2.2%) identified with SWRD at age 7-years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11-years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied. Given high rates of co-occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support.
Abstract.
Full text.
Norwich B (2015). Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research.
Knowledge Culture,
3(2), 172-190.
Full text.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education, 30(4), 448-451.
Norwich B, Ylonen A (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes.
British Educational Research Journal,
41(4), 629-649.
Abstract:
Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes
© 2014 British Educational Research Association. This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students (11-14 years old) with moderate learning difficulties (MLD). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a development and research project with about 100 teachers across 30 schools in two LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subject areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.
Abstract.
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Norwich B, Eaton A (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties.
Emotional and Behavioural Difficulties,
20(2), 117-132.
Abstract:
The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties
© 2014, © 2014 SEBDA. This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multi-agency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.
Abstract.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling.
British Journal of Special Education,
42(2), 128-151.
Abstract:
The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling
© 2015 NASEN. This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.
Abstract.
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Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BMC Public Health,
15Abstract:
Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BACKGROUND: the 'Supporting Teachers and childRen in Schools' (STARS) study is a cluster randomised controlled trial evaluating the Incredible Years Teacher Classroom Management (TCM) programme as a public health intervention. TCM is a 6 day training course delivered to groups of 8-12 teachers. The STARS trial will investigate whether TCM can improve children's behaviour, attainment and wellbeing, reduce teachers' stress and improve their self-efficacy. This protocol describes the methodology of the process evaluation embedded within the main trial, which aims to examine the uptake and implementation of TCM strategies within the classroom plus the wider school environment and improve the understanding of outcomes. METHODS/DESIGN: the STARS trial will work with eighty teachers of children aged 4-9 years from eighty schools. Teachers will be randomised to attend the TCM course (intervention arm) or to "teach as normal" (control arm) and attend the course a year later. The process evaluation will use quantitative and qualitative approaches to assess fidelity to model, as well as explore headteachers' and teachers' experiences of TCM and investigate school factors that influence the translation of skills learnt to practice. Four of the eight groups of teachers (n = 40) will be invited to participate in focus groups within one month of completing the TCM course, and again a year later, while 45 of the 80 headteachers will be invited to take part in telephone interviews. Standardised checklists will be completed by group leaders and each training session will be videotaped to assess fidelity to model. Teachers will also complete standardised session evaluations. DISCUSSION: This study will provide important information about whether the Teacher Classroom Management course influences child and teacher mental health and well-being in both the short and long term. The process evaluation will provide valuable insights into factors that may facilitate or impede any impact. TRIAL REGISTRATION: the trial has been registered with ISCTRN (Controlled Trials Ltd) and assigned an ISRCTN number ISRCTN84130388. Date assigned: 15 May 2012.
Abstract.
Author URL.
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Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BMC Public Health,
15Abstract:
Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
The 'Supporting Teachers and childRen in Schools' (STARS) study is a cluster randomised controlled trial evaluating the Incredible Years Teacher Classroom Management (TCM) programme as a public health intervention. TCM is a 6 day training course delivered to groups of 8-12 teachers. The STARS trial will investigate whether TCM can improve children's behaviour, attainment and wellbeing, reduce teachers' stress and improve their self-efficacy. This protocol describes the methodology of the process evaluation embedded within the main trial, which aims to examine the uptake and implementation of TCM strategies within the classroom plus the wider school environment and improve the understanding of outcomes.
Abstract.
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Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II).
Assessment in Education: Principles, Policy and Practice,
21(4), 412-426.
Abstract:
A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II)
© 2014 Taylor. &. Francis. Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups.
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Norwich B (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England.
British Journal of Special Education,
41(4), 403-425.
Abstract:
Changing policy and legislation and its effects on inclusive and special education: a perspective from England
© 2014 NASEN. This article, by Brahm Norwich of the Graduate School of Education, University of Exeter, sets the recent legislative changes in the special education system in England, the Children and Families Act (2014), in the context of wider changes in the school system, such as changes in curriculum-assessment, the governance of schools and inspection arrangements. It also sets out the recent legislative changes in terms of the recent history of the Labour period of government, with its adoption of market principles with social inclusion as key policy commitments. A case study of a secondary school is presented to illustrate some of these points. Despite the new legislative system being described as a radical approach involving aspiration and support for special educational needs, the article argues that proposed changes promise to be marginal and defined by policy commitments to markets and small government. Moreover, there are continuing and unresolved issues from the Labour Government period that are still to be fully addressed. Research is also presented on the distribution of pupils with Statements in secondary schools and the recent rising pattern of special school placement for the first time in 30 years.
Abstract.
Gray P, Norwich B (2014). Chapter 2. An overview of issues emerging as the policy context changes. Journal of Research in Special Educational Needs, 14(2), 122-127.
Norwich B (2014). Chapter 2. Context, interests and methodologies. Journal of Research in Special Educational Needs, 14(3), 193-196.
Rose J, Norwich B (2014). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work.
Cambridge Journal of Education,
44(1), 59-74.
Abstract:
Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work
This paper presents a new theoretical model which conceptualizes inter-professional and multi-agency collaborative working, at the level of the individual within a group. This arises from a review of the literature around joint working, and is based on social psychological theories which refer to shared goals. The model assumes that collective commitment, collective efficacy, and process and outcome beliefs interact and feed into the development and maintenance of collaborative processes and outcomes. This is situated within an ecological framework that summarizes the context of inter-professional and multi-agency collaboration. The model illustrates working resolutions of specific inter-professional dilemmas around identity, role and control. This paper extends the literature around theoretical approaches to collaborative work in a multi-agency or inter-professional context, with its specific social-psychological focus on the motivations of the individual within the group. © 2013 University of Cambridge, Faculty of Education.
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Norwich B (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?.
Journal of Research in Special Educational Needs,
14(1), 16-21.
Abstract:
How does the capability approach address current issues in special educational needs, disability and inclusive education field?
This paper aims to examine what the capability approach has to offer to the field of special needs and inclusive education. Several key questions are addressed: can the capability approach replace the language of needs and rights; whether the capability approach can address key issues in the field of disabilities and difficulties in education and whether it is possible to avoid the capability approach becoming a promising trend that ends in disappointment? it is concluded that there needs to be an awareness of its incompleteness and so needs integrating with other approaches. Nevertheless, it is argued that the capability approach provides a renewed ethical approach and some conceptual resources to re-examine issues in the disability and education field. © 2013 NASEN.
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Norwich B (2014). Improving learning through dynamic assessment: a practical classroom resource.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION,
29(2), 259-261.
Author URL.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education.
Cambridge Journal of Education,
44(4), 495-510.
Abstract:
Recognising value tensions that underlie problems in inclusive education
© 2014, © 2014 University of Cambridge, Faculty of Education. This paper aims to examine some tensions that underlie inclusive education as regards pupils with disabilities and difficulties. Two key tensions are analysed: difference as enabling–stigmatising (dilemmas of difference) and participation–protection, both of which can lead to significant dilemmas. Berlin’s hedgehog–fox distinction about the unity (hedgehog view) or plurality (fox view) of values is adopted and extended to different positions about inclusion. More radical versions of inclusion are portrayed as expressing rigid hedgehog positions that commit to one big value and so ignore other important values. However, in veering to a fox perspective, the argument recognises the need for tensions to be resolved. This resolving tendency expresses an integrating aim that seeks a unified perspective, even if it is not a final and absolute one. In this way some balance between a unitary view (hedgehog view) and a plurality view (fox view) can be achieved.
Abstract.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education
Norwich B, Eaton A (2014). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties.
Emotional and Behavioural DifficultiesAbstract:
The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties
This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multi-agency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.
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Norwich B, Dudley P, Ylonen A (2014). Using lesson study to assess pupils’ learning difficulties.
International Journal for Lesson and Learning Studies,
3(2), 192-207.
Abstract:
Using lesson study to assess pupils’ learning difficulties
© 2014, Emerald Group Publishing Limited. Purpose – the purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs. Design/methodology/approach – the paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties. Findings – the paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures. Originality/value – the value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.
Abstract.
Rose J, Norwich B (2013). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education
Corbett J, Norwich B (2013). Common or specialized pedagogy?. , 13-30.
Norwich B, Ylonen A (2013). Design-based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
Norwich B (2013). Disavowed knowledge: psychoanalysis, education and teaching.
HISTORY OF EDUCATION,
42(5), 680-684.
Author URL.
Ylonen A, Norwich B (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes.
International Journal for Lesson and Learning Studies,
2(2), 137-154.
Abstract:
Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes
© 2013, © Emerald Group Publishing Limited. PurposeThis paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed. Design/methodology/approachThe paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory. FindingsThe teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process. Originality/valueThe paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.
Abstract.
Ylonen A, Norwich B (2013). The Lesson Study process: how it works and what it offers. Lessons from a development and research project in England’. International Journal of Lesson and Learning Study, 2 (2)
Norwich B (2013). Understanding the profession of educational psychology in England: Now and in the future.
Australian Educational and Developmental Psychologist,
30(1), 36-53.
Abstract:
Understanding the profession of educational psychology in England: Now and in the future
This article analyses current and future issues about the distinctive contribution of professional educational psychologists in a changing English service context. This is about the context of greater inter-professional and multi-agency working, but also the moves towards more quasi-market systems of service delivery. I examine the identity and service focus dilemmas that educational psychologists have to address. This raises questions about the distinction between basic and applied psychology, the nature of applying psychology and whether applying psychology requires professional educational psychologists. One of the main arguments is that how we think about applying psychology is crucial for the future in a changing context. The task is for professional psychologists to be innovative in service terms to ensure a continuing and valued position in the service network. The significance of this analysis of educational psychology in an English context for other countries is also discussed. Copyright © Australian Psychological Society Ltd 2013.
Abstract.
Lawson HA, Norwich B, Nash T (2013). What trainees in England learn about teaching pupils with special educational needs/disabilities in their school based work: the contribution of planned activities in one year initial training courses. European Journal of Special Needs Education, 28(2), 136-155.
Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on autistic spectrum disorders. Clinical Child Psychology and Psychiatry, 2(17), 229-246.
Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders.
Clin Child Psychol Psychiatry,
17(2), 229-245.
Abstract:
Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders.
Many children who display autistic behaviours at clinical levels do not receive a formal diagnosis. This study used qualitative methods to examine parental influence in pursuing or avoiding a diagnosis of autism spectrum disorder (ASD). The aim was to explore the function of ASD diagnosis for parents, and examine whether a diagnosis affected how parents perceived ASD. Seventeen parents participated in in-depth semi-structured interviews, which were analyzed using thematic and grounded theory approaches. Data analysis revealed dilemmas faced by parents: whether to act to retain the 'normal' status of the child or to 'normalize' the child through diagnosis and subsequent remediation. Parents who had received an ASD diagnosis for their children became proactive in trying to reduce stigmatization of ASD more widely, and in some cases actively advocating ASD diagnosis to other parents. Thus their actions may make it more likely that others will opt for diagnosis in the future.
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Author URL.
Norwich B (2012). Foreword. Leading on Inclusion: Dilemmas, Debates and New Perspectives
Norwich B, Ylonen, A, Gwernan-Jones, R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Norwich B, Ylonen A, Gwernan-Jones R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Russell G, Golding J, Norwich B, Emond J, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. Journal of Child Psychology and Psychiatry, 7(53), 735-744.
Russell G, Golding J, Norwich B, Emond A, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study.
J Child Psychol Psychiatry,
53(7), 735-744.
Abstract:
Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study.
To compare social and behavioural outcomes between children formally diagnosed with autism spectrum disorders (ASD) with those of children who displayed autistic traits at preschool age, but remained undiagnosed as teenagers.
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Ford T, Edwards V, Sharkey S, Ukoumunne OC, Byford S, Norwich B, Logan S (2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations.
BMC Public Health,
12Abstract:
Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations.
BACKGROUND: Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers' skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training. METHODS/DESIGN: Cluster randomised controlled trial (RCT) of the Incredible Years teacher classroom management (TCM) course with combined economic and process evaluations.One teacher of children aged 4-9 years, from 80 schools in the South West Peninsula will be randomised to attend the TCM (intervention arm) or to "teach as normal" (control arm). The primary outcome measure will be the total difficulties score from the Strengths and Difficulties Questionnaire (SDQ) completed by the current class teachers prior to randomisation, and at 9, 18 and 30 months follow-up, supplemented by parent SDQs. Secondary measures include academic attainment (teacher report supplemented by direct measurement in a sub-sample), children's enjoyment of school, and teacher reports of their professional self-efficacy, and levels of burn out and stress, supplemented by structured observations of teachers classroom management skills in a subsample. Cost data for the economic evaluation will be based on parental reports of services accessed. Cost-effectiveness, using the SDQ as the measure of effect, will be examined over the period of the RCT and over the longer term using decision analytic modelling. The process evaluation will use quantitative and qualitative approaches to assess fidelity to model, as well as explore Head teacher and teachers' experiences of TCM and investigate school factors that influence the translation of skills learnt to practice. DISCUSSION: This study will provide important information about whether the Teacher Classroom Management course influences child and teacher mental health and well-being in both the short and long term. It will also provide valuable insights into factors that may facilitate or impede any impact.The trial has been registered with ISCTRN (Controlled Trials Ltd) and assigned an ISRCTN number ISRCTN84130388. (http://www.controlled-trials.com/isrctn/search.html?srch=ISRCTN84130388&sort=3&dir=desc&max=10).
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Ylonen A, Norwich B (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers' concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317.
Ylonen A, Norwich B (2012). Using lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education(3), 301-318.
Russell G, Norwich B, Gwernan-Jones RC (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 1575-1592.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 17(2), 229-245.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2-11.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs.
School Psychology International (in press) Full text.
Norwich B (2010). Can we envisage the end of special educational needs? has special educational needs outlived its usefulness?. The Psychology of Education Review, 34 (2), 13-21.
Norwich B (2010). Dilemmas of difference, curriculum and disability: international perspectives. Comparative Education, 46, 2, 113-135.
Norwich B, Richards A, Nash T (2010). Educational Psychologists and children in care: practices and issues. Educational Psychology in Practice, 4(26), 375-390.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 26, 1471-1481.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 1471-1481.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists.
Educational Psychology in Practice,
26(3), 279-298.
Abstract:
Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists
This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n =77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves received ongoing training and support throughout the project. Using a quasi-experimental design the research points to the contribution of this approach to PT in promoting basic reading skills. This was achieved through elaborating on the formative aspects of PT and increased structure to intervention delivery and the continuous development of staff skills. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this research reflects a description of how contemporary educational psychology services might operate. © 2010 Association of Educational Psychologists.
Abstract.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 3(26), 279-298.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 3(26), 279-298.
Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35(3), 447-468.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35 (3), 447-467.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
35(3), 447-467.
Author URL.
Williams T, Lamb B, Norwich B, Peterson L (2009). Introduction to Policy Paper. Journal of Research in Special Educational Needs, 9(3), 199-217.
Norwich B (2009). Learning Disabilities: What are they? Helping Teachers and Parents Understand the Characteristics.
BRITISH JOURNAL OF EDUCATIONAL STUDIES,
57(4), 446-448.
Author URL.
Norwich B (2009). Second proposer. Journal of Research in Special Educational Needs, 9(3), 208-212.
Norwich B (2009). Special options. British Association of teachers of the Deaf Magazine(May), 6-8.
Norwich B (2009). Summary of discussion and vote. Journal of Research in Special Educational Needs, 9(3), 215-217.
Norwich B (2008). Chapter 5. Summary of discussion and conclusions. Journal of Research in Special Educational Needs, 8(3), 181-182.
Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education, 23(4), 287-304.
Jones, G. Hack, E. Riddell, S. (2008). Individual budgets and direct payments: issues, challenges and future implications for the strategic management of SEN. Journal of Research in Special Educational, 8(3), 124-139.
Norwich B, Nash T (2008). Preparing teachers to teach children with SEN disabilities: Challenges and developments in England.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH,
52, 687-687.
Author URL.
Norwich, B. (2008). What future for special schools and inclusion? conceptual and professional perspectives.\r. British Journal of Special Education, 35(3), 136-144.
FJMacleod, Macmillan P, Norwich B (2007). 'Listening to Myself': Improving Oracy and Literacy Among Children who Fall Behind. Early Child Development and Care, 177(6), 633-644.
Macleod FJ, Macmillan P, Norwich B (2007). 'Listening to myself': Improving oracy and literacy among children who fall behind.
Early Child Development and Care,
177(6-7), 633-644.
Abstract:
'Listening to myself': Improving oracy and literacy among children who fall behind
There is now a renewed emphasis in the UK on short intensive interventions to tackle reading failure. In this paper we report on the effect of a programme based on a view that reading problems are associated with the inability of the learner to deal with speech at the level of individual speech sounds even though they may be fully competent in the production and perception of oral language. We investigated the effect of a self-voice feedback intervention programme on the word recognition abilities of pupils who were experiencing reading delay. Our sample was made up of 159 pupils aged 6-13 years, whose reading age was at least one year behind their chronological age, drawn from seven schools in England. We used a quasi-experimental pre-test/post-test design with experimental and control groups using between-subjects (randomly assigned) and within-subjects (those waiting-in-line as controls before entering an intervention group) analysis. We found that those in the intervention condition made significantly greater gains in their word recognition abilities than their counterparts in control conditions or than they themselves had made prior to entering the intervention condition. We concluded that whilst the success of the programme suggests that pupils who display reading delay problems can have their word recognition abilities improved by an intense self-voice feedback intervention, at least in the short term, further work is necessary to investigate how the intervention works procedurally and the longevity of its effect. © 2007 Taylor & Francis.
