Deviating from the Data: A Response to Bleakley and Bleakley

Autor/inn/en	Hepburn, Lorna; Poed, Shiralee
Titel	Deviating from the Data: A Response to Bleakley and Bleakley
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 2, S.193-201 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hepburn, Lorna) ORCID (Poed, Shiralee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09431-7
Schlagwörter	Foreign Countries; Positive Behavior Supports; Student Behavior; Behavior Problems; Suspension; Public Schools; Program Effectiveness; Misconceptions; Justice; Punishment; Australia + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Ausschluss; Schulausschluss; Public school; Öffentliche Schule; Missverständnis; Gerechtigkeit; Bestrafung; Australien
Abstract	Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary practices towards a positive and supportive approach to student behaviour. Although around half of state schools in Queensland have received training to implement PBL, as yet no studies into the outcomes of PBL implementation in that state have been conducted. In the October, 2019 edition of "Interchange" an article by Paul and Cindy-lou Bleakley claimed to demonstrate a link between the widespread adoption of PBL and increasing rates of suspensions in Queensland state schools. In our article, we refute this claim and respond to several errors and misconceptions in the paper by Bleakley and Bleakley. First, we counter the claim that PBL takes a punitive approach to student behaviour and point out the ways in which PBL has been misconstrued. Next, we discuss flaws in the methodology used to assert a causal relationship between increasing rates of suspension and the introduction of PBL. To conclude, we reject the assertion that PBL replaced restorative justice as the preferred model of behaviour support in Queensland and argue that a restorative justice approach is not incompatible with implementation of PBL. [For the Paul and Cindy-lou Bleakley article, "The Data of Deviance: Disintegrative Shaming and Exclusion in Queensland Schools," see EJ1234643.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01