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Details van artikel 7 van 8 gevonden artikelen
| Titel: |
'POSITIVE ALTERNATIVES TO SCHOOL EXCLUSION: AN EMPIRICAL INVESTIGATION' |
| Auteur: |
Lovey, Jane Cooper, Paul |
| Verschenen in: |
Emotional and behavioural difficulties |
| Paginering: | Jaargang 2 (1997) nr. 3 pagina's 12-22 |
| Jaar: |
1997 |
| Inhoud: |
This paper describes the Positive Alternatives to School Exclusion (PASE) project which is currently being carried out from the University of Cambridge School of Education. This is an innovative project which seeks to examine the circumstances, practices and thinking that go on in school and are directed to creating conditions which preclude the need for using student exclusion as a sanction. The paper describes the methodology employed as well as some early indications of findings. Central to the study is the partnership which is established between the university researchers and the teachers in schools which goes some way to breaking down traditional distinctions between 'researchers' and 'subjects'. Tentative models of response are presented. Important issues to emerge from the study highlight: the importance of schools defining a clear relationship between desired school ethos and procedures for regulating behaviour; the need for a dialogic approach to conflict and dilemmas; the centrality of pedagogy in effective classroom management and the need to take account of a school's unique history and context in the construction of solutions. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 7 van 8 gevonden artikelen
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