Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555220
Title: An interpretative analysis of parents' and pupils' experiences of permanent exclusion and placement in a pupil referral unit : implications for successful reintegration
Author: Wood, Natalie Jane
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2012
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Abstract:
The purpose of this study was to consider how parents' and pupils' make sense of their lived experience of permanent exclusion and highlight any arising key messages for professional practice, in terms of both retaining these pupils in mainstream schools and re-integrating them into a new mainstream school after exclusion. Semi structured interviews were conducted with six parents of pupils who attended a Pupil Referral Unit (PRU) within the local authority. The children of these parents who had been excluded were also interviewed. An additional focus group was also conducted with staff at the PRU; in this focus group the research themes were shared and PRU staff were asked to reflect on their role in response to the themes. An Interpretative Phenomenological Analysis (IPA) methodology was applied to the generated data from the semi structured interviews and focus group. The significant themes emerging from the analysis of the pupils', parents' and PRU staff accounts highlighted that in some mainstream schools, school systems are failing pupils, and that what these pupils actually need is a protective nurturing environment. Another significant theme shared by Pupils' and PRU staff accounts draws attention to the anticipation of change for the young person and the importance of ensuring a successful re-integration back into mainstream school. The role of parents in the exclusion process was also seen as a central theme to both parents and the PRU staff. The results are discussed in light of improving school systems to engender a more inclusive ethos. The central importance of positive relationships and interactional patterns between teachers' and pupils' within school is also discussed. Recommendations are provided for all professionals with the hope that this might lead to more effective practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555220  DOI: Not available
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