Geoff Lindsay
Dados Biográficos
| ID | 2745523 |
|---|---|
| NOME | Geoff Lindsay |
| PRENOMES | Geoff |
| SOBRENOME | Lindsay |
| ASSINATURA | LINDSAY G |
| AFILIAÇÕES | University of Warwick |
| ORCID | 0000-0001-5253-3851 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAÇÕES | 54 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1980 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 5 |
Early Positive Approaches to Support (E-PAtS) for Families of Young Children With Intellectual Disability
Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced with parents and professionals, based on existing research evidence and a developmental systems approach to support parental mental well-being. The aim of this study was to assess the feasibility of community ser…
The impact of mediation on resolution of disagreements around special educational needs
Under England’s Children and Families Act 2014, local authorities (LAs) have a statutory responsibility to provide an independent mediation service for cases of disagreement between parents or young people and the LAs where parents or the young person are considering an appeal to the First-tier Tribunal Special Educational Needs (SEN) and DisabilityWe examined the effectiveness and cost effectiveness of mediation in resolving such disagreements w…
Warnock 40 Years on
The report of the Warnock Committee ‘Special Educational Needs, published in 1978, provided the first comprehensive review of special educational needs (SEN) in England and the basis for subsequent legislation, from the Education Act 1981 to the recent Children and Families Act 2014. The Warnock Report has been highly influential with respect to the development of both national and local policy and practice for SEN, primarily in England but also …
Evaluating Parent Gym
BACKGROUND: There is growing evidence of the efficacy and effectiveness of targeted parenting programmes but the evidence for universal parenting programmes is much less developed. The purpose of this study is to evaluate the effectiveness of Parent Gym, a parenting programme delivered in schools. DESIGN/METHODOLOGY/APPROACH: In this paper a quasi-experimental design was utilised. Parents were recruited to the Parent Gym programme comprising six …
The effectiveness of universal parenting programmes
The CANparent Trial demonstrated that universal parenting programmes can be effective in improving parents' sense of parenting efficacy and mental well-being when delivered to the full range of parents in community settings. However, there was no evidence of a reduction in levels of parenting stress; nor was there a significant improvement in satisfaction with being a parent. This is the first study of its kind in the UK; although the results poi…
The CANparent trial—the delivery of universal parenting education in England
Universal Parenting Programme Provision in England; Barriers to Parent Engagement in the CAN parent Trial, 2012–2014
The CAN parent trial, 2012–2014, was a government initiative in four English areas designed to develop a market in universal parenting support. Fourteen parenting class providers offered classes to all parents of children aged 0–5 in the areas. In three areas, all eligible parents received £100 vouchers exchangeable for a parenting class. Pre‐trial planning was that take‐up would amount to 20 000 parents. However, only 14 per cent of these parent…
Educational Evaluation
Evaluation of the national roll-out of parenting programmes across England
Evidence-based parenting programmes can be rolled out effectively in community settings on a national scale. This study also demonstrates the impact of research on shaping government policy
I'm just there to ease the burden’
In 2005, the Department for Education and Skills announced a £40 million investment in a new school support worker role, the parent support adviser (PSA), for 20 English local authorities. A pilot project ran from 2006–2008 and resulted in the establishment of 717 PSAs in 1167 schools. The national evaluation of the project forms the evidential basis of this paper, with interviews conducted with 69 PSAs, 85 PSA line managers and 105 parents and a…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy
Based on 65 interviews with professionals and parents conducted during 2007–2008, this 16‐month, mainly qualitative evaluation of Parentline Plus’ Time to Talk Community Programme (a preventative initiative within England’s teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and professionals facilitated engagement. Respectful and realistic implementation involved skilled workers buildi…
A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings…
Evidence-based parenting programmes can be implemented successfully on a large scale in community settings despite the lack of concentrated and sustained support available during a controlled trial
Disabled students in the performing arts – are we setting them up to succeed
Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper, we consider three partnership programmes linking two theatre companies and one da…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
Where are we at? An empirical study of levels and methods of evaluating continuing professional development
Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usef…
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
Educational psychology and the effectiveness of inclusive education/mainstreaming
Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities.Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness.Samples. The review covers a range of SE…
A study of social‐market interventions in the shaping of the field of cultural production
A social analysis based on extensive evaluation of the Dance and Drama Awards programme reveals the social‐market political paradigm underpinning the formation of cultural policy in the UK underthe New Labour government. This specific intervention in the field of cultural production is placed in the context of broader government interventions in the cultural domain that seek to give respect to undervalued social and cultural groups. There is a po…
An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model
Background. Bullying is a problem in schools in many countries. There would be a benefit in the availability of a psychometrically sound instrument for its measurement, for use by teachers and researchers. The Olweus Bully/Victim Questionnaire has been used in a number of studies but comprehensive evidence on its validity is not available.Aims. To examine the conceptual design, construct validity and reliability of the Revised Olweus Bully/Victim…
Primary modern foreign languages
There has never been a UK-wide policy for primary modern foreign language provision
An Evaluation of the Use of Accredited Baseline Assessment Schemes in England
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all main tained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4‐5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local …
The behaviour and self-esteem of children with specific speech and language difficulties
Background. Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. Aims. (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the relationship between these problems and the child's current language status and (iii) to consider t…
Developmental Disorder of Language
Researching Children'S Perspectives
is a book which I will return to over time. It carries a powerful, and empowering, message about the task of researching children's views...(It) deserves to find an automatic place in staffroom libraries. I happily recommed it. - Support for Learning The 1990s have been marked by a growing emphasis, in various professional contexts, on obtaining the views of clients, including children. This position is an international one, shared across the dev…
Educational psychology and the effectiveness of inclusive education/mainstreaming
Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities.Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness.Samples. The review covers a range of SE…
An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model
Background. Bullying is a problem in schools in many countries. There would be a benefit in the availability of a psychometrically sound instrument for its measurement, for use by teachers and researchers. The Olweus Bully/Victim Questionnaire has been used in a number of studies but comprehensive evidence on its validity is not available.Aims. To examine the conceptual design, construct validity and reliability of the Revised Olweus Bully/Victim…
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
The behaviour and self-esteem of children with specific speech and language difficulties
Background. Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. Aims. (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the relationship between these problems and the child's current language status and (iii) to consider t…
Disabled students in the performing arts – are we setting them up to succeed
Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper, we consider three partnership programmes linking two theatre companies and one da…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
Where are we at? An empirical study of levels and methods of evaluating continuing professional development
Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usef…
An Evaluation of the Use of Accredited Baseline Assessment Schemes in England
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all main tained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4‐5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local …
The Infant Rating Scale
S ummary . A study of the Infant Rating Scale (IRS) was made to examine its usefulness as an instrument for the early identification of learning difficulties. 1,341 children, divided into three samples by terms of entry, were rated by their teachers after one term in school. The structure of the IRS, its reliability and predictive validity are examined. It is concluded that the IRS is a useful aid to the teacher of young children in the early ide…
The impact of mediation on resolution of disagreements around special educational needs
Under England’s Children and Families Act 2014, local authorities (LAs) have a statutory responsibility to provide an independent mediation service for cases of disagreement between parents or young people and the LAs where parents or the young person are considering an appeal to the First-tier Tribunal Special Educational Needs (SEN) and DisabilityWe examined the effectiveness and cost effectiveness of mediation in resolving such disagreements w…
The CANparent trial—the delivery of universal parenting education in England
I'm just there to ease the burden’
In 2005, the Department for Education and Skills announced a £40 million investment in a new school support worker role, the parent support adviser (PSA), for 20 English local authorities. A pilot project ran from 2006–2008 and resulted in the establishment of 717 PSAs in 1167 schools. The national evaluation of the project forms the evidential basis of this paper, with interviews conducted with 69 PSAs, 85 PSA line managers and 105 parents and a…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
A study of social‐market interventions in the shaping of the field of cultural production
A social analysis based on extensive evaluation of the Dance and Drama Awards programme reveals the social‐market political paradigm underpinning the formation of cultural policy in the UK underthe New Labour government. This specific intervention in the field of cultural production is placed in the context of broader government interventions in the cultural domain that seek to give respect to undervalued social and cultural groups. There is a po…
The Infant Rating Scale
S ummary . A study of the Infant Rating Scale (IRS) was made to examine its usefulness as an instrument for the early identification of learning difficulties. 1,341 children, divided into three samples by terms of entry, were rated by their teachers after one term in school. The structure of the IRS, its reliability and predictive validity are examined. It is concluded that the IRS is a useful aid to the teacher of young children in the early ide…
Lined Paper
S ummary . This study examines the effects of lined and unlined paper on the writing ability of young children. 101 children at four age levels, from mean age 6 years 2 months to 9 years 2 months, wrote two pieces of free writing. These were rated for both creativity and legibility. Creativity was found to be unaffected by the type of paper used. Legibility, however, showed an interaction with both type of paper and age: younger children's legibi…
Paired Reading Versus Relaxed Reading
S ummary . This study compared the effectiveness of two methods of parental involvement in the development of their children's reading. Each method was adopted with a group of 10 children who were sub‐divided with respect to whether their progress during the 6‐week project was monitored by home visit or telephone. The results suggest that both methods can lead to substantial improvement in reading ability. The failure to find a significant differ…
Parental involvement in reading
This paper describes the deployment of the technique for non‐professional tutoring of reading known as ‘paired reading’ on a large scale in the Kirklees Local Education Authority. From the very large amount of data generated in multi‐site field trials, particular attention is focused on the relationship between supportive home visiting (if any), an index of the socioeconomic disadvantage of the catchment area of each participating school, and out…
Paired reading
This paper synthesizes and analyses the research on the technique for non-professional tutoring of reading known as paired reading. Data from many extant small-scale studies are compared with the very large quantity of new data available from multi-site field trials in the Kirklees Local Education Authority
Developmental Disorder of Language
Researching Children'S Perspectives
is a book which I will return to over time. It carries a powerful, and empowering, message about the task of researching children's views...(It) deserves to find an automatic place in staffroom libraries. I happily recommed it. - Support for Learning The 1990s have been marked by a growing emphasis, in various professional contexts, on obtaining the views of clients, including children. This position is an international one, shared across the dev…
The behaviour and self-esteem of children with specific speech and language difficulties
Background. Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. Aims. (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the relationship between these problems and the child's current language status and (iii) to consider t…
An Evaluation of the Use of Accredited Baseline Assessment Schemes in England
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all main tained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4‐5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local …
Primary modern foreign languages
There has never been a UK-wide policy for primary modern foreign language provision
A study of social‐market interventions in the shaping of the field of cultural production
A social analysis based on extensive evaluation of the Dance and Drama Awards programme reveals the social‐market political paradigm underpinning the formation of cultural policy in the UK underthe New Labour government. This specific intervention in the field of cultural production is placed in the context of broader government interventions in the cultural domain that seek to give respect to undervalued social and cultural groups. There is a po…
An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model
Background. Bullying is a problem in schools in many countries. There would be a benefit in the availability of a psychometrically sound instrument for its measurement, for use by teachers and researchers. The Olweus Bully/Victim Questionnaire has been used in a number of studies but comprehensive evidence on its validity is not available.Aims. To examine the conceptual design, construct validity and reliability of the Revised Olweus Bully/Victim…
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
Educational psychology and the effectiveness of inclusive education/mainstreaming
Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities.Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness.Samples. The review covers a range of SE…
Where are we at? An empirical study of levels and methods of evaluating continuing professional development
Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usef…
A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings…
Evidence-based parenting programmes can be implemented successfully on a large scale in community settings despite the lack of concentrated and sustained support available during a controlled trial
Disabled students in the performing arts – are we setting them up to succeed
Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper, we consider three partnership programmes linking two theatre companies and one da…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy
Based on 65 interviews with professionals and parents conducted during 2007–2008, this 16‐month, mainly qualitative evaluation of Parentline Plus’ Time to Talk Community Programme (a preventative initiative within England’s teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and professionals facilitated engagement. Respectful and realistic implementation involved skilled workers buildi…
Evaluation of the national roll-out of parenting programmes across England
Evidence-based parenting programmes can be rolled out effectively in community settings on a national scale. This study also demonstrates the impact of research on shaping government policy
I'm just there to ease the burden’
In 2005, the Department for Education and Skills announced a £40 million investment in a new school support worker role, the parent support adviser (PSA), for 20 English local authorities. A pilot project ran from 2006–2008 and resulted in the establishment of 717 PSAs in 1167 schools. The national evaluation of the project forms the evidential basis of this paper, with interviews conducted with 69 PSAs, 85 PSA line managers and 105 parents and a…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
Educational Evaluation
Universal Parenting Programme Provision in England; Barriers to Parent Engagement in the CAN parent Trial, 2012–2014
The CAN parent trial, 2012–2014, was a government initiative in four English areas designed to develop a market in universal parenting support. Fourteen parenting class providers offered classes to all parents of children aged 0–5 in the areas. In three areas, all eligible parents received £100 vouchers exchangeable for a parenting class. Pre‐trial planning was that take‐up would amount to 20 000 parents. However, only 14 per cent of these parent…
The effectiveness of universal parenting programmes
The CANparent Trial demonstrated that universal parenting programmes can be effective in improving parents' sense of parenting efficacy and mental well-being when delivered to the full range of parents in community settings. However, there was no evidence of a reduction in levels of parenting stress; nor was there a significant improvement in satisfaction with being a parent. This is the first study of its kind in the UK; although the results poi…
Psychology (25 obras) · Political science (15 obras) · Developmental psychology (13 obras) · Medicine (11 obras) · Social Psychology (10 obras) · Early Childhood Education and Development (8 obras) · Sociology (8 obras) · Parental Involvement in Education (7 obras) · Family and Disability Support Research (6 obras) · Medical education (6 obras)