Literaturnachweis - Detailanzeige
Autor/inn/en | Cole, Ted; McCluskey, Gillean; Daniels, Harry; Thompson, Ian; Tawell, Alice |
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Titel | 'Factors Associated with High and Low Levels of School Exclusions: Comparing the English and Wider UK Experience' |
Quelle | In: Emotional & Behavioural Difficulties, 24 (2019) 4, S.374-390 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Daniels, Harry) ORCID (Thompson, Ian) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-2752 |
DOI | 10.1080/13632752.2019.1628340 |
Schlagwörter | Foreign Countries; Student Behavior; Behavior Problems; Educational Policy; Special Needs Students; Student Needs; Expulsion; Suspension; Educational Finance; Local Government; Government Role; School Role; Intervention; Behavior Modification; At Risk Students; Educational Practices; Accountability; Curriculum; Power Structure; Administrator Role; Cultural Differences; Parent Influence; United Kingdom; United Kingdom (England); United Kingdom (Wales); United Kingdom (Scotland); United Kingdom (Northern Ireland) Ausland; Student behaviour; Schülerverhalten; Politics of education; Bildungspolitik; Sonderpädagogischer Förderbedarf; Relegation; Ausschluss; Schulausschluss; Bildungsfonds; Gemeindeverwaltung; Behaviour modification; Verhaltensänderung; Bildungspraxis; Verantwortung; Curricula; Lehrplan; Rahmenplan; Kultureller Unterschied; Großbritannien |
Abstract | This article draws on findings from the first cross-national study of school exclusions in the four jurisdictions of the UK. It sketches factors associated with the past research with reductions in exclusions. It then reports interview data gathered in England in 2018 from five specialist officers working in two Local Authorities and a senior officer working for a national voluntary organisation. The officers describe good practice but also national, local and school level developments contributing to a deteriorating situation. These developments include unhelpful government guidance and regulations; school accountability frameworks affecting curriculum and leading to the neglect of Special Educational Needs; loss of Local Authority powers and funding resulting in reductions in support services. Data gathered for this study in other UK jurisdictions suggests that in Scotland and Northern Ireland, and to a lesser extent in Wales, a practice that avoids school exclusions has persisted more than in England. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |