Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571812
Title: How 'good practice' when working with pupils presenting with Behavioural, Emotional and Social Difficulties (BESD) in school is perceived by practitioners : an exploratory case study of two primary ZEP schools in Cyprus
Author: Tryfonos, Stella
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2012
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Abstract:
Pupils who present with Behavioural, Emotional and Social Difficulties (BESD) at school have been the focus of extensive study, research and reports for many years in England. These have focused on exploring the nature of BESD, contributing factors relating to school and the schools that have shown evidence of good practice when working with these pupils. This work has reflected the situation in the English education system. In Cyprus, however, answers to questions about how best to educate pupils who may demonstrate BESD remain elusive. In 2003, the Cypriot government approved a policy prioritising the education of pupils from disadvantaged backgrounds. The policy instituted ‘Zones of Educational Priority programme’ as it is an area-based initiative. The schools joining this programme and working under the policy have been selected based on the areas in which they are located and the local populations’ socio-economic and educational status. Additionally, many of the pupils registered in these schools present with BESD. Despite this fact, up to the time the research described in this thesis was conducted; the issue of good practice when working with these pupils seems to have been neglected by Cypriot researchers and educational authorities. The study reported here was begun in 2008 and continued in 2009. It involved two primary schools operating under the Zones of Educational Priority policy in Cyprus and is a case study of what ‘good practice’ is perceived to be in relation to pupils with BESD. For the purposes of this research, 22 semi-structured interviews were carried out, as well as 29 lesson observations and informal conversations. The collected data was subjected to content analysis and the findings are reported and discussed in a way that allow the readers to draw their own conclusions concerning how the study has reinforced what is already known in the area of study as well as how it has contributed to building new knowledge.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.571812  DOI: Not available
Keywords: LB1501 Primary Education ; LC Special aspects of education ; LF Individual institutions (Europe)
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