The Views of Primary Pupils at Key Stage 2 on School Behaviour in Wales

Autor/inn/en	Reid, Ken; Challoner, Caroline; Lancett, Ann; Jones, Glenda; Rhysiart, Gwion Ap; Challoner, Sally
Titel	The Views of Primary Pupils at Key Stage 2 on School Behaviour in Wales
Quelle	In: Educational Review, 62 (2010) 1, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Student Attitudes; Focus Groups; Foreign Countries; Student Behavior; Behavior Problems; Student Rights; Educational Research; Attendance; School Culture; Elementary School Students; Antisocial Behavior; Prosocial Behavior; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Student behaviour; Bildungsforschung; Pädagogische Forschung; Anwesenheit; Schulkultur; Schulleben
Abstract	This paper provides empirical evidence on primary pupils' views on school behaviour in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person that participated in the specially-convened focus groups, in practically every setting, had a good awareness of the benefits of exhibiting positive behaviour both within class and in and around their schools. They were acutely aware of the detrimental consequences of poor behaviour within classrooms and its effects upon teachers and their own later life chances. They understood the need for schools to have rules on behaviour. The pupils were, however, particularly concerned about the lack of control in classrooms exerted by some supply teachers. They were also worried about the adverse consequences of bullying, inappropriate teaching styles, with specific criticism of "boring" lessons such as "just copying out facts". The implications of the findings are considered along with the possibilities for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10