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Norwich B (2007). Dilemmas of difference inclusion and disability: International perspectives and future directions.
Dilemmas of Difference Inclusion and Disability: International Perspectives and Future Directions, 1-228.
Abstract:
Dilemmas of difference inclusion and disability: International perspectives and future directions
© 2008 Brahm Norwich. All rights reserved. Shortlisted for the nasen Special Educational Needs Academic Book award 2008 Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: • identification - whether to identify students as having special educational needs / disabilities or not? • curriculum - how much of a common curriculum is relevant to these students? • placement - can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries - England, USA and the Netherlands - and questions how they recognise tensions or dilemmas in responding to student differences. of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.
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Norwich, B. (2007). Evaluating the reliability and validity of learning styles inventory : a classroom-based study. Educational Researcher, 49(1), 51-63.
Macleod F, MacMillan P, Norwich B (2007). Giving psychology away: Helping pupils at risk of reading failure by means of a self-voice feedback programme. School Psychology International, 28(5), 555-573.
Norwich B (2007). Handbook of competence and motivation.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
77, 744-745.
Author URL.
Norwich B, Lewis A (2007). How specialised is teaching children with disabilities and difficulties?. Journal of Curriculum Studies, 39(2), 127-150.
Norwich, B. (2007). Special Teaching for Special Children? Pedagogies for Inclusion\r. Division of Education and Child psychology (BPS) Papers, 24(3), 54-67.
Norwich, B. (2007). Special schools: what does the future hold?. Into Teaching, 17, 3-9.
Norwich, B. Ma A (2007). Triangulation and Theoretical Understanding. Journal of Social Research Methodology: Theory and Practice, 10(3), 211-226.
McLaughlin MJ, Dyson A, Nagle K, Thurlow M, Rouse M, Hardman M, Norwich B, Burke PJ, Perlin M (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools.
Journal of Special Education,
40(1), 46-58.
Abstract:
Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools
This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources.
Abstract.
Dyson, A. Nagle, K. Thurlow, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: part II, Implementing classification in schools. Journal of Special Education, 40(1), 36-46.
Norwich B (2006). Dilemmas of inclusion and the future of education. , 69-84.
Kelly, N.A.A. (2006). Evaluating children's participation in SEN procedures: lessons for educational psychologists. Educational Psychology in Practice, 22(3), 255-272.
Norwich, B. (2005). All-inclusive : celebrating difference. Curriculum Management Update(61), 4-10.
Griffiths, C. Burden, R.L. (2005). Dyslexia friendly schools and parent partnership: inclusion and home-school relationships.
European Journal of Special Needs Education,
20(2), 147-166.
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Norwich, B. (2005). Future direction for professional educational psychology. School Psychology International, 26(4), 387-397.
Norwich, B. (2005). Inclusion: is it a matter of evidence about what works or about values and rights?. Education 3-13, 33(1), 51-56.
Norwich, B. Bayliss, P. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development. British Journal of Special Education, 32(2), 92-99.
Norwich, B. Bayliss, P.D. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development.
British Journal of Special Education,
32(2), 100-104.
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Norwich B (2005). The cultural nature of human development.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
75, 513-515.
Author URL.
Norwich B (2004). Cognitive science - a philosophical introduction.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
74, 487-490.
Author URL.
Norwich B (2004). Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH,
48, 511-511.
Author URL.
Beek, C. Richardson, P. Gray, P. (2004). Examining key issues underlying \r
the Audit Commission reports on SEN Policy\r. Journal of Research in Special Educational, 4(2), 98-112.
Norwich, B. Burden, R.L. (2004). I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools. Oxford Review of Education, 30(3), 417-434.
Griffiths CB, Norwich B, Burden B (2004). Parental agency, identity and knowledge: Mothers of children with dyslexia.
Oxford Review of Education,
30(3), 417-433.
Abstract:
Parental agency, identity and knowledge: Mothers of children with dyslexia
In this paper we report and analyse findings from part of a two-year evaluation project which focuses on parent-professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in-depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.
Abstract.
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Kelly N, Norwich B (2004). Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.
Br J Educ Psychol,
74(Pt 3), 411-435.
Abstract:
Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.
BACKGROUND: the study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education. AIMS: to examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluations of the terms and labels used by others to describe them; and to examine whether their perceptions vary according to special educational placement, age or gender. SAMPLE: One hundred and one children; 50 in special and 51 in mainstream schools, of whom 51 were age 10-12 and 50 13-14 years; within each age group half were boys and half were girls. METHOD: Semi-structured in-depth interviews based on a common framework derived from the research questions. RESULTS: Most pupils were aware of their learning difficulties and felt mainly negative about their difficulties. Pupils in special schools had more positive self-perceptions of educational abilities than those in mainstream schools. Self-perceptions of general characteristics were mainly a mixture of positive and negative with no differences by placement. 'Stupid' and 'thick' were perceived as the most negative labels, while 'has help' was the most positive label. The SEN term was infrequently recognized. CONCLUSIONS: the findings are discussed within the context of a multi-dimensional, complex and contrary framework of self-perceptions, and reference groups as the bases for self-perceptions and as an active and interpretive process in the formation of self-perceptions.
Abstract.
Author URL.
Norwich, B. (2004). Pupils’ perceptions of self and of labels: moderate learning \r
difficulties in mainstream and special school. British Journal of Educational Psychology, 74(3), 411-437.
Kelly, N. (2004). Pupils’ views on inclusion: moderate learning difficulties \r
and bullying in mainstream and special schools\r. British Educational Research Journal, 30(1), 43-65.
Kent, T. (2002). Assessing the personal and social development of pupils with special educational needs: wider lessons for all. Assessment in Education, 9(1), 59-80.
Cooper, P. Maras, P. (2002). Attentional and activity difficulties: findings from a national study. Support for learning, 17(4), 182-187.
Norwich B (2002). Education, inclusion and individual differences : recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502.
Norwich B (2002). Included and special. Pedagogy, Culture and Society, 10(3), 493-501.
Avramidis E, Norwich, B. (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Norwich, B. (2002). The perspectives of children with MLD on their educational provision and themselves. SENCO, 42, 8-9.
Norwich, B. (2001). Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils?. Topic(Autumn).
Norwich, B. (2001). A critical review of. systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning. Journal of Research in Special Educational
Norwich, B. (2001). Inclusion: evidence or value based policy and practice? Open Dialogue. The Psychology of Education Review, 25(1).
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs.
British Educational Research Journal,
27(3), 313-329.
Abstract:
Mapping a pedagogy for special educational needs
Recent curriculum initiatives, such as the National Literacy and Numeracy Hours, assume the validity of a broadly common curriculum for all pupils. This article synthesises a review which set out to subject that assumption to critical scrutiny, addressing the ensuing question: can differences between learners (by particular special educational needs [SEN] group) be identified and systematically linked with learners' needs for differential teaching? Generic teaching effectiveness studies have assumed that what works with most pupils would also work for all pupils. However, little direct evidence for this position has been presented in the areas of learning difficulties which are covered in this review. Similarly, some papers by SEN specialists make calls, which were also mostly unsubstantiated by empirical evidence, for what the authors call, the 'unique differences' position. This rejects distinctive SEN teaching strategies and accepts that there are common pedagogic principles which are relevant to the unique differences between all pupils, including those considered to be designated as having SEN. This position is qualified by some recognition of the need for more intense and focused teaching for those with SEN. Support for a common pedagogy also comes from the authors' analyses of pedagogy by SEN group. They conclude that the notion of continua of teaching approaches is useful as it makes it possible to distinguish between the 'normal' adaptations in class teaching for most pupils and the greater degree of adaptations required for those with more severe difficulties in learning, those designated as having SEN. These are adaptations to common teaching approaches, what have been called specialised adaptations, or 'high density' teaching.
Abstract.
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
27(3), 313-329.
Author URL.
Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(2), 313-331.
Goodchild, L. Lloyd, S. (2001). Some aspects of the Inclusion Index in operation. Support for learning, 16(4), 156-162.
Norwich, B. (2001). Teachers' cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: a model of decision making. British Educational Research Journal, 28(1), 111-138.
Norwich, B. (2001). The role of vignettes in the research of emotional and behaviour difficulties. Emotional and Behaviour difficulties, 6(1), 50-62.
Norwich B (2000). Children in difficulty - a guide to understand and helping.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
70, 142-142.
Author URL.
Norwich B (2000). Educational psychology and special educational needs: How they relate and where is the relationship going?.
Educational and Child Psychology,
17(2), 5-15.
Abstract:
Educational psychology and special educational needs: How they relate and where is the relationship going?
This paper raises questions about the relationship between educational psychology and special educational needs. In addressing these questions it is argued that we need to take a broader view of educational psychology as a field of psychology which includes, but goes beyond, the field of professional educational psychology. Similarly, we need to consider special educational needs not as a separate sector but as an aspect of education which includes those with difficulties and disabilities. The paper argues that there is a common cause between all psychologists involved in education, including professional educational psychologists, wherever they are based. There is also the need for educational psychologists in this wider sense to have distinctive contributions compared to other allied professionals. The paper also presents an analysis of the relationship between social and psychological models of special education and disability and uses this to demonstrate the inter-connections between education and psychology. While it is argued that the specific organisation of support services in education needs to be changed, this does not affect the continuing relationship between professional educational psychology and special education which derives from these basic links.
Abstract.
Creese A, Norwich B, Daniels H (2000). Evaluating teacher support teams in secondary schools: Supporting teachers for sen and other needs.
Research Papers in Education,
15(3), 307-324.
Abstract:
Evaluating teacher support teams in secondary schools: Supporting teachers for sen and other needs
Teacher Support Teams (TSTs) are a way of supporting individual teachers who request support over a teaching concern relating broadly to special educational needs. This paper reports on the development of these teams and the evaluation of their workings and impact in four secondary schools. The training and setting up process were monitored over four terms and the impact assessed at the end of this period using a case study evaluation strategy. This paper provides details from two schools, one that managed to build the TST into the school system, and another that had difficulties in doing so. It then summarizes several key general lessons that emerge from the four schools. The paper concludes with a discussion ofthe policy context ofthis teacher support initiative and its relationship to staff development and support as a school priority. The project is also evaluated in the context of findings from a national survey of SEN teacher support. Recommendations are then made for governors and senior managers about implementing support systems in the current school system. © 2000, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Poulou M, Norwich B (2000). Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.
Br J Educ Psychol,
70 Pt 4, 559-581.
Abstract:
Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.
BACKGROUND: the vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers' responses to these children is important for both teachers' and students' well-being in schools. Research provides evidence that teachers attribute students' difficulties to factors external to themselves, that is family or child factors and although they experience feelings of irritation and indifference with disruptive students they feel responsible and committed to help them. As far as their coping strategies are concerned, teachers seem to mostly favour positive interventions. AIMS: This study aimed to examine Greek teachers' causal attributions, emotional and cognitive responses, coping strategies and suggestions for effective coping strategies with students with emotional and behavioural difficulties. SAMPLE: This comprised 391 elementary teachers teaching in 60 public schools in the area of Athens. METHOD: Teachers completed an inventory presenting six short scenarios of students with emotional and behavioural difficulties, varying in the type of difficulty (conduct or emotional) and the degree of severity for teachers to handle them (mild or severe). RESULTS: Repeated-measures ANOVA revealed that teachers perceived school and teacher factors as causal of emotional and behavioural difficulties. Teachers expressed feelings of sympathy for these children, and perceived themselves as responsible, self-efficacious and inclined to help them. Finally, they reported using supportive techniques to handle emotional and behavioural difficulties, which they also considered as effective. CONCLUSIONS: Teacher training becomes crucial as a process of adopting patterns of thought and strategies for responding to students with emotional and behavioural difficulties.
Abstract.
Author URL.
Poulou M, Norwich B (2000). Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence.
European Journal of Special Needs Education,
15(2), 171-187.
Abstract:
Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence
This study aimed to identify the types of emotional and behavioural difficulties that Greek primary teachers saw as problematic in their teaching; and also to identify their perceptions of the prevalence of these difficulties. A Behaviour Inventory was administered to 170 elementary teachers from 23 randomly selected schools in Athens. Analysis showed that teachers found 'work avoidance', 'depressive mood', 'negativism', 'physical aggression' and 'lack of concentration' as most problematic. By contrast, they found 'excessive shyness' and 'attention seeking' as least problematic. However, only one of the most problematic behaviours, 'lack of concentration', was among the highly frequent behaviours. The other highly frequent behaviours were 'talking without permission', 'untidiness' and 'fidgeting'. The least frequent behaviours were 'over-dependence on teacher' and 'school phobia'. The findings are discussed in terms of historical and international patterns and trends in teachers' perceptions of emotional and behavioural difficulties. The significance of the study for the professional development of teachers and for policy-makers is also examined.
Abstract.
Norwich B (2000). The withdrawal of inclusion 1996–98 a continuing trend by the centre for studies in inclusive education (CSIE). British Journal of Special Education, 27(1), 39-40.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
Br J Educ Psychol,
69 ( Pt 4), 547-569.
Abstract:
Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
BACKGROUND: There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. AIMS: in the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. SAMPLE: Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. METHODS: Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. RESULTS: Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. DISCUSSION: the results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.
Abstract.
Author URL.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
The British journal of educational psychology,
69Abstract:
Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
BACKGROUND: There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. AIMS: in the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. SAMPLE: Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. METHODS: Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci. &. Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. RESULTS: Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. DISCUSSION: the results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.
Abstract.
Norwich B (1999). The connotation of special education labels for professionals in the field.
British Journal of Special Education,
26(4), 179-183.
Abstract:
The connotation of special education labels for professionals in the field
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs at Exeter University (formerly Professor of Special Education, at the Institute of Education, University of London) discusses ways in which labelling can affect attitudes to, and provision for, pupils with special educational needs. He gives details of an in-depth study on the attitudes of experienced teachers, trainee teachers and trainee educational psychologists. NASEN 1999.
Abstract.
Norwich B (1998). Developing a Self-assessment of learning inventory for use in action planning.
International Journal of Phytoremediation,
14(3), 147-155.
Abstract:
Developing a Self-assessment of learning inventory for use in action planning
Summary: This article describes a small-scale project to develop an inventory to identify children's self-assessments of what they do in class to learn (learning behaviours) and what factors make learning hard (preventive factors). The project also aimed to develop a way of using these self-assessments to explore with children in Key Stage 2 whether they wanted to make changes to their learning approaches, so leading to some action planning. The project is informed by theoretical approaches focused on self-regulated learning and learning conversations. Its relevance is set in the context of the Code of Practice (DfE, 1994) with its expectation that children contribute their own perspectives to assessing their learning needs. The article describes the stages of development and the results of the study of the consistency of self-assessments and of an analysis of the outcomes of its action planning use. © 1998, Taylor & Francis Group, LLC.
Abstract.
Corbett J, Norwich B (1998). The contribution of special education to our understanding of values, schooling and the curriculum.
Curriculum Studies,
6(1), 85-96.
Abstract:
The contribution of special education to our understanding of values, schooling and the curriculum
This article presents an analysis of how special education contributes to our contemporary understanding of educational values, schooling and the curriculum. We argue that special education is not simply and only a separate part of education, it is inherently connected to all aspects of education. This connective position is contrasted with the recurrent view that the full range of educational needs can be separated out neatly into the majority with ‘normal’ needs and the minority with ‘special needs’. There are indications that the New Labour government is engaging in this oversimplified distinction in its educational policy. The article focuses on two key changes in the education service over the past decade from a special educational needs perspective: the introduction of the National curriculum and the policy move towards greater school specialisation. It argues for a multi-dimensional concept of educational needs as the basis for connecting special and mainstream education. The contribution of special education to our wider understanding of education is presented in terms of three key areas: the nature of values in education, the impact of market choice and the stress on achievement as a leading value. © 1998, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Creese A, Norwich B, Daniels H (1998). The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey.
Support for Learning,
13(3), 109-114.
Abstract:
The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey
The authors explore the possibility of teacher collaboration in primary and secondary schools around issues of special educational needs (SEN). They report on a national survey which asked SEN coordinators which types of collaborative teacher groups were being run in their schools, the duration and frequency of such groups, their perceived usefulness and the arrangements for running them. The results are discussed in the context of the importance and role of teacher support as part of a whole strategy of SEN provision. © 1998 NASEN.
Abstract.
Norwich B (1997). Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions.
European Journal of Special Needs Education,
12(1), 38-53.
Abstract:
Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions
This paper considers the perspectives of 13-15-year-old pupils in a special school for moderate learning difficulties in inner city London. Views about special schooling and integration, whether they experience a tension in their perspectives about special schooling in relation to stigma, and their perceptions of self-continuity and change and their possible selves, were explored through semi-structured interviews with 19 pupils. The findings were interesting in showing a tendency for these pupils to express views reflecting a tension between the positive benefits of their special schooling and teaching and the negative consequences of so doing at a stigmatized school. These pupils also tended to see the positive contribution of such schools as an expression of their overall lack of confidence in the potential of mainstream schools to adapt and support their learning needs. The findings are discussed in terms of involving pupils in decisions about their educational provision, understanding self-perceptions in terms of reference groups and theoretical matters concerned with internalizing others' views in constructing the self.
