Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556128
Title: Disciplinary exclusion : the impact of intervention and influence of school ethos
Author: Spink, Lucy
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2011
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
The systematic review set out to explore factors across studies which aimed to reduce rates of disciplinary exclusion amongst "at risk‟ pupils. 10 studies describing interventions applied across a range of settings were included after inclusion criteria had been applied. Methods of data collection included qualitative, quantitative and mixed methods and participants included pupils of primary and secondary school age. A range of factors (including involvement of parents and taking a holistic approach) were identified as influential in successfully reducing exclusion. Multi-agency working was the most frequently used strategy. The review indicated that interventions can successfully reduce exclusions of pupils already identified as "at risk", however it also highlighted the important influence of the underlying school ethos, in how behaviour is understood and subsequently managed. The systematic literature review indicated that most studies centred on secondary school aged pupils and schools across mixed socio-economic areas. Therefore the empirical research project focussed on the approaches and beliefs underpinning practices in excluding and non-excluding primary schools in areas of high social deprivation. It aimed to identify differences in beliefs and perceptions of practices in schools between excluding and non-excluding schools. Focus groups and interviews were conducted and thematic analysis identified differences between groups across 10 themes. Statements were used to create a questionnaire which was subsequently completed by 128 school staff across 16 schools. Analysis indicated significant differences in responses between groups on the themes of "responsibility", "clarity", "consistency", "behaviour management", "beliefs about inclusion" and "beliefs about reducing exclusion". These findings provide support for previous literature emphasising the importance of creating a positive, inclusive school ethos that fosters positive behaviour amongst pupils. The bridging document outlines how the area of research was identified and provides further explanation of the philosophical assumptions underpinning the chosen methodology. Ethical considerations and the broader political context are also discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.556128  DOI: Not available
Share: