Disciplinary Exclusion: The Influence of School Ethos

Autor/in	Hatton, Lucy Ann
Titel	Disciplinary Exclusion: The Influence of School Ethos
Quelle	In: Emotional & Behavioural Difficulties, 18 (2013) 2, S.155-178 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2012.726323
Schlagwörter	Focus Groups; Interviews; Teacher Attitudes; Discipline Policy; School Culture; Behavior Problems; Student Behavior; Expulsion; At Risk Students; Suspension; Mixed Methods Research; Questionnaires; Educational Practices; Elementary School Students; Foreign Countries; Disadvantaged Youth; Behavior Modification; Educational Environment; Family School Relationship; Responsibility; Social Behavior; Inclusion; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Lehrerverhalten; Disziplinarmaßnahme; Schulkultur; Schulleben; Student behaviour; Schülerverhalten; Relegation; Ausschluss; Schulausschluss; Fragebogen; Bildungspraxis; Ausland; Benachteiligter Jugendlicher; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Verantwortungsübernahme; Zuständigkeit; Social behaviour; Soziales Verhalten; Inklusion
Abstract	Disciplinary exclusion is a strategy used by some schools in response to challenging behaviour. While some studies have explored interventions that can be implemented to reduce the exclusion of "at risk" pupils, others have considered how the underlying school ethos influences how challenging behaviour is understood and managed. The current study explored factors within school ethos that may influence how challenging behaviour is managed. It aimed to identify differences in school ethos between excluding and non-excluding primary and junior schools in areas with the highest rates of social deprivation. Three focus groups and two interviews were initially conducted to identify factors that staff believed to be relevant to the inclusion and exclusion of pupils. Focus groups and interviews explored staff perceptions of practices in school and beliefs about inclusion and exclusion. Inductive-semantic thematic analysis was performed to identify statements indicating a difference between excluding and non-excluding schools. Statements were used to create a questionnaire that was distributed to 16 schools and completed by 128 staff. Thematic analysis identified 13 themes, 10 of which indicated a difference in view between excluding and non-excluding schools. Multivariate analysis of variance indicated significant differences in responses between groups on the themes of Responsibility, Clarity, Consistency, Behaviour Management, Beliefs about Inclusion and Beliefs about Reducing Exclusion. Further analysis also indicated greater consistency across responses from non-excluding school staff. These findings provide support for previous literature emphasising the importance of some key features of school ethos in creating an inclusive environment. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10