Abstract.
Norwich B (1997). NASEN Book Award 1996. British Journal of Special Education, 24(1), 45-46.
Corbett J, Norwich B (1997). Special needs and client rights: the changing social and political context of special educational research.
British Educational Research Journal,
23(3), 379-389.
Abstract:
Special needs and client rights: the changing social and political context of special educational research
This paper explores the ways in which the study of special educational needs has developed and changed in the last decade and a half of policy-making in education. It focuses upon key theoretical changes and the shift of emphasis in substantive concerns. In relation to theoretical issues, the changes have involved an increased focus upon social and political values guiding educational provision rather than on the specific explanatory disciplines of psychology and sociology. These changes can be attributed to the growth in consumer rights and parent power since the 1980s. It is argued that dichotomous thinking oversimplifies matters, whether between psychological and sociological perspectives or between the policy-making values of inclusion and market-driven choice. The implication of this position in terms of recent developments and their implications for future policy-making are explored.
Abstract.
Norwich B, Daniels H (1997). Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme.
Educational Studies,
23(1), 5-24.
Abstract:
Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme
This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools' approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.
Abstract.
Norwich B (1996). Special needs education or education for all: Connective specialisation and ideological impurity.
British Journal of Special Education,
23(3), 100-104.
Abstract:
Special needs education or education for all: Connective specialisation and ideological impurity
Brahm Norwich, Professor of Special Needs Education at the Institute of Education, University of London, is the first of the new professors to articulate his views on the future of Special Education as we approach the Millenium. He considers innovative approaches to the concept of human differences. © 1996 Blackwell Publishing Ltd.
Abstract.
Norwich B (1995). Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists.
Educational Psychology in Practice,
11(1), 29-35.
Abstract:
Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists
This article discusses some of the basic issues about the role ofpsychological assessment in the system of statutory assessment required for issuing statements. These are continuing issues which come to the fore when the procedures for identifying special educational needs and the context in which it takes place undergo change. These are the current circumstances with the introduction of the national curriculum, the introduction of local management of schools and the Education Act 1993 with its code of practice. The article raises some of the challenges which these changes present to educational psychologists. It concludes with a case for seeing these issues and challenges in the wider context of the relationship between educational and other areas of applied psychology, the relationship between professional educational psychology and theoretically based psychology, and the inter-relationships between psychology and allied disciplines. It is argued that by renewing links with the conceptual aspects of psychology in its wider context, educational psychologists can have confidence in using psychology, even with changes in the psychological service base and role definitions. © 1995, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Norwich B, Evans J, Lunt I, Steedman J, Wedell K (1994). Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools.
British Educational Research Journal,
20(3), 279-291.
Abstract:
Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools
This article reports the findings and discusses the implications of a research project on school clusters, a system of inter‐school collaboration to meet special educational needs (SEN) in ordinary schools. The project was in two stages. The first stage involved detailed qualitative case studies of four different kinds of cluster arrangement. These were analysed in terms of antecedents, processes and outcomes based on documentation and interviews with key participants as informants. The second stage surveyed a wider sample of cluster arrangements in three regional meetings using a group interview methodology. The overall findings are summarised in terms of the conditions and factors which promote SEN inter‐school collaboration and the outcomes for schools, teachers, local education authorities (LEAs) and support services. The significance and implications of these forms of inter‐school collaboration are finally discussed in terms of the current changes to the school system and the education of pupils with SEN. 1994 British Educational Research Association
Abstract.
LUNT I, EVANS J, NORWICH B, WEDELL K (1994). Collaborating to meet special educational needs: Effective clusters?. Support for Learning, 9(2), 73-78.
Norwich B (1994). Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences.
Curriculum Studies,
2(3), 289-308.
Abstract:
Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences
Differentiation has become a topical matter in the wake of the implementation of the National Curriculum. This paper explores different conceptions and evaluations about differentiation. One of its main aims is to show that the issue of differentiation arises out of the tension between the basic values of equality and belongingness on one hand and individuality on the other. This is reflected in the processes of teaching and learning, in the design of the curriculum and the organisation of schooling, and in the Intended outcomes of learning. Another aim is to show the links between these value considerations and particular assumptions about the nature and sources of individual differences. The case for a genuine interactionist model is presented which recognises the interplay between internal child and external environmental factors. This model is associated with the position that there is a plurality of values which need to be balanced and reconciled. © 1994 Taylor and Francis Group, LLC.
Abstract.
Norwich B (1994). Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors.
Educational Psychology,
14(3), 291-306.
Abstract:
Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors
Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls' school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12–14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions. © 1994, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Norwich B, Daniels H, Anghileri N (1994). Teacher Support Teams in Primary Schools. Education 3-13, 22(3), 44-49.
Norwich B (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison.
European Journal of Special Needs Education,
9(1), 91-106.
Abstract:
The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison
This study of educators' attitudes to the integration of those with special educational needs in ordinary schools and classes took place in rural and urban areas of Pennsylvania, USA and Northamptonshire, England. The aim was to investigate and compare the relationships of integration attitudes to political outlook, socio-political views, identification with those with disabilities, contact with disability and professional position. Integration attitudes were mildly positive in both countries and were weakly related to political outlook and socio-political views. Direct contact with disability was also associated with more positive integration attitudes for those with more right-wing outlooks. In the English sample, integration attitudes were more positive and more related to socio-political views, by comparison with the US sample in which only professional position related independently to integration attitudes. These findings are discussed in terms of an interactionist perspective, and related to differences of special education provision in the two study areas and possible cultural differences. © 1994, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
Br J Educ Psychol,
63 ( Pt 2), 308-321.
Abstract:
Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty-eight boys and girls, aged 11-14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter-related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour intention.
Abstract.
Author URL.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
The British journal of educational psychology,
63Abstract:
Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty-eight boys and girls, aged 11-14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter-related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour intention.
Abstract.
NORWICH B (1993). IDEOLOGICAL DILEMMAS IN SPECIAL NEEDS EDUCATION - PRACTITIONERS VIEWS.
OXFORD REVIEW OF EDUCATION,
19(4), 527-546.
Author URL.
NORWICH B (1993). SOCIAL-PSYCHOLOGY OF THE PRIMARY-SCHOOL - ROGERS,C, KUTNICK,P.
EDUCATIONAL RESEARCH,
35(1), 101-102.
Author URL.
DANIELS H, NORWICH B, ANGHILERI N (1993). Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs.
Support for Learning,
8(4), 169-173.
Abstract:
Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs
This article deals with an evaluation of some teacher support teams (TSTs) and the way they can be utilised in response to current pressures and demands. TSTs take as their focus the teacher and not the child. Through self‐supportive networks teachers can gain greater understanding of classroom problems and increase their competence in dealing with them. Harry Daniels and his colleagues have developed this technique in a number of London schools and report on its effectiveness. Copyright © 1993, Wiley Blackwell. All rights reserved
Abstract.
Fox P, Norwich B (1992). Assessing the self-perception of young adults with severe learning difficulties.
European Journal of Special Needs Education,
7(3), 193-203.
Abstract:
Assessing the self-perception of young adults with severe learning difficulties
This study investigated the reliability and validity of assessing the self-perceptions of young people with severe learning difficulties. Twelve young people from a social education centre were interviewed in three different ways, based on personal construct psychology methods. This involved using both rating and ranking methods with provided and elicited constructs. Self-perception levels were found to be fairly stable over time and despite changes in the assessment methods. Peer perceptions of each young person corresponded fairly well with self-perceptions, though parent or guardian estimates of self-perceptions were far less accurate. The findings are interpreted as showing the feasibility of dependable assessment of the self-perceptions of young people with severe learning difficulties. © 1992, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Martin M, Norwich B (1991). The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education.
British Educational Research Journal,
17(4), 333-351.
Abstract:
The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education
This paper describes a study which examined recent research on classroom management and translated the research findings into a skills‐based programme on the theme of Effective Classroom Management. The programme was evaluated both formatively and summatively when piloted in both a rural and an urban setting during an in‐service course organised for primary teachers. The evaluation results show that research‐based concepts and principles lent themselves to translation in a way that was both meaningful and of practical value to teachers. Programme goals of developing a richer conceptualisation of what classroom management entailed and of extending management skills were largely achieved. The study indicates the importance of a conceptual and skills‐based approach to classroom management. It also suggests that the theme carries with it the potential to contribute to teachers' sense of professionalism. 1991 British Educational Research Association
Abstract.
NORWICH B, DUNCAN J (1990). ATTITUDES, SUBJECTIVE NORM, PERCEIVED PREVENTIVE FACTORS, INTENTIONS AND LEARNING SCIENCE - TESTING a MODIFIED THEORY OF REASONED ACTION.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
60, 312-321.
Author URL.
Lalkhen Y, Norwich B (1990). The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings.
European Journal of Special Needs Education,
5(1), 1-12.
Abstract:
The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings
Thirty-nine adolescents with physical impairments, from special school, partially integrated and fully integrated placements were matched for age, broad educational attainments and degree of physical impairment. Quantitative and qualitative indicators of self-concepts and self-esteem were assessed. The physical self-concept was significantly lower than the other aspects of self-concept for all three groups. There was a trend for physical self-concept to be lower with more integration. Physical selfconcept was also found to be more independent of other self-concept aspects in the fully integrated group and this finding was used to account for the other finding that the highest levels of self-esteem were in the fully integrated group. This pattern of results is interpreted in terms of current theories about the social comparison basis of self-perception and the relationship between self-concept and self-esteem. © 1990, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Norwich B (1989). How should we define Exceptions?.
British Journal of Special Education,
16(3), 94-97.
Abstract:
How should we define Exceptions?
‘Modifying’ or ‘disapplying’ the National Curriculum – what do these terms mean? Neither is clearly defined in the Education Reform Act, statutory instruments or circulars. Yet both begin to apply from this month onwards as the National Curriculum is introduced into schools. Guidance from the Department of Education and Science is urgently needed, suggests Brahm Norwich, lecturer in the Department of Educational Psychology and Special Educational Needs, Institute of Education, London University. Copyright © 1989, Wiley Blackwell. All rights reserved
Abstract.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
Br J Educ Psychol,
59 ( Pt 3), 314-325.
Abstract:
The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
This study investigated how attitudes and intentions about learning mathematics might be related to subsequent mathematics learning and achievement using the Ajzen and Fishbein theory of reasoned action. The sample consisted of 142 boys and girls between 12 and 14 years old in a large inner city comprehensive school who were assessed in a follow-up design over a nine-month period. Beliefs about the outcomes of learning, attitudes to learning, perceptions of significant others' prescriptions about learning, intentions to engage in learning behaviours, self and teacher reported learning behaviour and mathematics achievement were assessed at both stages. Regression analysis suggested that while the expectancy-value components of attitude did relate to learning behaviour intentions, perceived prescriptions did not relate to intentions. There was a weak relationship between the two measures of learning behaviour, but with neither measure did intention independently predict future behaviour once prior behaviour was taken into account. The best predictor of subsequent mathematics achievement was prior achievement, though teacher-reported learning behaviour did have an independent relationship with subsequent achievement. The findings are discussed in terms of the assessment of learning behaviours, the relevance of the behaviour intention construct for repeated multiple behaviours and future work on how affective variables might be related to cognitive achievements.
Abstract.
Author URL.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
The British journal of educational psychology,
59Abstract:
The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
This study investigated how attitudes and intentions about learning mathematics might be related to subsequent mathematics learning and achievement using the Ajzen and Fishbein theory of reasoned action. The sample consisted of 142 boys and girls between 12 and 14 years old in a large inner city comprehensive school who were assessed in a follow-up design over a nine-month period. Beliefs about the outcomes of learning, attitudes to learning, perceptions of significant others' prescriptions about learning, intentions to engage in learning behaviours, self and teacher reported learning behaviour and mathematics achievement were assessed at both stages. Regression analysis suggested that while the expectancy-value components of attitude did relate to learning behaviour intentions, perceived prescriptions did not relate to intentions. There was a weak relationship between the two measures of learning behaviour, but with neither measure did intention independently predict future behaviour once prior behaviour was taken into account. The best predictor of subsequent mathematics achievement was prior achievement, though teacher-reported learning behaviour did have an independent relationship with subsequent achievement. The findings are discussed in terms of the assessment of learning behaviours, the relevance of the behaviour intention construct for repeated multiple behaviours and future work on how affective variables might be related to cognitive achievements.
Abstract.
Norwich B (1987). Self-Efficacy and Mathematics Achievement: a Study of Their Relation.
Journal of Educational Psychology,
79(4), 384-387.
Abstract:
Self-Efficacy and Mathematics Achievement: a Study of Their Relation
In this study, I investigated the relation between self-efficacy and mathematics achievement when other factors, such as self-concept of math ability, prior task achievement, and prior self-efficacy were taken into account. I assessed self-efficacy over 4 trials in a repeated-measures design with 72 children, aged 9-10 years. I assessed task performance after the first and third self-efficacy assessment. Regression analysis indicated small or no predictive relation between self-efficacy and task performance, depending on task familiarity, when these other factors were included in the analysis. Results of the study lend one to doubt that there is a simple relation between self-efficacy and task performance in the field of mathematics learning. The complexity of self-efficacy, its sources, and consequences are also illustrated. © 1987 American Psychological Association.
Abstract.
Pearce M (1986). A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties.
European Journal of Special Needs Education,
1(1), 13-22.
Abstract:
A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties
This exploratory study aimed to compare the effectiveness of a computer programme and\direct teaching in promoting simple number estimation skills for a group of eight children\(ages from 9 to 12 years) in a special school for children with moderate learning difficulties.\A modified single case study design using random group allocation was used with performance\gains being monitored with teaching related and generalization tasks. Average gains\made by both groups on both kinds of tasks were maintained over a 4 week period. The\results are discussed in terms of the differential gains for the two groups for the teachingrelated\and generalization tasks and individual variations in response to the teaching\approaches. Despite methodological difficulties the study indicates that both teaching\approaches are associated with direct and transfer gains in simple number estimation which\are durable over a 4 week period. © 1986, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
NORWICH B (1986). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 180-189.
Author URL.
JAEGAR ME, NORWICH B (1986). THE ROLE OF ABILITY AND AFFECTIVE AND CONATIVE FACTORS IN SCHOOL LEARNING.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 98-98.
Author URL.
NORWICH B, JAEGAR ME (1986). UNDERSTANDING SCHOOL-ACHIEVEMENT IN TERMS OF CHILDRENS BELIEFS AND EVALUATIONS ABOUT LEARNING-PROCESSES AND OUTCOMES.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 99-100.
Author URL.
Norwich B (1985). A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks.
Educational Psychology,
5(1), 45-53.
Abstract:
A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks
This research note describes the rationale and methods used in a pilot single case-study of teaching subtraction to an adolescent with specific learning difficulties. The rationale is derived from Bloom's theory of school learning with its emphasis on mastery of objectives and on the contributory influence of self-concept of ability on learning outcomes. This is linked to Bandura's theory of self-efficacy which is associated with a methodology for assessing self-efficacy in relation to objectives. The results indicated that self-efficacy judgements could predict subsequent subtraction performance and that there could have been some transfer in self-efficacy from one task to another related task. The results are discussed in terms of assessment methodology and of future areas for theoretical and practical developments. © 1985, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
NORWICH B (1985). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT AND THE ACCURACY OF SELF EFFICACY JUDGEMENTS IN RELATION TO PERFORMANCE LEVELS.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
55(FEB), 103-103.
Author URL.
Norwich B (1985). Special Educational and School Psychological Services in Madison. Educational Psychology in Practice, 1(3), 124-127.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory. The British journal of educational psychology, 55 ( Pt 1), 76-80.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory.
Br J Educ Psychol,
55 ( Pt 1), 76-80.
Author URL.
Norwich B, Cowne E (1985). Training with a School Focus.
British Journal of Special Education,
12(4), 167-170.
Abstract:
Training with a School Focus
A new one‐term course which has its focus on the school, local education authorities and practical projects chosen by course members is described by Dr Brahm Norwich, lecturer in special needs, London University Institute of Education, and Elizabeth Cowne, tutor to the course for teachers of children with special educational needs in the ordinary school. Copyright © 1985, Wiley Blackwell. All rights reserved
Abstract.
NORWICH B (1984). ASPECTS OF THE PROFESSIONAL SOCIALISATION OF TEACHERS - IMPLICATIONS FOR TEACHER-EDUCATION AND TRAINING.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
54(FEB), 129-129.
Author URL.
NORWICH B (1984). ASSESSMENT OF CHILDRENS INTELLIGENCE AND SPECIAL ABILITIES, 2ND EDITION - SATTLER,JM.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES,
25(4), 652-653.
Author URL.
Roberts J, Norwich B (1983). Assessing students in FE.
Spec Educ Forward Trends,
10(1), 16-20.
Author URL.
NORWICH B (1983). STRAIGHT TALK ABOUT MENTAL TESTS - JENSEN,A.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES,
24(4), 648-649.
Author URL.
NORWICH B (1983). THE UNIQUE CONTRIBUTION OF CHILD PSYCHOLOGICAL-SERVICES.
BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY,
36(APR), 116-119.
Author URL.
NORWICH B (1979). MISTAKE IN THE WISC-R.
BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY,
32(DEC), 477-477.
Author URL.
NORWICH B (1973). NEGATORS IN SPEECH OF DEPRESSED PATIENTS.
BRITISH JOURNAL OF PSYCHIATRY,
122(567), 244-244.
Author URL.
Chapters
Norwich B, Koutsouris G (In Press). Addressing Dilemmas and Tensions in Inclusive Education. In (Ed)
.
Full text.
Norwich B, Koutsouris G (2019). An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach. In Boyle C, Mavropoulou S, Anderson J, Paige A (Eds.)
Inclusive Education: Global Issues and Controversies, Sense Publishers.
Full text.
Norwich B (2018). Has ‘special educational needs outlived its usefulness?. In (Ed)
Special Education in Britain after Warnock, 43-58.
Abstract:
Has ‘special educational needs outlived its usefulness?
Abstract.
Norwich B (2014). Categories of Special educational needs. In Florian L (Ed) The Sage Handbook of Special education. Vol.1, London: Sage, 55-73.
Ylonen A, Norwich B (2014). How Lesson Study helps teachers of pupils with specific needs or difficulties. In (Ed) Lesson Study: Professional Learning for Our Time, 86-106.
Norwich B, Ylonen A (2014). Lesson from evaluations of lesson study. 978-1-78093-830-1. In Norwich B, Jones J (Eds.) Lesson study: making a difference to teaching pupils with learning difficulties, London: Continuum, 113-145.
Norwich, B (2013). Antisocial behaviour; what contribution for psychology?. In Maras P (Ed) Psychology and antisocial behaviour in schools, Leicester: BPS, 9-15.
Creese A, Norwich B, Daniels H (2013). Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs. In (Ed)
Addressing Pupil's Behaviour: Responses at District, School and Individual Levels, 126-143.
Abstract:
Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs
Abstract.
Lawson HA, Norwich B, Nash T (2013). Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within school placement. In Jones P (Ed) Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals, London: Routledge.
Norwich B, Corbett J (2013). The contribution of special education to our understanding of values, schooling and the curriculum. In (Ed)
Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching, 96-108.
Abstract:
The contribution of special education to our understanding of values, schooling and the curriculum
Abstract.
Norwich B (2012). How inclusion policy works in the UK (England): successes and issues. In Boyle, C, Topping K (Eds.) What works in inclusion?, Maidenhead: Open University Press.
Norwich B, Avramidis E (2012). SEN: the state of research – compromise, consensus or disarray?. In Peer L, Reid G (Eds.) Special educational needs: a guide for inclusive practice, London: Sage.
Norwich B (2010). What implications do changing practices and concepts have for the role of SEN Coordinator?. In Hallett F, Hallett G (Eds.) Transforming the role of the SENCO,, Maidenhead: Open University Press.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.)
Transforming the Role of the SENCO, Open University Press, 37-50.
Abstract:
What implications do changing practices and concepts have for the role of the SEN coordinator?
Abstract.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.)
Transforming the Role of the SENCO, Open University Press, 37-50.
Abstract:
What implications do changing practices and concepts have for the role of the SEN coordinator?
Abstract.
Norwich B (2008). How compatible is the recognition of dyslexia with inclusive education?. In Reid G (Ed) The Routledge Dyslexia Handbook, London: Routledge, 177-194.
Macmillan, P. Norwich, B. (2008). Improving oracy and literacy among children who fall behind. In Evans R, Jones D (Eds.) Metacognitive Approaches to Developing Oracy, London: Routledge, Taylor and Francis, 65-76.
Norwich, B. (2008). Inclusive and effective schools: challenges and tensions. In Hick P, Kershner R, Farrell P (Eds.) Psychology for inclusive education: new directions in theory and practice, London: Routledge, 96-107.
Norwich B (2008). Perspectives and purposes of disability classification systems: implications for teachers and curriculum and pedagogy. In Florian L, McClaughlin M (Eds.) Classification in Special Education, Thousand Oaks, CA.: Corwin Press, 131-149.
Norwich, B. (2007). Categories of special educational needs. In Florian L (Ed) Handbook of Special Education, London: Sage Publications, 55-67.
Norwich, B. (2006). Dilemmas in inclusive education. In Cigman R (Ed) Included or excluded? the challenge of the mainstream for some children with SEN, London: Routledge.
Norwich, B. (2005). Common or specialised pedagogy. In Nind M, Rix J, Sheehy K, Simmons K (Eds.) Curriculum and pedagogy in inclusive education : values into practice, London: Routledge/Falmer, 34-47.
Norwich, B. (2004). Education, inclusion, and individual differences: recognising and resolving dilemmas. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London:.
Norwich, B. (2004). Is there a distinctive pedagogy for learning difficulties?. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London, New York: Falmer/Routledge.
Avramidis E, Norwich, B. (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In Poulson L, Wallace M (Eds.) Learning to read critically in teaching and learning, London: Sage Publications, 201-222.
Norwich, B. (2002). Is there a distinctive pedagogy for learning difficulties?. In Galloway D (Ed) Children with SEN: a response to the new Code of Practice, London: Association of Child Psychology and Psychiatry, 25-37.
Daniels, H. (2001). Teacher support teams for special educational needs in primary schools. In Wearmouth J (Ed) Special Educational Provision in the context of Inclusion: policy and practice in schools, Open University Press, 149-168.
Conferences
Ganguli P, Ford T, Edwards V, Sharkey S, Ukoumunne OC, Norwich B, Logan S, Byford S (2017). Methods for Cost-Effectiveness Analysis of a School-Based Intervention: Evaluating the Incredible Years Teacher Classroom Management Programme.
Author URL.
Reports
Norwich B, Koutsouris G, Bessudnov A (2018).
An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme. Full text.
Richards, A. Nash, T. (2008). Children in care and the multi-disciplinary work of educational psychologists.
Endler, L. Rose, J.R. & Norwich, B. (2008). How do practitioners in the early years use the Common Assessment framework: an evaluation.
Kelly, N. Proykov, T. Norwich, B. (2005). An evaluation of the Devon Children's Fund. Exeter, School of Education and Lifelong Learning, University of Exeter.
Kelly, N. et, al (2004). A study of promising practices of pupil participation in SEN procedures in south-west mainstream schools. Exeter, University of Exeter, School of Education and Lifelong Learning.
Richards, A. Norwich, B. (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project. Exeter. School of Education and Lifelong Learning, University of Exeter.
Internet publications
Lunt, I. (2006). Future schooling: a scenario approach (a policy paper).
Author URL.
Publications by year
In Press
Norwich B, Koutsouris G (In Press). Addressing Dilemmas and Tensions in Inclusive Education. In (Ed)
.
Full text.
Norwich B (In Press). Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework.
Frontiers in Education Special Educatiuonal Needs Full text.
Norwich B (In Press). From the Warnock Report (1978) to an Education Framework Commission: a novel contemporary approach to educational policy making for pupils with special educational needs /disabilities.
Frontiers in Special Educational Needs Full text.
Black A, Lawson HA, Norwich B (In Press). Lesson planning for diversity.
Journal of Research in Special Educational Needs Full text.
Norwich, B. Ylonen A, Gwernan-Jones R (In Press). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
Norwich B, Koutsouris G (In Press). Putting RCTs in their place: implications from an RCT of the Integrated Group Reading approach.
International Journal of Research and Method in Education Full text.
Norwich B, Benham-Clarke S, Goei. SL (In Press). Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education.
European Journal of Special Needs Education Full text.
Koutsouris G, Norwich B, Stebbing J (In Press). The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils.
Cambridge Journal of Education Full text.
Norwich B (In Press). Thinking about the nature of educational research: going beyond superficial theoretical scripts.
Review of Education Full text.
Koutsouris G, Norwich B (In Press). What exactly do RCT findings tell us in education research?.
British Educational Research Journal Full text.
2020
Satherley D (2020). An exploration of parents’ experiences of choosing special school.
Abstract:
An exploration of parents’ experiences of choosing special school
The UK coalition government’s Green Paper (DfE, 2011) stated that the administration intended to “remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose” (p.5). There has been an increase in recent years within the UK of pupils with an Education, Health and Care Plan (EHCP) attending a state-funded special school (DfE, 2019b), with a pledge in March 2019 for 3,500 additional special schools placements to be made available across the UK (DfE, 2019a). Recent research in Australia has suggested that the complexity of deciding between regular and special schools is compounded by the influence of professionals and accessing reliable information, meaning that parents’ choices do not reflect their actual preferences (Mann, Cuskelly & Moni, 2015). There is however limited research currently around the experiences of choosing special school for parents in the UK.
This research thesis examined the views of parents of pupils in UK special schools: to gain an understanding of the reasons behind parents choosing special school and the extent to which they feel they had an independent, informed choice of school. The research considers how these choices are facilitated in schools and supported by professionals. It also considers parents’ views around high-quality, inclusive education.
The research employed a two-phase, mixed methods explanatory sequential design. Phase 1 employed the use of questionnaires in order to address the above aims (the questionnaire was adapted from that of Bagley et al, 2001). Participants were sampled across three local authorities in the South West of England and administered through special schools and via social media. The inclusion criteria stated that the children of the parents sampled had to have been attending a special school for at least 12 months. Phase 2 of the research employed semi-structured interviews, with a volunteer sample drawn from parents who participated in Phase 1 (purposively sampled to reflect a range of parental views, experiences and demographics). As per the explanatory sequential design, the interview schedule was devised based on an interim analysis from Phase 1 (using the Phase 1 data collected by October 2019).
Sixty-eight percent of participants suggested that they did not feel that they had a real choice between special school provision and other types of provision (e.g. more than one option that was good enough), with 49% indicating that mainstream school was completely inappropriate for their child (the modal response). ‘Real choice’ was explored as a multi-faceted concept for parents (related to the number of school choices, with appropriateness of mainstream school, and quality of facilitation and professional support- supporting parents to be aware of options- also being influential factors. The research also suggests that parents experienced more of a difficult choice when they felt mainstream school was appropriate for their child, suggesting a dilemma.
The majority of parents indicated feeling well-informed and supported by professionals throughout the process. 76% of participants however felt that the system of parental choice of school should be improved. Finally, the parents in this research presented a clear view of inclusion which is contrary to the ‘inclusion as all children under one roof’ philosophy (Warnock, 1978). Accessing a shared academic curriculum was not considered to be effective inclusion for these parents. Instead, this was for their child to feel a sense of belongingness and acceptance in their setting, and to be accessing an appropriate curriculum for their needs. Parents felt that this was best achieved in separate, specialist provision.
This small-scale research provides a detailed insight into the views and experiences of parents of children with special educational needs (SEN) in the South West of England, who have made a choice between mainstream and special school, and an examination of the factors underlying both positive and negative experiences. The implications for national policy and for the practice of EPs are considered, as well as recommendations for future research.
Abstract.
Full text.
Anderson J (2020). Leadership for inclusive education: the knowledges, attitudes and practices of primary school principals.
Abstract:
Leadership for inclusive education: the knowledges, attitudes and practices of primary school principals
This study sought to understand leadership for inclusive education from a principal’s perspective, in acknowledgement of the crucial part they play as leaders of schools. It adopted the Ecology of Inclusive Education (Anderson et al. 2014), a conceptual framework that situates inclusive education within the complex context of schools, and the environments in which they operate. This afforded a recognition of the influential nature of context in the construction of principals’ knowledges, attitudes and practices as leaders for inclusive education. Seven case studies were conducted across primary schools in an educational region of Queensland, Australia. Each case utilised thematic analysis to analyse two in-depth semi-structured interviews and key school documentation. The results yielded some interesting findings. Each of the seven principals perceived inclusive education as a continuum that permits education to occur in a way determined by the schools as best meeting the needs of the students, whether this be in a mainstream classroom, a special education classroom, a special school setting, or anywhere in between. Principals expressed a predominantly negative attitude towards the notion of inclusion and identified barriers over which they had no control as justification for this attitude. The knowledges and attitudes described by principals significantly influenced the selection and enactment of leadership practices for inclusive education. While a small number of practices promoted inclusive education, the majority were either used in both inclusive and exclusive ways or were solely exclusive. Yet practices applied in exclusive ways were consistently described by principals as being ‘inclusive’.
The findings of this study highlight some key points. Principals knowledges of and attitudes towards inclusive education reflect the operation of the education system in which they work. Aspects of influence from the social, political and historical contexts were also evident in the principals’ discourse, across both the interviews and documentation. Two shifts need to occur for inclusive education to have a chance of success. First, the system needs to reflect the social justice principles of inclusive education in everything it does. Second, principals need to be afforded the opportunity for authentic introspection, where current ways of thinking and knowing are challenged. It is only when systems operate in a consistently inclusive way, and principals perceive inclusive education positively, that students, regardless of their starting point, will benefit from schooling - socially, emotionally and academically - in an equitable way.
Abstract.
Full text.
Liu Y, Bessudnov A, Black A, Norwich B (2020). School autonomy and educational inclusion of children with special needs: Evidence from England.
British Educational Research Journal,
46(3), 532-552.
Full text.
Norwich B (2020). Transitions for students with special educational needs: implications for inclusion policy and practice.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION Author URL.
Alkeraida A (2020). Understanding Teaching Practices of Inclusive Participation for Male Students with Autism in Saudi Arabian Primary Schools.
Abstract:
Understanding Teaching Practices of Inclusive Participation for Male Students with Autism in Saudi Arabian Primary Schools
Since 2015, the Saudi Arabian Educational system has taken practical steps to implement inclusive education on a small scale in its schools. Yet, the mere presence of students with autism in mainstream classrooms might not necessarily result in their inclusion. Literature indicates that students with autism tend to be more passive and show more levels of non- engagement compared to their peers with other types of disabilities, and teachers struggle to enhance their social and academic participation in mainstream classrooms. As a result, students with autism can perform well below their peers. To examine the challenges that teachers encounter to promote the participation of students with autism at the classroom level, the first aim of this study was to understand teaching practices associated with inclusive education for students with autism in Saudi Arabia (SA). The second aim of this study was an analytical aim based on the methodological approach of the study to illustrate and analyse the phenomenon across several cases, which provided a further contribution to understanding this phenomenon. This study adopted a longitudinal multiple case studies design with four participating teachers from two primary schools in Jeddah, SA using a combination of methods (observations, interviews with teachers and students, and surveys).
The findings of this study showed that all of the participating teachers believed that students with autism needed strategies different from those provided to their peers without disabilities to participate in their classes. Teachers varied in their practices as some excluded the students with autism in classroom activities and others included them. Interestingly, limited knowledge about autism was not directly associated with teachers’ decision of whether to promote the participation of students with autism or not. Nevertheless, limited knowledge about autism may result in less effective teaching practices. Teachers arrived at their teaching decisions in a complex way of thinking involving their attitude toward the inclusion of students with autism, their level of perceived teaching efficacy, their perceived causes of the students’ need and their expectations about the students’ learning progress in their classrooms. A model grounded in the data was developed to show how these factors interact. Teachers’ level of perceived teaching efficacy and their level of attitude were consistent with their practices. Lower levels of perceived teaching efficacy and more negative attitude were found to be critical barriers to the participation of students with autism. Further, the study found that teachers’ understanding of inclusion contributed to shaping their attitudes. Hence, their levels of attitudes were expressed by varying degrees of inclusion in practice, showing some limits to participation even for those teachers reporting a positive attitude toward inclusion. This study suggested that teachers’ perceived teaching efficacy may moderate the association between autism characteristics and teachers’ attitude. Further, teachers who perceived students with autism to have intellectual difficulties had low expectations of their learning progress, which set limits on the opportunities provided to promote their participation. This thesis also discussed the strengths and limitation of cross-case local generalisation and their implications for inclusive practices in SA and internationally.
Abstract.
Full text.
2019
Black A, Bessudnov A, Liu Y, Norwich B (2019). Academisation of Schools in England and Placements of Pupils with Special Educational Needs: an Analysis of Trends, 2011–2017.
Frontiers in Education,
4(4), 1-14.
Full text.
Poulou MS, Norwich B (2019). Adolescent students’ psychological needs: Development of an existence, relatedness, and growth needs scale.
International Journal of School and Educational Psychology,
7(sup1), 75-83.
Abstract:
Adolescent students’ psychological needs: Development of an existence, relatedness, and growth needs scale
© 2018, © 2018 International School Psychology Association. The satisfaction of adolescents’ perceived psychological needs facilitates their academic achievement and adjustment within school. A first step in this direction is the identification of adolescents’ psychological needs and the environmental factors to meet these needs. Based on the theory of Existence, Relatedness, and Growth, known as ERG, the present study aimed to develop and provide evidence for the validity of a new measure of adolescent students’ psychological needs at school. Five hundred and eighty adolescent students of public secondary schools in central Greece participated in the study. Students completed the ERG Needs Scale, the Autonomy and Competence Scales, and the Subjective Well-Being measures. Preliminary results showed that the new instrument has promising psychometric properties. The potential contribution of the new instrument for future research and educational practices are discussed.
Abstract.
Norwich B, Koutsouris G (2019). An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach. In Boyle C, Mavropoulou S, Anderson J, Paige A (Eds.)
