Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489737
Title: Action research with teachers in a secondary school to improve the educational experiences of children with emotional and behavioural difficulties
Author: Lloyd Bennett, Peter
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2007
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Abstract:
Action research was carried out in one secondary school to investigate the nature of emotional and behavioural difficulties (EBD). Prior to the action research, a survey on staff views of pupils' emotional and behavioural difficulties was carried out in one local authority to inform the local authority's behaviour support plan and staff in one secondary school expressed particular concerns regarding pupils' behaviour difficulties. This secondary school agreed to become the focus of the action research project on behaviour difficulties. Three action research cycles were used to investigate the nature of pupils' behaviour difficulties. The first action research cycle focused on senior staffs' perceptions of pupils' behaviour difficulties and Year 7 groups were perceived by the special educational needs co-ordinator (Senco) as particularly challenging. The second action research cycle included classroom observations of Year 7 groups, meetings with school staff and a further series of observations with particular attention to two subject areas in which contrasting teacher/ pupil behaviour was observed. Feedback on the classroom observations was given to each class teacher and one teacher who was observed to be particularly successful in engaging pupils in the curriculum was interviewed. The third action research cycle focused on staff focus groups with the aim of generating solutions to problem behaviour across the school. Focus group meetings were provided for staff to talk about issues openly and promote opportunities to share good practice. The behaviour of Year 7 pupils' was observed to vary considerably in different lessons. Unsuccessful strategies in encouraging pupils to focus on curriculum tasks were identified as well as strategies and teaching practices which appear to help reduce or overcome behaviour difficulties.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.489737  DOI: Not available
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