Garry Hornby

Plymouth University, Faculty of Education, Faculty Member

University of Canterbury/Te Whare Wānanga o Waitaha, Educational Studies and Human Development, Adjunct

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Phone: 01752 585 397
Address: Institute of Education
Room 507, Rolle Building
Plymouth University
Drake Circus
Plymouth
Devon, UK
PL4 8AA

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David Seamon

Kansas State University

Lisa Yamagata-Lynch

University of Tennessee Knoxville

Tom Abuom

Kenyatta University, Nairobi

Dr. Gülşen Topal Özgen

Istanbul 29 Mayis University

Maria Elena Rivera Heredia

Universidad Michoacana de San Nicolás de Hidalgo

Matthew Burns

University of Missouri Columbia

Terence Tracey

Arizona State University

Johannes van Luit

Utrecht University

Saiful Azam Khoo

IPG ILMU KHAS

Jana Javornik

University of East London

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Peer Tutoring

Springer eBooks, Dec 31, 2022

The Implications of Selective Secondary Education for Inclusive Education in Barbados

Springer eBooks, 2019

This chapter provides a perspective on issues involved in achieving equitable and inclusive educa... more This chapter provides a perspective on issues involved in achieving equitable and inclusive education for all school-age students in Barbados, with implications for other countries in the English-speaking Caribbean. It examines the conflict between the philosophy and practicality of inclusive education and the forms of ability grouping and selective secondary education typically found in Caribbean countries, focusing particularly on that in Barbados. The international literature on selective education and ability grouping is discussed and contrasted with the reality of practice in secondary school education in Barbados. The extent to which the inclusion of children with special educational needs and disabilities, in schools that are streamed for ability, can be undermined and lead to their internal exclusion is discussed. Recommendations are made regarding the changes required of the education system in Barbados for implementing effective inclusive practice and achieving equitable education for all school-age students.

Barriers to Parental Involvement

Springer eBooks, 2011

As can be seen from Chap. 1, the literature on the involvement of parents in the education of the... more As can be seen from Chap. 1, the literature on the involvement of parents in the education of their children encompasses extensive research indicating its effectiveness, the reported value given to it by both educators and parents, and a substantial collection of theoretical models and publications providing guidance about its implementation. The reality of parental involvement is, however, quite different. Henderson and Berla (1994) summarized the situation succinctly when they stated, “The benefits of effective collaborations and how to do them are well documented across all the age ranges of schooling. Still they are not in widespread practice” (p. 18). Sixteen years later, this situation has not substantially changed. The current reality is that there is considerable diversity in the type and degree of parental involvement, with modal practice being at the more traditional end of the spectrum that focuses on a one directional flow of support from parents to schools. The typical approach to parental involvement reflects a lack of understanding, guiding framework, and professional training, which not surprisingly results in variable effectiveness (Hornby, 2000; Lueder, 2000; Pomerantz, Moorman, & Litwack, 2007).

A model for counselling in schools

Bullying experiences of students with social, emotional and behavioural difficulties (SEBD)

Educational review, Jul 29, 2015

This article is based on the accounts of 29 boys identified as having severe social, emotional an... more This article is based on the accounts of 29 boys identified as having severe social, emotional and behavioural difficulties (SEBD) who were attending a residential school in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences emerged. One of these features was the experience of bullying. Despite the intuitive connection between SEBD and bullying, little research has directly examined its impact on these students. Results indicated that these students are at increased risk for both victimisation and bullying perpetration and highlight the association between a lack of positive relations with peers and the increased chance of being bullied. The findings also suggested that limitations in teachers' understanding of bullying and their effectiveness in addressing this play a role in its perpetration.

Garry Hornby

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