Inclusive Education: Global Issues and Controversies, Sense Publishers.
Full text.
Norwich B (2019). Context and Implications Document for: Thinking about the nature of educational research: going beyond superficial theoretical scripts. Review of Education, 8(1), 263-265.
Koutsouris G, Norwich B, Bessudnov A (2019). Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read.
Educational Review,
TBC Full text.
Poulou M, Norwich B (2019). Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions.
European Journal of Psychology of EducationAbstract:
Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions
© 2019, Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. Students’ emotional and behavioral difficulties are recognized as a continuing issue in the adolescent development and education. Since adolescents spend a great amount of time in schools, a central question is how schools can facilitate adolescents’ adjustment and positive schooling. Using the ERG theory of human needs, the present study aims to investigate potential predictors of students’ emotional and behavioral difficulties, by examining the individual and concurrent contribution of students’ psychological needs, mixed self-perceptions and well-being. Nine hundred and eighty-four students (aged 11–18 years old) completed (1) the Existence, Relatedness and Growth Needs Scale, (2) the Mixed Self-Perceptions Inventory, (3) the Well-being measure, and (4) the Strengths and Difficulties Questionnaire (SDQ). Results show that ERG needs and well-being contribute to the prediction of students’ psychological adjustment in schools. The measure of mixed self-perceptions was not a significant predictor of adolescents’ emotional and behavioral difficulties. The paper discusses the contribution of the study and its implications for teachers to improve the quality of students’ lives, as well as the significance of ERG theory in understanding human needs in relation to educational practices.
Abstract.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial.
Journal of Educational PsychologyAbstract:
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial
Background
Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training program that past research has demonstrated may be an effective intervention for children’s mental health, but little research has explored any impacts there may be on the teachers’ own professional confidence and mental health.
Aims
In this paper we evaluate whether TCM may lead to changes in teachers’ wellbeing, namely a reduction in burnout and an improvement in self-efficacy and mental health.
Sample
Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part.
Methods
Eighty teachers were randomised to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to twelve teachers in six whole-day workshops that were evenly spread between October and April. At baseline and nine months follow-up we measured teachers’ mental health using the Everyday Feelings Questionnaire (EFQ), burnout using the Maslach Burnout Inventory-General Survey (MBI-GS) and self-efficacy using the Teachers’ Sense of Efficacy Scale-Short (TSES-Short).
Results
Using linear regression models there was little evidence of differences at follow-up between the intervention and control teachers on the outcomes (the smallest p-value was 0.09).
Conclusions
Our findings did not replicate previous research that TCM improved teachers’ sense of efficacy. However, there were limitations with this study including low sample size.
Abstract.
Full text.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT.
Public Health Research,
7 Full text.
Ryder D, Norwich B (2019). UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision.
Journal of Research in Special Educational Needs,
19(3), 161-172.
Abstract:
UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision
© 2018 NASEN Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty-four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant reliance on generic reasonable adjustments, and disinclination to fully engage with related equity issues. The study’s quantitative estimate of the extent of these findings, together with its analysis of cross and inter-institutional differences, adds a new dimension to existing knowledge in the field. It has serious implications for the overall quality and equality of teaching and learning in higher education.
Abstract.
Full text.
2018
Gwernan-Jones RC, Macmillan P, Norwich B (2018). A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’.
Journal of Research in Special Educational NeedsAbstract:
A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’
This paper describes the mixed methodology evaluation
of the Own-Voice Intensive Phonics (OVIP) programme
with 33 secondary students with persistent
literacy difficulties. The evaluation involved a quasiexperimental
evaluation in which 33 students in years
7–9 in four schools used OVIP over an 8 week period
and were monitored at three times for their word
reading, phonic decoding and phonological skills.
Students, teaching assistants and teachers involved
were also interviewed about the use of OVIP, the perceived
processes and outcomes. Assessment results
showed that OVIP was associated with greater gains
in word reading than these students usual teaching/
intervention approaches. Those interviewed also
experienced benefits associated with using OVIP. It
was further found that word reading gains were not
related to a measure of being at risk of significant literacy
difficulties. Participants identified the use of
their own voice, the students agency and working at
their own pace as key factors relevant to how OVIP
worked. These factors aligned with a working OVIP
programme theory. The findings are discussed in
terms of further development and research related to
an own voice approach to addressing persistent literacy
difficulties.
Abstract.
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Stentiford LJ, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers.
Journal of Research in Reading,
41, 197-225.
Full text.
Norwich B, Koutsouris G, Bessudnov A (2018).
An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme. Full text.
Norwich B (2018). Has ‘special educational needs outlived its usefulness?. In (Ed)
Special Education in Britain after Warnock, 43-58.
Abstract:
Has ‘special educational needs outlived its usefulness?
Abstract.
Norwich B, Fujita T, Adlam A, Milton F, Edwards-Jones A (2018). Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning.
Educational Psychology in Practice,
34, 370-385.
Full text.
Norwich B (2018). Making sense of international variations in lesson study and lesson study-like practices: an exploratory and conceptual perspective.
International Journal of Lesson and Learning studies, 1-20.
Full text.
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples.
Public Health,
166, 53-56.
Full text.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial.
Psychological MedicineAbstract:
The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial
Abstract
Background. We evaluated the effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management (TCM) programme as a universal intervention, given schools’ important influence on child mental health.
Methods. A two-arm, pragmatic, parallel group, superiority, cluster randomised controlled trial recruited three cohorts of schools (clusters) between 2012 and 2014, randomising them to TCM (intervention) or Teaching As Usual (TAU-control). TCM was delivered to teachers
in six whole-day sessions, spread over 6 months. Schools and teachers were not masked to allocation. The primary outcome was teacher-reported Strengths and Difficulties Questionnaire (SDQ) Total Difficulties score. Random effects linear regression and marginal logistic regression models using Generalised Estimating Equations were used to analyse the
outcomes. Trial registration: ISRCTN84130388.
Results. Eighty schools (2075 children) were enrolled; 40 (1037 children) to TCM and 40 (1038 children) to TAU. Outcome data were collected at 9, 18, and 30-months for 96, 89, and 85% of children, respectively. The intervention reduced the SDQ-Total Difficulties score at 9 months (mean (S.D.):5.5 (5.4) in TCM v. 6.2 (6.2) in TAU; adjusted mean difference
= −1.0; 95% CI−1.9 to −0.1; p = 0.03) but this did not persist at 18 or 30 months. Cost-effectiveness analysis suggested that TCM may be cost-effective compared with TAU at 30-months, but this result was associated with uncertainty so no firm conclusions can be drawn. A priori
subgroup analyses suggested TCM is more effective for children with poor mental health.
Conclusions. TCM provided a small, short-term improvement to children’s mental health particularly for children who are already struggling.
Abstract.
Full text.
Ryder D, Norwich B (2018). What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector.
Dyslexia,
24(2), 109-127.
Abstract:
What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector.
Research findings and positions concerning the nature of the dyslexia construct are currently diverse and increasingly complex. The ability of assessor practitioners to operationalize such knowledge and categorically diagnose dyslexia in any reliable and consistent way is being questioned. This study aimed to explore the way in which diverse and complex research findings are operationalized in the dyslexia diagnostic assessment of UK higher education students. The perspectives of 118 professional assessors of dyslexia working within the sector were collected using a questionnaire and some interviews. Data were analysed both quantitatively and qualitatively, as appropriate, and then integrated. The results confirmed critics' concerns about the consistency and reliability of the construct as currently diagnosed within the higher education context. Key controversial aspects of practice that emerged included the contextualized interpretation of literacy difficulties, a general commitment to discrepancy concepts, scepticism about the face validity of prescribed psychometric tests, and a related reliance on professional observation and experience above test results. The findings pointed to the need for a more informed nuanced understanding of the dyslexia label and a more cautious and responsible attitude towards its use.
Abstract.
Author URL.
Full text.
2017
Norwich B (2017). Experiencing special educational needs: lessons for practice. Maidenhead, Open University Press.
Norwich B (2017). Foreword.
Ganguli P, Ford T, Edwards V, Sharkey S, Ukoumunne OC, Norwich B, Logan S, Byford S (2017). Methods for Cost-Effectiveness Analysis of a School-Based Intervention: Evaluating the Incredible Years Teacher Classroom Management Programme.
Author URL.
Tan AGP, Ware J, Norwich B (2017). Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?.
Oxford Review of Education,
43(4), 447-461.
Abstract:
Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with eight EAL pupils with speech, language, and communication needs (SLCN) and four pupils with learning difficulties (LD), and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.
Abstract.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance.
Technology, Pedagogy and Education,
26, 587-599.
Full text.
Norwich B (2017). Preface.
2016
Norwich B (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: the Prospects and Challenges of Using the International Classification of Functioning Framework.
Frontiers in Education,
1, 12-12.
Full text.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team.
International Journal of Lesson and Learning Studies,
5, 180-195.
Abstract:
Exploring knowledge bridging and translation in Lesson Study using an inter-professional team
Purpose – it is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through Lesson Study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, this paper presents the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.
Design/methodology/approach – the LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.
Findings – Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.
Originality/value – This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.
Abstract.
Full text.
Russell G, Ukoumunne O, Ryder D, Golding J, Norwich B (2016). Predictors of word reading ability in seven year olds: analysis of data from a UK cohort study.
Journal of Research in Reading Full text.
2015
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach.
European Journal of Special Needs Education,
30(2), 253-273.
Abstract:
A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach
© 2015, © 2015 Taylor. &. Francis. This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.
Abstract.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach.
European Journal of Special Needs EducationAbstract:
A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach
This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.
Abstract.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study.
Dyslexia,
21(2), 123-141.
Abstract:
Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study.
This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population-based sample of children (n = 12,631) was conducted using linear regression models. There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied. Given high rates of co-occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support.
Abstract.
Author URL.
Full text.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study.
Dyslexia,
21(2), 123-141.
Abstract:
Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study
© 2015 John Wiley. &. Sons, Ltd. This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7-years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11-years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population-based sample of children (n-=-12-631) was conducted using linear regression models. There were 284 children (2.2%) identified with SWRD at age 7-years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11-years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied. Given high rates of co-occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support.
Abstract.
Full text.
Norwich B (2015). Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research.
Knowledge Culture,
3(2), 172-190.
Full text.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education, 30(4), 448-451.
Norwich B, Ylonen A (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes.
British Educational Research Journal,
41(4), 629-649.
Abstract:
Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes
© 2014 British Educational Research Association. This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students (11-14 years old) with moderate learning difficulties (MLD). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a development and research project with about 100 teachers across 30 schools in two LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subject areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.
Abstract.
Full text.
Norwich B, Eaton A (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties.
Emotional and Behavioural Difficulties,
20(2), 117-132.
Abstract:
The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties
© 2014, © 2014 SEBDA. This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multi-agency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.
Abstract.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling.
British Journal of Special Education,
42(2), 128-151.
Abstract:
The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling
© 2015 NASEN. This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.
Abstract.
Full text.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BMC Public Health,
15Abstract:
Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BACKGROUND: the 'Supporting Teachers and childRen in Schools' (STARS) study is a cluster randomised controlled trial evaluating the Incredible Years Teacher Classroom Management (TCM) programme as a public health intervention. TCM is a 6 day training course delivered to groups of 8-12 teachers. The STARS trial will investigate whether TCM can improve children's behaviour, attainment and wellbeing, reduce teachers' stress and improve their self-efficacy. This protocol describes the methodology of the process evaluation embedded within the main trial, which aims to examine the uptake and implementation of TCM strategies within the classroom plus the wider school environment and improve the understanding of outcomes. METHODS/DESIGN: the STARS trial will work with eighty teachers of children aged 4-9 years from eighty schools. Teachers will be randomised to attend the TCM course (intervention arm) or to "teach as normal" (control arm) and attend the course a year later. The process evaluation will use quantitative and qualitative approaches to assess fidelity to model, as well as explore headteachers' and teachers' experiences of TCM and investigate school factors that influence the translation of skills learnt to practice. Four of the eight groups of teachers (n = 40) will be invited to participate in focus groups within one month of completing the TCM course, and again a year later, while 45 of the 80 headteachers will be invited to take part in telephone interviews. Standardised checklists will be completed by group leaders and each training session will be videotaped to assess fidelity to model. Teachers will also complete standardised session evaluations. DISCUSSION: This study will provide important information about whether the Teacher Classroom Management course influences child and teacher mental health and well-being in both the short and long term. The process evaluation will provide valuable insights into factors that may facilitate or impede any impact. TRIAL REGISTRATION: the trial has been registered with ISCTRN (Controlled Trials Ltd) and assigned an ISRCTN number ISRCTN84130388. Date assigned: 15 May 2012.
Abstract.
Author URL.
Full text.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
BMC Public Health,
15Abstract:
Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial.
The 'Supporting Teachers and childRen in Schools' (STARS) study is a cluster randomised controlled trial evaluating the Incredible Years Teacher Classroom Management (TCM) programme as a public health intervention. TCM is a 6 day training course delivered to groups of 8-12 teachers. The STARS trial will investigate whether TCM can improve children's behaviour, attainment and wellbeing, reduce teachers' stress and improve their self-efficacy. This protocol describes the methodology of the process evaluation embedded within the main trial, which aims to examine the uptake and implementation of TCM strategies within the classroom plus the wider school environment and improve the understanding of outcomes.
Abstract.
Author URL.
Full text.
2014
Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II).
Assessment in Education: Principles, Policy and Practice,
21(4), 412-426.
Abstract:
A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II)
© 2014 Taylor. &. Francis. Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups.
Abstract.
Full text.
Norwich B (2014). Categories of Special educational needs. In Florian L (Ed) The Sage Handbook of Special education. Vol.1, London: Sage, 55-73.
Norwich B (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England.
British Journal of Special Education,
41(4), 403-425.
Abstract:
Changing policy and legislation and its effects on inclusive and special education: a perspective from England
© 2014 NASEN. This article, by Brahm Norwich of the Graduate School of Education, University of Exeter, sets the recent legislative changes in the special education system in England, the Children and Families Act (2014), in the context of wider changes in the school system, such as changes in curriculum-assessment, the governance of schools and inspection arrangements. It also sets out the recent legislative changes in terms of the recent history of the Labour period of government, with its adoption of market principles with social inclusion as key policy commitments. A case study of a secondary school is presented to illustrate some of these points. Despite the new legislative system being described as a radical approach involving aspiration and support for special educational needs, the article argues that proposed changes promise to be marginal and defined by policy commitments to markets and small government. Moreover, there are continuing and unresolved issues from the Labour Government period that are still to be fully addressed. Research is also presented on the distribution of pupils with Statements in secondary schools and the recent rising pattern of special school placement for the first time in 30 years.
Abstract.
Gray P, Norwich B (2014). Chapter 2. An overview of issues emerging as the policy context changes. Journal of Research in Special Educational Needs, 14(2), 122-127.
Norwich B (2014). Chapter 2. Context, interests and methodologies. Journal of Research in Special Educational Needs, 14(3), 193-196.
Rose J, Norwich B (2014). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work.
Cambridge Journal of Education,
44(1), 59-74.
Abstract:
Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work
This paper presents a new theoretical model which conceptualizes inter-professional and multi-agency collaborative working, at the level of the individual within a group. This arises from a review of the literature around joint working, and is based on social psychological theories which refer to shared goals. The model assumes that collective commitment, collective efficacy, and process and outcome beliefs interact and feed into the development and maintenance of collaborative processes and outcomes. This is situated within an ecological framework that summarizes the context of inter-professional and multi-agency collaboration. The model illustrates working resolutions of specific inter-professional dilemmas around identity, role and control. This paper extends the literature around theoretical approaches to collaborative work in a multi-agency or inter-professional context, with its specific social-psychological focus on the motivations of the individual within the group. © 2013 University of Cambridge, Faculty of Education.
Abstract.
Ylonen A, Norwich B (2014). How Lesson Study helps teachers of pupils with specific needs or difficulties. In (Ed) Lesson Study: Professional Learning for Our Time, 86-106.
Norwich B (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?.
Journal of Research in Special Educational Needs,
14(1), 16-21.
Abstract:
How does the capability approach address current issues in special educational needs, disability and inclusive education field?
This paper aims to examine what the capability approach has to offer to the field of special needs and inclusive education. Several key questions are addressed: can the capability approach replace the language of needs and rights; whether the capability approach can address key issues in the field of disabilities and difficulties in education and whether it is possible to avoid the capability approach becoming a promising trend that ends in disappointment? it is concluded that there needs to be an awareness of its incompleteness and so needs integrating with other approaches. Nevertheless, it is argued that the capability approach provides a renewed ethical approach and some conceptual resources to re-examine issues in the disability and education field. © 2013 NASEN.
Abstract.
Norwich B (2014). Improving learning through dynamic assessment: a practical classroom resource.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION,
29(2), 259-261.
Author URL.
Norwich B, Ylonen A (2014). Lesson from evaluations of lesson study. 978-1-78093-830-1. In Norwich B, Jones J (Eds.) Lesson study: making a difference to teaching pupils with learning difficulties, London: Continuum, 113-145.
Norwich B (eds)(2014). Lesson study: Making a difference to teaching pupils with learning difficulties. London, Contimuum Publishers.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education.
Cambridge Journal of Education,
44(4), 495-510.
