The National Behaviour and Attendance Review in Wales: Findings and Recommendations on School Attendance

Autor/in	Reid, Ken
Titel	The National Behaviour and Attendance Review in Wales: Findings and Recommendations on School Attendance
Quelle	In: Research in Education, 81 (2009) 1, S.20-42 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
Schlagwörter	Early Intervention; Attendance; Lifelong Learning; Foreign Countries; Economic Factors; Teacher Attitudes; Socioeconomic Influences; Elementary Secondary Education; Qualitative Research; Statistical Analysis; Interviews; Government Role; Public Agencies; Truancy; Adolescent Attitudes; Childhood Attitudes; Parent Attitudes; Parents; Teachers; Student Personnel Workers; Child Caregivers; Government School Relationship; Bullying; Student Behavior; Surveys; United Kingdom; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Anwesenheit; Life-long learning; Lebenslanges Lernen; Ausland; Ökonomischer Faktor; Lehrerverhalten; Sozioökonomischer Faktor; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Öffentliche Einrichtung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Elternverhalten; Eltern; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Mobbing; Student behaviour; Schülerverhalten; Survey; Umfrage; Befragung; Großbritannien
Abstract	This article presents the methodology and findings on school attendance obtained over two years from 2006 for the National Behaviour and Attendance Review in Wales. The review was led and chaired by the author and the report was presented to the Minister for Children, Lifelong Learning and Skills and the Welsh Assembly Government in May 2008. The report is especially important given the disproportionate rate of non-attendance in primary and secondary schools in parts of Wales as compared with the rest of the United Kingdom, especially levels of unauthorised absence. The methodology included both qualitative and quantitative approaches and is unique in covering a range of emerging fields. Among other aspects, the methodology included interviews with primary and secondary-age pupils, including those with attendance and behaviour problems and in specialist minority secondary-school settings. It also included work with parents, teachers and a wide range of support professionals from schools, local authorities, voluntary bodies and caring agencies. Findings are presented on the use of attendance codes in Wales, early intervention, electronic registration, the use of attendance targets, the prosecution of parents in attendance cases, the use of truancy sweeps, socio-economic factors and school differences, the role of governing bodies, the use of spot checks, bullying, teachers' views, the voices of children and young people, the opinions of parents, the role of the local authorities in Wales and of the Welsh Assembly Government. Finally, the core and supporting recommendations made in the NBAR report are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10