The National Behaviour and Attendance Review (NBAR) in Wales: Findings on School Behaviour from the Professional Perspective

Autor/in	Reid, Ken
Titel	The National Behaviour and Attendance Review (NBAR) in Wales: Findings on School Behaviour from the Professional Perspective
Quelle	In: Emotional & Behavioural Difficulties, 14 (2009) 3, S.165-183 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	Foreign Countries; Student Behavior; Behavior Disorders; Attendance; Government School Relationship; Research Methodology; Focus Groups; Longitudinal Studies; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Anwesenheit; Research method; Forschungsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This paper presents the methodology and some of the findings on school behaviour obtained for the National Behaviour and Attendance Review (NBAR) in Wales. This work was undertaken over two years between 2006 and 2008. The Report was widely circulated in Wales to schools, local authorities, health and social service departments, as well as a wide range of professional and voluntary organisations in the autumn of 2008. The Review was written, led and chaired by the author. The Report was presented to the Minister for Children, Lifelong Learning and Skills and the Welsh Assembly Government, who subsequently endorsed the full Report on a cross-party basis. Thereafter, an Implementation Group was established to carry forward the 92 recommendations on attendance, behaviour, parenting, multi-agency working and children and young people. The methodology included both qualitative and quantitative approaches. This paper, however, focuses upon the findings obtained from the professional focus groups located throughout Wales during both Stage One and Stage Two of the review process. The evidence is discussed in context and both the core and supporting recommendations formulated from this approach are presented in the text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10