Abstract:
Recognising value tensions that underlie problems in inclusive education
© 2014, © 2014 University of Cambridge, Faculty of Education. This paper aims to examine some tensions that underlie inclusive education as regards pupils with disabilities and difficulties. Two key tensions are analysed: difference as enabling–stigmatising (dilemmas of difference) and participation–protection, both of which can lead to significant dilemmas. Berlin’s hedgehog–fox distinction about the unity (hedgehog view) or plurality (fox view) of values is adopted and extended to different positions about inclusion. More radical versions of inclusion are portrayed as expressing rigid hedgehog positions that commit to one big value and so ignore other important values. However, in veering to a fox perspective, the argument recognises the need for tensions to be resolved. This resolving tendency expresses an integrating aim that seeks a unified perspective, even if it is not a final and absolute one. In this way some balance between a unitary view (hedgehog view) and a plurality view (fox view) can be achieved.
Abstract.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education
Norwich B, Eaton A (2014). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties.
Emotional and Behavioural DifficultiesAbstract:
The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties
This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multi-agency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.
Abstract.
Norwich B, Dudley P, Ylonen A (2014). Using lesson study to assess pupils’ learning difficulties.
International Journal for Lesson and Learning Studies,
3(2), 192-207.
Abstract:
Using lesson study to assess pupils’ learning difficulties
© 2014, Emerald Group Publishing Limited. Purpose – the purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs. Design/methodology/approach – the paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties. Findings – the paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures. Originality/value – the value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.
Abstract.
2013
Norwich B (2013). Addressing tensions and dilemmas in inclusive education - Living with uncertainty. London, Routledge.
Norwich B (2013).
Addressing tensions and dilemmas in inclusive education: Living with uncertainty.Abstract:
Addressing tensions and dilemmas in inclusive education: Living with uncertainty
Abstract.
Norwich, B (2013). Antisocial behaviour; what contribution for psychology?. In Maras P (Ed) Psychology and antisocial behaviour in schools, Leicester: BPS, 9-15.
Rose J, Norwich B (2013). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education
Corbett J, Norwich B (2013). Common or specialized pedagogy?. , 13-30.
Norwich B, Ylonen A (2013). Design-based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
Norwich B (2013). Disavowed knowledge: psychoanalysis, education and teaching.
HISTORY OF EDUCATION,
42(5), 680-684.
Author URL.
Creese A, Norwich B, Daniels H (2013). Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs. In (Ed)
Addressing Pupil's Behaviour: Responses at District, School and Individual Levels, 126-143.
Abstract:
Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs
Abstract.
Ylonen A, Norwich B (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes.
International Journal for Lesson and Learning Studies,
2(2), 137-154.
Abstract:
Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes
© 2013, © Emerald Group Publishing Limited. PurposeThis paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed. Design/methodology/approachThe paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory. FindingsThe teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process. Originality/valueThe paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.
Abstract.
Creese A, Daniels H, Norwich B (2013). Teacher support teams in primary and secondary schools: Resource materials for teachers.
Lawson HA, Norwich B, Nash T (2013). Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within school placement. In Jones P (Ed) Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals, London: Routledge.
Ylonen A, Norwich B (2013). The Lesson Study process: how it works and what it offers. Lessons from a development and research project in England’. International Journal of Lesson and Learning Study, 2 (2)
Norwich B, Corbett J (2013). The contribution of special education to our understanding of values, schooling and the curriculum. In (Ed)
Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching, 96-108.
Abstract:
The contribution of special education to our understanding of values, schooling and the curriculum
Abstract.
Norwich B (2013). Understanding the profession of educational psychology in England: Now and in the future.
Australian Educational and Developmental Psychologist,
30(1), 36-53.
Abstract:
Understanding the profession of educational psychology in England: Now and in the future
This article analyses current and future issues about the distinctive contribution of professional educational psychologists in a changing English service context. This is about the context of greater inter-professional and multi-agency working, but also the moves towards more quasi-market systems of service delivery. I examine the identity and service focus dilemmas that educational psychologists have to address. This raises questions about the distinction between basic and applied psychology, the nature of applying psychology and whether applying psychology requires professional educational psychologists. One of the main arguments is that how we think about applying psychology is crucial for the future in a changing context. The task is for professional psychologists to be innovative in service terms to ensure a continuing and valued position in the service network. The significance of this analysis of educational psychology in an English context for other countries is also discussed. Copyright © Australian Psychological Society Ltd 2013.
Abstract.
Lawson HA, Norwich B, Nash T (2013). What trainees in England learn about teaching pupils with special educational needs/disabilities in their school based work: the contribution of planned activities in one year initial training courses. European Journal of Special Needs Education, 28(2), 136-155.
2012
Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on autistic spectrum disorders. Clinical Child Psychology and Psychiatry, 2(17), 229-246.
Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders.
Clin Child Psychol Psychiatry,
17(2), 229-245.
Abstract:
Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders.
Many children who display autistic behaviours at clinical levels do not receive a formal diagnosis. This study used qualitative methods to examine parental influence in pursuing or avoiding a diagnosis of autism spectrum disorder (ASD). The aim was to explore the function of ASD diagnosis for parents, and examine whether a diagnosis affected how parents perceived ASD. Seventeen parents participated in in-depth semi-structured interviews, which were analyzed using thematic and grounded theory approaches. Data analysis revealed dilemmas faced by parents: whether to act to retain the 'normal' status of the child or to 'normalize' the child through diagnosis and subsequent remediation. Parents who had received an ASD diagnosis for their children became proactive in trying to reduce stigmatization of ASD more widely, and in some cases actively advocating ASD diagnosis to other parents. Thus their actions may make it more likely that others will opt for diagnosis in the future.
Abstract.
Author URL.
Norwich B (2012). Foreword. Leading on Inclusion: Dilemmas, Debates and New Perspectives
Norwich B (2012). How inclusion policy works in the UK (England): successes and issues. In Boyle, C, Topping K (Eds.) What works in inclusion?, Maidenhead: Open University Press.
Norwich B, Ylonen, A, Gwernan-Jones, R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Norwich B, Ylonen A, Gwernan-Jones R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Norwich B, Avramidis E (2012). SEN: the state of research – compromise, consensus or disarray?. In Peer L, Reid G (Eds.) Special educational needs: a guide for inclusive practice, London: Sage.
Russell G, Golding J, Norwich B, Emond J, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. Journal of Child Psychology and Psychiatry, 7(53), 735-744.
Russell G, Golding J, Norwich B, Emond A, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study.
J Child Psychol Psychiatry,
53(7), 735-744.
Abstract:
Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study.
To compare social and behavioural outcomes between children formally diagnosed with autism spectrum disorders (ASD) with those of children who displayed autistic traits at preschool age, but remained undiagnosed as teenagers.
Abstract.
Author URL.
Ford T, Edwards V, Sharkey S, Ukoumunne OC, Byford S, Norwich B, Logan S (2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations.
BMC Public Health,
12Abstract:
Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations.
BACKGROUND: Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers' skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training. METHODS/DESIGN: Cluster randomised controlled trial (RCT) of the Incredible Years teacher classroom management (TCM) course with combined economic and process evaluations.One teacher of children aged 4-9 years, from 80 schools in the South West Peninsula will be randomised to attend the TCM (intervention arm) or to "teach as normal" (control arm). The primary outcome measure will be the total difficulties score from the Strengths and Difficulties Questionnaire (SDQ) completed by the current class teachers prior to randomisation, and at 9, 18 and 30 months follow-up, supplemented by parent SDQs. Secondary measures include academic attainment (teacher report supplemented by direct measurement in a sub-sample), children's enjoyment of school, and teacher reports of their professional self-efficacy, and levels of burn out and stress, supplemented by structured observations of teachers classroom management skills in a subsample. Cost data for the economic evaluation will be based on parental reports of services accessed. Cost-effectiveness, using the SDQ as the measure of effect, will be examined over the period of the RCT and over the longer term using decision analytic modelling. The process evaluation will use quantitative and qualitative approaches to assess fidelity to model, as well as explore Head teacher and teachers' experiences of TCM and investigate school factors that influence the translation of skills learnt to practice. DISCUSSION: This study will provide important information about whether the Teacher Classroom Management course influences child and teacher mental health and well-being in both the short and long term. It will also provide valuable insights into factors that may facilitate or impede any impact.The trial has been registered with ISCTRN (Controlled Trials Ltd) and assigned an ISRCTN number ISRCTN84130388. (http://www.controlled-trials.com/isrctn/search.html?srch=ISRCTN84130388&sort=3&dir=desc&max=10).
Abstract.
Author URL.
Ylonen A, Norwich B (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers' concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317.
Ylonen A, Norwich B (2012). Using lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education(3), 301-318.
Russell G, Norwich B, Gwernan-Jones RC (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 1575-1592.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 17(2), 229-245.
2011
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2-11.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs.
School Psychology International (in press) Full text.
2010
Norwich B (2010). Can we envisage the end of special educational needs? has special educational needs outlived its usefulness?. The Psychology of Education Review, 34 (2), 13-21.
Norwich B (2010). Dilemmas of difference, curriculum and disability: international perspectives. Comparative Education, 46, 2, 113-135.
Norwich B, Richards A, Nash T (2010). Educational Psychologists and children in care: practices and issues. Educational Psychology in Practice, 4(26), 375-390.
Warnock M, Norwich B, Terzi L (2010). Special educational needs: a new look. London, Continuum.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 26, 1471-1481.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 1471-1481.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists.
Educational Psychology in Practice,
26(3), 279-298.
Abstract:
Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists
This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n =77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves received ongoing training and support throughout the project. Using a quasi-experimental design the research points to the contribution of this approach to PT in promoting basic reading skills. This was achieved through elaborating on the formative aspects of PT and increased structure to intervention delivery and the continuous development of staff skills. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this research reflects a description of how contemporary educational psychology services might operate. © 2010 Association of Educational Psychologists.
Abstract.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 3(26), 279-298.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 3(26), 279-298.
Norwich B (2010). What implications do changing practices and concepts have for the role of SEN Coordinator?. In Hallett F, Hallett G (Eds.) Transforming the role of the SENCO,, Maidenhead: Open University Press.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.)
Transforming the Role of the SENCO, Open University Press, 37-50.
Abstract:
What implications do changing practices and concepts have for the role of the SEN coordinator?
Abstract.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.)
Transforming the Role of the SENCO, Open University Press, 37-50.
Abstract:
What implications do changing practices and concepts have for the role of the SEN coordinator?
Abstract.
2009
Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35(3), 447-468.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35 (3), 447-467.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
35(3), 447-467.
Author URL.
Williams T, Lamb B, Norwich B, Peterson L (2009). Introduction to Policy Paper. Journal of Research in Special Educational Needs, 9(3), 199-217.
Norwich B (2009). Learning Disabilities: What are they? Helping Teachers and Parents Understand the Characteristics.
BRITISH JOURNAL OF EDUCATIONAL STUDIES,
57(4), 446-448.
Author URL.
Norwich B (2009). Second proposer. Journal of Research in Special Educational Needs, 9(3), 208-212.
Norwich B (2009). Special options. British Association of teachers of the Deaf Magazine(May), 6-8.
Norwich B (2009). Summary of discussion and vote. Journal of Research in Special Educational Needs, 9(3), 215-217.
2008
Norwich B (2008). Chapter 5. Summary of discussion and conclusions. Journal of Research in Special Educational Needs, 8(3), 181-182.
Richards, A. Nash, T. (2008). Children in care and the multi-disciplinary work of educational psychologists.
Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education, 23(4), 287-304.
Norwich B (2008). How compatible is the recognition of dyslexia with inclusive education?. In Reid G (Ed) The Routledge Dyslexia Handbook, London: Routledge, 177-194.
Endler, L. Rose, J.R. & Norwich, B. (2008). How do practitioners in the early years use the Common Assessment framework: an evaluation.
Macmillan, P. Norwich, B. (2008). Improving oracy and literacy among children who fall behind. In Evans R, Jones D (Eds.) Metacognitive Approaches to Developing Oracy, London: Routledge, Taylor and Francis, 65-76.
Norwich, B. (2008). Inclusive and effective schools: challenges and tensions. In Hick P, Kershner R, Farrell P (Eds.) Psychology for inclusive education: new directions in theory and practice, London: Routledge, 96-107.
Jones, G. Hack, E. Riddell, S. (2008). Individual budgets and direct payments: issues, challenges and future implications for the strategic management of SEN. Journal of Research in Special Educational, 8(3), 124-139.
Norwich B (2008). Perspectives and purposes of disability classification systems: implications for teachers and curriculum and pedagogy. In Florian L, McClaughlin M (Eds.) Classification in Special Education, Thousand Oaks, CA.: Corwin Press, 131-149.
Norwich B, Nash T (2008). Preparing teachers to teach children with SEN disabilities: Challenges and developments in England.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH,
52, 687-687.
Author URL.
Norwich, B. (2008). What future for special schools and inclusion? conceptual and professional perspectives.\r. British Journal of Special Education, 35(3), 136-144.
2007
FJMacleod, Macmillan P, Norwich B (2007). 'Listening to Myself': Improving Oracy and Literacy Among Children who Fall Behind. Early Child Development and Care, 177(6), 633-644.
Macleod FJ, Macmillan P, Norwich B (2007). 'Listening to myself': Improving oracy and literacy among children who fall behind.
Early Child Development and Care,
177(6-7), 633-644.
Abstract:
'Listening to myself': Improving oracy and literacy among children who fall behind
There is now a renewed emphasis in the UK on short intensive interventions to tackle reading failure. In this paper we report on the effect of a programme based on a view that reading problems are associated with the inability of the learner to deal with speech at the level of individual speech sounds even though they may be fully competent in the production and perception of oral language. We investigated the effect of a self-voice feedback intervention programme on the word recognition abilities of pupils who were experiencing reading delay. Our sample was made up of 159 pupils aged 6-13 years, whose reading age was at least one year behind their chronological age, drawn from seven schools in England. We used a quasi-experimental pre-test/post-test design with experimental and control groups using between-subjects (randomly assigned) and within-subjects (those waiting-in-line as controls before entering an intervention group) analysis. We found that those in the intervention condition made significantly greater gains in their word recognition abilities than their counterparts in control conditions or than they themselves had made prior to entering the intervention condition. We concluded that whilst the success of the programme suggests that pupils who display reading delay problems can have their word recognition abilities improved by an intense self-voice feedback intervention, at least in the short term, further work is necessary to investigate how the intervention works procedurally and the longevity of its effect. © 2007 Taylor & Francis.
Abstract.
Norwich, B. (2007). Categories of special educational needs. In Florian L (Ed) Handbook of Special Education, London: Sage Publications, 55-67.
Norwich B (2007). Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions., Routledge.
Norwich B (2007). Dilemmas of difference inclusion and disability: International perspectives and future directions.
Dilemmas of Difference Inclusion and Disability: International Perspectives and Future Directions, 1-228.
Abstract:
Dilemmas of difference inclusion and disability: International perspectives and future directions
© 2008 Brahm Norwich. All rights reserved. Shortlisted for the nasen Special Educational Needs Academic Book award 2008 Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: • identification - whether to identify students as having special educational needs / disabilities or not? • curriculum - how much of a common curriculum is relevant to these students? • placement - can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries - England, USA and the Netherlands - and questions how they recognise tensions or dilemmas in responding to student differences. of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.
Abstract.
Norwich, B. (2007). Evaluating the reliability and validity of learning styles inventory : a classroom-based study. Educational Researcher, 49(1), 51-63.
Macleod F, MacMillan P, Norwich B (2007). Giving psychology away: Helping pupils at risk of reading failure by means of a self-voice feedback programme. School Psychology International, 28(5), 555-573.
Norwich B (2007). Handbook of competence and motivation.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
77, 744-745.
Author URL.
Norwich B, Lewis A (2007). How specialised is teaching children with disabilities and difficulties?. Journal of Curriculum Studies, 39(2), 127-150.
Norwich, B. (2007). Special Teaching for Special Children? Pedagogies for Inclusion\r. Division of Education and Child psychology (BPS) Papers, 24(3), 54-67.
Norwich, B. (2007). Special schools: what does the future hold?. Into Teaching, 17, 3-9.
Norwich, B. Ma A (2007). Triangulation and Theoretical Understanding. Journal of Social Research Methodology: Theory and Practice, 10(3), 211-226.
2006
McLaughlin MJ, Dyson A, Nagle K, Thurlow M, Rouse M, Hardman M, Norwich B, Burke PJ, Perlin M (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools.
Journal of Special Education,
40(1), 46-58.
Abstract:
Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools
This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources.
Abstract.
Dyson, A. Nagle, K. Thurlow, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: part II, Implementing classification in schools. Journal of Special Education, 40(1), 36-46.
Norwich, B. (2006). Dilemmas in inclusive education. In Cigman R (Ed) Included or excluded? the challenge of the mainstream for some children with SEN, London: Routledge.
Norwich B (2006). Dilemmas of inclusion and the future of education. , 69-84.
Kelly, N.A.A. (2006). Evaluating children's participation in SEN procedures: lessons for educational psychologists. Educational Psychology in Practice, 22(3), 255-272.
Lunt, I. (2006). Future schooling: a scenario approach (a policy paper).
Author URL.
2005
Norwich, B. (2005). All-inclusive : celebrating difference. Curriculum Management Update(61), 4-10.
Kelly, N. Proykov, T. Norwich, B. (2005). An evaluation of the Devon Children's Fund. Exeter, School of Education and Lifelong Learning, University of Exeter.
Norwich, B. (2005). Common or specialised pedagogy. In Nind M, Rix J, Sheehy K, Simmons K (Eds.) Curriculum and pedagogy in inclusive education : values into practice, London: Routledge/Falmer, 34-47.
Griffiths, C. Burden, R.L. (2005). Dyslexia friendly schools and parent partnership: inclusion and home-school relationships.
European Journal of Special Needs Education,
20(2), 147-166.
Full text.
Norwich, B. (2005). Future direction for professional educational psychology. School Psychology International, 26(4), 387-397.
Norwich, B. (2005). Inclusion: is it a matter of evidence about what works or about values and rights?. Education 3-13, 33(1), 51-56.
Norwich B, Kelly N (2005). Moderate learning difficulties and the future of inclusion. , Falmer/Routledge.
Norwich, B. Bayliss, P. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development. British Journal of Special Education, 32(2), 92-99.
Norwich, B. Bayliss, P.D. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development.
British Journal of Special Education,
32(2), 100-104.
Full text.
Norwich B (2005). The cultural nature of human development.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
75, 513-515.
Author URL.
2004
Kelly, N. et, al (2004). A study of promising practices of pupil participation in SEN procedures in south-west mainstream schools. Exeter, University of Exeter, School of Education and Lifelong Learning.
Norwich B (2004). Cognitive science - a philosophical introduction.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
74, 487-490.
Author URL.
Norwich, B. (2004). Education, inclusion, and individual differences: recognising and resolving dilemmas. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London:.
Norwich B (2004). Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH,
48, 511-511.
Author URL.
Beek, C. Richardson, P. Gray, P. (2004). Examining key issues underlying \r
the Audit Commission reports on SEN Policy\r. Journal of Research in Special Educational, 4(2), 98-112.
Norwich, B. Burden, R.L. (2004). I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools. Oxford Review of Education, 30(3), 417-434.
Norwich, B. (2004). Is there a distinctive pedagogy for learning difficulties?. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London, New York: Falmer/Routledge.
Griffiths CB, Norwich B, Burden B (2004). Parental agency, identity and knowledge: Mothers of children with dyslexia.
Oxford Review of Education,
30(3), 417-433.
Abstract:
Parental agency, identity and knowledge: Mothers of children with dyslexia
In this paper we report and analyse findings from part of a two-year evaluation project which focuses on parent-professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in-depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.
Abstract.
Full text.
Kelly N, Norwich B (2004). Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.
Br J Educ Psychol,
74(Pt 3), 411-435.
Abstract:
Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.
BACKGROUND: the study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education. AIMS: to examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluations of the terms and labels used by others to describe them; and to examine whether their perceptions vary according to special educational placement, age or gender. SAMPLE: One hundred and one children; 50 in special and 51 in mainstream schools, of whom 51 were age 10-12 and 50 13-14 years; within each age group half were boys and half were girls. METHOD: Semi-structured in-depth interviews based on a common framework derived from the research questions. RESULTS: Most pupils were aware of their learning difficulties and felt mainly negative about their difficulties. Pupils in special schools had more positive self-perceptions of educational abilities than those in mainstream schools. Self-perceptions of general characteristics were mainly a mixture of positive and negative with no differences by placement. 'Stupid' and 'thick' were perceived as the most negative labels, while 'has help' was the most positive label. The SEN term was infrequently recognized. CONCLUSIONS: the findings are discussed within the context of a multi-dimensional, complex and contrary framework of self-perceptions, and reference groups as the bases for self-perceptions and as an active and interpretive process in the formation of self-perceptions.
Abstract.
Author URL.
Norwich, B. (2004). Pupils’ perceptions of self and of labels: moderate learning \r
difficulties in mainstream and special school. British Journal of Educational Psychology, 74(3), 411-437.
Kelly, N. (2004). Pupils’ views on inclusion: moderate learning difficulties \r
and bullying in mainstream and special schools\r. British Educational Research Journal, 30(1), 43-65.
Lewis A, Norwich B (2004). Special teaching for special children? Pedagogies for inclusion. Maidenhead, Open University Press.
2003
Avramidis E, Norwich, B. (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In Poulson L, Wallace M (Eds.) Learning to read critically in teaching and learning, London: Sage Publications, 201-222.
2002
Kent, T. (2002). Assessing the personal and social development of pupils with special educational needs: wider lessons for all. Assessment in Education, 9(1), 59-80.
Cooper, P. Maras, P. (2002). Attentional and activity difficulties: findings from a national study. Support for learning, 17(4), 182-187.
Norwich B (2002). Education, inclusion and individual differences : recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502.
Richards, A. Norwich, B. (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project. Exeter. School of Education and Lifelong Learning, University of Exeter.
Norwich B (2002). Included and special. Pedagogy, Culture and Society, 10(3), 493-501.
Norwich, B. (2002). Is there a distinctive pedagogy for learning difficulties?. In Galloway D (Ed) Children with SEN: a response to the new Code of Practice, London: Association of Child Psychology and Psychiatry, 25-37.
Avramidis E, Norwich, B. (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Norwich, B. (2002). The perspectives of children with MLD on their educational provision and themselves. SENCO, 42, 8-9.
2001
Norwich, B. (2001). Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils?. Topic(Autumn).
Norwich, B. (2001). A critical review of. systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning. Journal of Research in Special Educational
Norwich, B. (2001). Inclusion: evidence or value based policy and practice? Open Dialogue. The Psychology of Education Review, 25(1).
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs.
British Educational Research Journal,
27(3), 313-329.
Abstract:
Mapping a pedagogy for special educational needs
Recent curriculum initiatives, such as the National Literacy and Numeracy Hours, assume the validity of a broadly common curriculum for all pupils. This article synthesises a review which set out to subject that assumption to critical scrutiny, addressing the ensuing question: can differences between learners (by particular special educational needs [SEN] group) be identified and systematically linked with learners' needs for differential teaching? Generic teaching effectiveness studies have assumed that what works with most pupils would also work for all pupils. However, little direct evidence for this position has been presented in the areas of learning difficulties which are covered in this review. Similarly, some papers by SEN specialists make calls, which were also mostly unsubstantiated by empirical evidence, for what the authors call, the 'unique differences' position. This rejects distinctive SEN teaching strategies and accepts that there are common pedagogic principles which are relevant to the unique differences between all pupils, including those considered to be designated as having SEN. This position is qualified by some recognition of the need for more intense and focused teaching for those with SEN. Support for a common pedagogy also comes from the authors' analyses of pedagogy by SEN group. They conclude that the notion of continua of teaching approaches is useful as it makes it possible to distinguish between the 'normal' adaptations in class teaching for most pupils and the greater degree of adaptations required for those with more severe difficulties in learning, those designated as having SEN. These are adaptations to common teaching approaches, what have been called specialised adaptations, or 'high density' teaching.
Abstract.
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
27(3), 313-329.
Author URL.
Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(2), 313-331.
Goodchild, L. Lloyd, S. (2001). Some aspects of the Inclusion Index in operation. Support for learning, 16(4), 156-162.
Daniels, H. (2001). Teacher support teams for special educational needs in primary schools. In Wearmouth J (Ed) Special Educational Provision in the context of Inclusion: policy and practice in schools, Open University Press, 149-168.
Norwich, B. (2001). Teachers' cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: a model of decision making. British Educational Research Journal, 28(1), 111-138.
Norwich, B. (2001). The role of vignettes in the research of emotional and behaviour difficulties. Emotional and Behaviour difficulties, 6(1), 50-62.
2000
Norwich B (2000). Children in difficulty - a guide to understand and helping.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
70, 142-142.
Author URL.
Norwich B (2000). Educational psychology and special educational needs: How they relate and where is the relationship going?.
Educational and Child Psychology,
17(2), 5-15.
Abstract:
Educational psychology and special educational needs: How they relate and where is the relationship going?
This paper raises questions about the relationship between educational psychology and special educational needs. In addressing these questions it is argued that we need to take a broader view of educational psychology as a field of psychology which includes, but goes beyond, the field of professional educational psychology. Similarly, we need to consider special educational needs not as a separate sector but as an aspect of education which includes those with difficulties and disabilities. The paper argues that there is a common cause between all psychologists involved in education, including professional educational psychologists, wherever they are based. There is also the need for educational psychologists in this wider sense to have distinctive contributions compared to other allied professionals. The paper also presents an analysis of the relationship between social and psychological models of special education and disability and uses this to demonstrate the inter-connections between education and psychology. While it is argued that the specific organisation of support services in education needs to be changed, this does not affect the continuing relationship between professional educational psychology and special education which derives from these basic links.
Abstract.
Creese A, Norwich B, Daniels H (2000). Evaluating teacher support teams in secondary schools: Supporting teachers for sen and other needs.
Research Papers in Education,
15(3), 307-324.
Abstract:
Evaluating teacher support teams in secondary schools: Supporting teachers for sen and other needs
Teacher Support Teams (TSTs) are a way of supporting individual teachers who request support over a teaching concern relating broadly to special educational needs. This paper reports on the development of these teams and the evaluation of their workings and impact in four secondary schools. The training and setting up process were monitored over four terms and the impact assessed at the end of this period using a case study evaluation strategy. This paper provides details from two schools, one that managed to build the TST into the school system, and another that had difficulties in doing so. It then summarizes several key general lessons that emerge from the four schools. The paper concludes with a discussion ofthe policy context ofthis teacher support initiative and its relationship to staff development and support as a school priority. The project is also evaluated in the context of findings from a national survey of SEN teacher support. Recommendations are then made for governors and senior managers about implementing support systems in the current school system. © 2000, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Poulou M, Norwich B (2000). Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.
Br J Educ Psychol,
70 Pt 4, 559-581.
Abstract:
Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.
BACKGROUND: the vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers' responses to these children is important for both teachers' and students' well-being in schools. Research provides evidence that teachers attribute students' difficulties to factors external to themselves, that is family or child factors and although they experience feelings of irritation and indifference with disruptive students they feel responsible and committed to help them. As far as their coping strategies are concerned, teachers seem to mostly favour positive interventions. AIMS: This study aimed to examine Greek teachers' causal attributions, emotional and cognitive responses, coping strategies and suggestions for effective coping strategies with students with emotional and behavioural difficulties. SAMPLE: This comprised 391 elementary teachers teaching in 60 public schools in the area of Athens. METHOD: Teachers completed an inventory presenting six short scenarios of students with emotional and behavioural difficulties, varying in the type of difficulty (conduct or emotional) and the degree of severity for teachers to handle them (mild or severe). RESULTS: Repeated-measures ANOVA revealed that teachers perceived school and teacher factors as causal of emotional and behavioural difficulties. Teachers expressed feelings of sympathy for these children, and perceived themselves as responsible, self-efficacious and inclined to help them. Finally, they reported using supportive techniques to handle emotional and behavioural difficulties, which they also considered as effective. CONCLUSIONS: Teacher training becomes crucial as a process of adopting patterns of thought and strategies for responding to students with emotional and behavioural difficulties.
Abstract.
Author URL.
Poulou M, Norwich B (2000). Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence.
European Journal of Special Needs Education,
15(2), 171-187.
Abstract:
Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence
This study aimed to identify the types of emotional and behavioural difficulties that Greek primary teachers saw as problematic in their teaching; and also to identify their perceptions of the prevalence of these difficulties. A Behaviour Inventory was administered to 170 elementary teachers from 23 randomly selected schools in Athens. Analysis showed that teachers found 'work avoidance', 'depressive mood', 'negativism', 'physical aggression' and 'lack of concentration' as most problematic. By contrast, they found 'excessive shyness' and 'attention seeking' as least problematic. However, only one of the most problematic behaviours, 'lack of concentration', was among the highly frequent behaviours. The other highly frequent behaviours were 'talking without permission', 'untidiness' and 'fidgeting'. The least frequent behaviours were 'over-dependence on teacher' and 'school phobia'. The findings are discussed in terms of historical and international patterns and trends in teachers' perceptions of emotional and behavioural difficulties. The significance of the study for the professional development of teachers and for policy-makers is also examined.
Abstract.
Norwich B (2000). The withdrawal of inclusion 1996–98 a continuing trend by the centre for studies in inclusive education (CSIE). British Journal of Special Education, 27(1), 39-40.
1999
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
Br J Educ Psychol,
69 ( Pt 4), 547-569.
Abstract:
Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
BACKGROUND: There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. AIMS: in the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. SAMPLE: Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. METHODS: Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. RESULTS: Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. DISCUSSION: the results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.
Abstract.
Author URL.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
The British journal of educational psychology,
69Abstract:
Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.
BACKGROUND: There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. AIMS: in the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. SAMPLE: Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. METHODS: Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci. &. Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. RESULTS: Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. DISCUSSION: the results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.
Abstract.
Norwich B (1999). The connotation of special education labels for professionals in the field.
British Journal of Special Education,
26(4), 179-183.
Abstract:
The connotation of special education labels for professionals in the field
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs at Exeter University (formerly Professor of Special Education, at the Institute of Education, University of London) discusses ways in which labelling can affect attitudes to, and provision for, pupils with special educational needs. He gives details of an in-depth study on the attitudes of experienced teachers, trainee teachers and trainee educational psychologists. NASEN 1999.
Abstract.
1998
Norwich B (1998). Developing a Self-assessment of learning inventory for use in action planning.
International Journal of Phytoremediation,
14(3), 147-155.
Abstract:
Developing a Self-assessment of learning inventory for use in action planning
Summary: This article describes a small-scale project to develop an inventory to identify children's self-assessments of what they do in class to learn (learning behaviours) and what factors make learning hard (preventive factors). The project also aimed to develop a way of using these self-assessments to explore with children in Key Stage 2 whether they wanted to make changes to their learning approaches, so leading to some action planning. The project is informed by theoretical approaches focused on self-regulated learning and learning conversations. Its relevance is set in the context of the Code of Practice (DfE, 1994) with its expectation that children contribute their own perspectives to assessing their learning needs. The article describes the stages of development and the results of the study of the consistency of self-assessments and of an analysis of the outcomes of its action planning use. © 1998, Taylor & Francis Group, LLC.
Abstract.
Norwich B (1998).
Research methods in educational psychology: Traditional and new paradigm.Abstract:
Research methods in educational psychology: Traditional and new paradigm
Abstract.
Corbett J, Norwich B (1998). The contribution of special education to our understanding of values, schooling and the curriculum.
Curriculum Studies,
6(1), 85-96.
Abstract:
The contribution of special education to our understanding of values, schooling and the curriculum
This article presents an analysis of how special education contributes to our contemporary understanding of educational values, schooling and the curriculum. We argue that special education is not simply and only a separate part of education, it is inherently connected to all aspects of education. This connective position is contrasted with the recurrent view that the full range of educational needs can be separated out neatly into the majority with ‘normal’ needs and the minority with ‘special needs’. There are indications that the New Labour government is engaging in this oversimplified distinction in its educational policy. The article focuses on two key changes in the education service over the past decade from a special educational needs perspective: the introduction of the National curriculum and the policy move towards greater school specialisation. It argues for a multi-dimensional concept of educational needs as the basis for connecting special and mainstream education. The contribution of special education to our wider understanding of education is presented in terms of three key areas: the nature of values in education, the impact of market choice and the stress on achievement as a leading value. © 1998, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Creese A, Norwich B, Daniels H (1998). The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey.
Support for Learning,
13(3), 109-114.
Abstract:
The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey
The authors explore the possibility of teacher collaboration in primary and secondary schools around issues of special educational needs (SEN). They report on a national survey which asked SEN coordinators which types of collaborative teacher groups were being run in their schools, the duration and frequency of such groups, their perceived usefulness and the arrangements for running them. The results are discussed in the context of the importance and role of teacher support as part of a whole strategy of SEN provision. © 1998 NASEN.
Abstract.
1997
Norwich B (1997). Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions.
European Journal of Special Needs Education,
12(1), 38-53.
Abstract:
Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions
This paper considers the perspectives of 13-15-year-old pupils in a special school for moderate learning difficulties in inner city London. Views about special schooling and integration, whether they experience a tension in their perspectives about special schooling in relation to stigma, and their perceptions of self-continuity and change and their possible selves, were explored through semi-structured interviews with 19 pupils. The findings were interesting in showing a tendency for these pupils to express views reflecting a tension between the positive benefits of their special schooling and teaching and the negative consequences of so doing at a stigmatized school. These pupils also tended to see the positive contribution of such schools as an expression of their overall lack of confidence in the potential of mainstream schools to adapt and support their learning needs. The findings are discussed in terms of involving pupils in decisions about their educational provision, understanding self-perceptions in terms of reference groups and theoretical matters concerned with internalizing others' views in constructing the self.
Abstract.
Norwich B (1997). NASEN Book Award 1996. British Journal of Special Education, 24(1), 45-46.
Corbett J, Norwich B (1997). Special needs and client rights: the changing social and political context of special educational research.
British Educational Research Journal,
23(3), 379-389.
Abstract:
Special needs and client rights: the changing social and political context of special educational research
This paper explores the ways in which the study of special educational needs has developed and changed in the last decade and a half of policy-making in education. It focuses upon key theoretical changes and the shift of emphasis in substantive concerns. In relation to theoretical issues, the changes have involved an increased focus upon social and political values guiding educational provision rather than on the specific explanatory disciplines of psychology and sociology. These changes can be attributed to the growth in consumer rights and parent power since the 1980s. It is argued that dichotomous thinking oversimplifies matters, whether between psychological and sociological perspectives or between the policy-making values of inclusion and market-driven choice. The implication of this position in terms of recent developments and their implications for future policy-making are explored.
Abstract.
Norwich B, Daniels H (1997). Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme.
Educational Studies,
23(1), 5-24.
Abstract:
Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme
This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools' approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.
Abstract.
1996
Norwich B (1996). Special needs education or education for all: Connective specialisation and ideological impurity.
British Journal of Special Education,
23(3), 100-104.
Abstract:
Special needs education or education for all: Connective specialisation and ideological impurity
Brahm Norwich, Professor of Special Needs Education at the Institute of Education, University of London, is the first of the new professors to articulate his views on the future of Special Education as we approach the Millenium. He considers innovative approaches to the concept of human differences. © 1996 Blackwell Publishing Ltd.
Abstract.
1995
Norwich B (1995). Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists.
Educational Psychology in Practice,
11(1), 29-35.
Abstract:
Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists
This article discusses some of the basic issues about the role ofpsychological assessment in the system of statutory assessment required for issuing statements. These are continuing issues which come to the fore when the procedures for identifying special educational needs and the context in which it takes place undergo change. These are the current circumstances with the introduction of the national curriculum, the introduction of local management of schools and the Education Act 1993 with its code of practice. The article raises some of the challenges which these changes present to educational psychologists. It concludes with a case for seeing these issues and challenges in the wider context of the relationship between educational and other areas of applied psychology, the relationship between professional educational psychology and theoretically based psychology, and the inter-relationships between psychology and allied disciplines. It is argued that by renewing links with the conceptual aspects of psychology in its wider context, educational psychologists can have confidence in using psychology, even with changes in the psychological service base and role definitions. © 1995, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
1994
Norwich B, Evans J, Lunt I, Steedman J, Wedell K (1994). Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools.
British Educational Research Journal,
20(3), 279-291.
Abstract:
Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools
This article reports the findings and discusses the implications of a research project on school clusters, a system of inter‐school collaboration to meet special educational needs (SEN) in ordinary schools. The project was in two stages. The first stage involved detailed qualitative case studies of four different kinds of cluster arrangement. These were analysed in terms of antecedents, processes and outcomes based on documentation and interviews with key participants as informants. The second stage surveyed a wider sample of cluster arrangements in three regional meetings using a group interview methodology. The overall findings are summarised in terms of the conditions and factors which promote SEN inter‐school collaboration and the outcomes for schools, teachers, local education authorities (LEAs) and support services. The significance and implications of these forms of inter‐school collaboration are finally discussed in terms of the current changes to the school system and the education of pupils with SEN. 1994 British Educational Research Association
Abstract.
LUNT I, EVANS J, NORWICH B, WEDELL K (1994). Collaborating to meet special educational needs: Effective clusters?. Support for Learning, 9(2), 73-78.
Norwich B (1994). Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences.
Curriculum Studies,
2(3), 289-308.
Abstract:
Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences
Differentiation has become a topical matter in the wake of the implementation of the National Curriculum. This paper explores different conceptions and evaluations about differentiation. One of its main aims is to show that the issue of differentiation arises out of the tension between the basic values of equality and belongingness on one hand and individuality on the other. This is reflected in the processes of teaching and learning, in the design of the curriculum and the organisation of schooling, and in the Intended outcomes of learning. Another aim is to show the links between these value considerations and particular assumptions about the nature and sources of individual differences. The case for a genuine interactionist model is presented which recognises the interplay between internal child and external environmental factors. This model is associated with the position that there is a plurality of values which need to be balanced and reconciled. © 1994 Taylor and Francis Group, LLC.
Abstract.
Norwich B (1994). Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors.
Educational Psychology,
14(3), 291-306.
Abstract:
Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors
Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls' school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12–14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions. © 1994, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
Norwich B, Daniels H, Anghileri N (1994). Teacher Support Teams in Primary Schools. Education 3-13, 22(3), 44-49.
Norwich B (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison.
European Journal of Special Needs Education,
9(1), 91-106.
Abstract:
The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison
This study of educators' attitudes to the integration of those with special educational needs in ordinary schools and classes took place in rural and urban areas of Pennsylvania, USA and Northamptonshire, England. The aim was to investigate and compare the relationships of integration attitudes to political outlook, socio-political views, identification with those with disabilities, contact with disability and professional position. Integration attitudes were mildly positive in both countries and were weakly related to political outlook and socio-political views. Direct contact with disability was also associated with more positive integration attitudes for those with more right-wing outlooks. In the English sample, integration attitudes were more positive and more related to socio-political views, by comparison with the US sample in which only professional position related independently to integration attitudes. These findings are discussed in terms of an interactionist perspective, and related to differences of special education provision in the two study areas and possible cultural differences. © 1994, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
1993
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
Br J Educ Psychol,
63 ( Pt 2), 308-321.
Abstract:
Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty-eight boys and girls, aged 11-14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter-related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour intention.
Abstract.
Author URL.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
The British journal of educational psychology,
63Abstract:
Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers.
This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty-eight boys and girls, aged 11-14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter-related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour intention.
Abstract.
NORWICH B (1993). IDEOLOGICAL DILEMMAS IN SPECIAL NEEDS EDUCATION - PRACTITIONERS VIEWS.
OXFORD REVIEW OF EDUCATION,
19(4), 527-546.
Author URL.
NORWICH B (1993). SOCIAL-PSYCHOLOGY OF THE PRIMARY-SCHOOL - ROGERS,C, KUTNICK,P.
EDUCATIONAL RESEARCH,
35(1), 101-102.
Author URL.
DANIELS H, NORWICH B, ANGHILERI N (1993). Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs.
Support for Learning,
8(4), 169-173.
Abstract:
Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs
This article deals with an evaluation of some teacher support teams (TSTs) and the way they can be utilised in response to current pressures and demands. TSTs take as their focus the teacher and not the child. Through self‐supportive networks teachers can gain greater understanding of classroom problems and increase their competence in dealing with them. Harry Daniels and his colleagues have developed this technique in a number of London schools and report on its effectiveness. Copyright © 1993, Wiley Blackwell. All rights reserved
Abstract.
1992
Fox P, Norwich B (1992). Assessing the self-perception of young adults with severe learning difficulties.
European Journal of Special Needs Education,
7(3), 193-203.
Abstract:
Assessing the self-perception of young adults with severe learning difficulties
This study investigated the reliability and validity of assessing the self-perceptions of young people with severe learning difficulties. Twelve young people from a social education centre were interviewed in three different ways, based on personal construct psychology methods. This involved using both rating and ranking methods with provided and elicited constructs. Self-perception levels were found to be fairly stable over time and despite changes in the assessment methods. Peer perceptions of each young person corresponded fairly well with self-perceptions, though parent or guardian estimates of self-perceptions were far less accurate. The findings are interpreted as showing the feasibility of dependable assessment of the self-perceptions of young people with severe learning difficulties. © 1992, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
1991
Martin M, Norwich B (1991). The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education.
British Educational Research Journal,
17(4), 333-351.
Abstract:
The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education
This paper describes a study which examined recent research on classroom management and translated the research findings into a skills‐based programme on the theme of Effective Classroom Management. The programme was evaluated both formatively and summatively when piloted in both a rural and an urban setting during an in‐service course organised for primary teachers. The evaluation results show that research‐based concepts and principles lent themselves to translation in a way that was both meaningful and of practical value to teachers. Programme goals of developing a richer conceptualisation of what classroom management entailed and of extending management skills were largely achieved. The study indicates the importance of a conceptual and skills‐based approach to classroom management. It also suggests that the theme carries with it the potential to contribute to teachers' sense of professionalism. 1991 British Educational Research Association
Abstract.
1990
NORWICH B, DUNCAN J (1990). ATTITUDES, SUBJECTIVE NORM, PERCEIVED PREVENTIVE FACTORS, INTENTIONS AND LEARNING SCIENCE - TESTING a MODIFIED THEORY OF REASONED ACTION.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
60, 312-321.
Author URL.
Lalkhen Y, Norwich B (1990). The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings.
European Journal of Special Needs Education,
5(1), 1-12.
Abstract:
The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings
Thirty-nine adolescents with physical impairments, from special school, partially integrated and fully integrated placements were matched for age, broad educational attainments and degree of physical impairment. Quantitative and qualitative indicators of self-concepts and self-esteem were assessed. The physical self-concept was significantly lower than the other aspects of self-concept for all three groups. There was a trend for physical self-concept to be lower with more integration. Physical selfconcept was also found to be more independent of other self-concept aspects in the fully integrated group and this finding was used to account for the other finding that the highest levels of self-esteem were in the fully integrated group. This pattern of results is interpreted in terms of current theories about the social comparison basis of self-perception and the relationship between self-concept and self-esteem. © 1990, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
1989
Norwich B (1989). How should we define Exceptions?.
British Journal of Special Education,
16(3), 94-97.
Abstract:
How should we define Exceptions?
‘Modifying’ or ‘disapplying’ the National Curriculum – what do these terms mean? Neither is clearly defined in the Education Reform Act, statutory instruments or circulars. Yet both begin to apply from this month onwards as the National Curriculum is introduced into schools. Guidance from the Department of Education and Science is urgently needed, suggests Brahm Norwich, lecturer in the Department of Educational Psychology and Special Educational Needs, Institute of Education, London University. Copyright © 1989, Wiley Blackwell. All rights reserved
Abstract.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
Br J Educ Psychol,
59 ( Pt 3), 314-325.
Abstract:
The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
This study investigated how attitudes and intentions about learning mathematics might be related to subsequent mathematics learning and achievement using the Ajzen and Fishbein theory of reasoned action. The sample consisted of 142 boys and girls between 12 and 14 years old in a large inner city comprehensive school who were assessed in a follow-up design over a nine-month period. Beliefs about the outcomes of learning, attitudes to learning, perceptions of significant others' prescriptions about learning, intentions to engage in learning behaviours, self and teacher reported learning behaviour and mathematics achievement were assessed at both stages. Regression analysis suggested that while the expectancy-value components of attitude did relate to learning behaviour intentions, perceived prescriptions did not relate to intentions. There was a weak relationship between the two measures of learning behaviour, but with neither measure did intention independently predict future behaviour once prior behaviour was taken into account. The best predictor of subsequent mathematics achievement was prior achievement, though teacher-reported learning behaviour did have an independent relationship with subsequent achievement. The findings are discussed in terms of the assessment of learning behaviours, the relevance of the behaviour intention construct for repeated multiple behaviours and future work on how affective variables might be related to cognitive achievements.
Abstract.
Author URL.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
The British journal of educational psychology,
59Abstract:
The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach.
This study investigated how attitudes and intentions about learning mathematics might be related to subsequent mathematics learning and achievement using the Ajzen and Fishbein theory of reasoned action. The sample consisted of 142 boys and girls between 12 and 14 years old in a large inner city comprehensive school who were assessed in a follow-up design over a nine-month period. Beliefs about the outcomes of learning, attitudes to learning, perceptions of significant others' prescriptions about learning, intentions to engage in learning behaviours, self and teacher reported learning behaviour and mathematics achievement were assessed at both stages. Regression analysis suggested that while the expectancy-value components of attitude did relate to learning behaviour intentions, perceived prescriptions did not relate to intentions. There was a weak relationship between the two measures of learning behaviour, but with neither measure did intention independently predict future behaviour once prior behaviour was taken into account. The best predictor of subsequent mathematics achievement was prior achievement, though teacher-reported learning behaviour did have an independent relationship with subsequent achievement. The findings are discussed in terms of the assessment of learning behaviours, the relevance of the behaviour intention construct for repeated multiple behaviours and future work on how affective variables might be related to cognitive achievements.
Abstract.
1987
Norwich B (1987). Self-Efficacy and Mathematics Achievement: a Study of Their Relation.
Journal of Educational Psychology,
79(4), 384-387.
Abstract:
Self-Efficacy and Mathematics Achievement: a Study of Their Relation
In this study, I investigated the relation between self-efficacy and mathematics achievement when other factors, such as self-concept of math ability, prior task achievement, and prior self-efficacy were taken into account. I assessed self-efficacy over 4 trials in a repeated-measures design with 72 children, aged 9-10 years. I assessed task performance after the first and third self-efficacy assessment. Regression analysis indicated small or no predictive relation between self-efficacy and task performance, depending on task familiarity, when these other factors were included in the analysis. Results of the study lend one to doubt that there is a simple relation between self-efficacy and task performance in the field of mathematics learning. The complexity of self-efficacy, its sources, and consequences are also illustrated. © 1987 American Psychological Association.
Abstract.
1986
Pearce M (1986). A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties.
European Journal of Special Needs Education,
1(1), 13-22.
Abstract:
A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties
This exploratory study aimed to compare the effectiveness of a computer programme and\direct teaching in promoting simple number estimation skills for a group of eight children\(ages from 9 to 12 years) in a special school for children with moderate learning difficulties.\A modified single case study design using random group allocation was used with performance\gains being monitored with teaching related and generalization tasks. Average gains\made by both groups on both kinds of tasks were maintained over a 4 week period. The\results are discussed in terms of the differential gains for the two groups for the teachingrelated\and generalization tasks and individual variations in response to the teaching\approaches. Despite methodological difficulties the study indicates that both teaching\approaches are associated with direct and transfer gains in simple number estimation which\are durable over a 4 week period. © 1986, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
NORWICH B (1986). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 180-189.
Author URL.
JAEGAR ME, NORWICH B (1986). THE ROLE OF ABILITY AND AFFECTIVE AND CONATIVE FACTORS IN SCHOOL LEARNING.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 98-98.
Author URL.
NORWICH B, JAEGAR ME (1986). UNDERSTANDING SCHOOL-ACHIEVEMENT IN TERMS OF CHILDRENS BELIEFS AND EVALUATIONS ABOUT LEARNING-PROCESSES AND OUTCOMES.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
56, 99-100.
Author URL.
1985
Norwich B (1985). A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks.
Educational Psychology,
5(1), 45-53.
Abstract:
A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks
This research note describes the rationale and methods used in a pilot single case-study of teaching subtraction to an adolescent with specific learning difficulties. The rationale is derived from Bloom's theory of school learning with its emphasis on mastery of objectives and on the contributory influence of self-concept of ability on learning outcomes. This is linked to Bandura's theory of self-efficacy which is associated with a methodology for assessing self-efficacy in relation to objectives. The results indicated that self-efficacy judgements could predict subsequent subtraction performance and that there could have been some transfer in self-efficacy from one task to another related task. The results are discussed in terms of assessment methodology and of future areas for theoretical and practical developments. © 1985, Taylor & Francis Group, LLC. All rights reserved.
Abstract.
NORWICH B (1985). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT AND THE ACCURACY OF SELF EFFICACY JUDGEMENTS IN RELATION TO PERFORMANCE LEVELS.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
55(FEB), 103-103.
Author URL.
Norwich B (1985). Special Educational and School Psychological Services in Madison. Educational Psychology in Practice, 1(3), 124-127.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory. The British journal of educational psychology, 55 ( Pt 1), 76-80.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory.
Br J Educ Psychol,
55 ( Pt 1), 76-80.
Author URL.
Norwich B, Cowne E (1985). Training with a School Focus.
British Journal of Special Education,
12(4), 167-170.
Abstract:
Training with a School Focus
A new one‐term course which has its focus on the school, local education authorities and practical projects chosen by course members is described by Dr Brahm Norwich, lecturer in special needs, London University Institute of Education, and Elizabeth Cowne, tutor to the course for teachers of children with special educational needs in the ordinary school. Copyright © 1985, Wiley Blackwell. All rights reserved
Abstract.
1984
NORWICH B (1984). ASPECTS OF THE PROFESSIONAL SOCIALISATION OF TEACHERS - IMPLICATIONS FOR TEACHER-EDUCATION AND TRAINING.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
54(FEB), 129-129.
Author URL.
NORWICH B (1984). ASSESSMENT OF CHILDRENS INTELLIGENCE AND SPECIAL ABILITIES, 2ND EDITION - SATTLER,JM.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES,
25(4), 652-653.
Author URL.
1983
Roberts J, Norwich B (1983). Assessing students in FE.
Spec Educ Forward Trends,
10(1), 16-20.
Author URL.
NORWICH B (1983). STRAIGHT TALK ABOUT MENTAL TESTS - JENSEN,A.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES,
24(4), 648-649.
Author URL.
NORWICH B (1983). THE UNIQUE CONTRIBUTION OF CHILD PSYCHOLOGICAL-SERVICES.
BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY,
36(APR), 116-119.
Author URL.
1979
NORWICH B (1979). MISTAKE IN THE WISC-R.
BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY,
32(DEC), 477-477.
Author URL.
1973
NORWICH B (1973). NEGATORS IN SPEECH OF DEPRESSED PATIENTS.
BRITISH JOURNAL OF PSYCHIATRY,
122(567), 244-244.
Author URL.
