Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605579
Title: On the edge of exclusion : the experiences of girls and their teaching assistants in a school based provision
Author: Douglas, Marsha
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2013
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Abstract:
Osier and Vincent (2002) put forward an argument that girls' experiences of exclusion is less recognised than boys, and proposed that the definition of exclusion should be redefined to capture the broader experiences of exclusion that girls may have. This study is in response to a secondary school headteacher's concerns about the increasing number of girls at risk of exclusion in his school, and the lack of alternative provision available if these girls were to be permanently excluded. Within this school there were two school based provisions, the Inclusion Room and Supported Learning Centre, which are support structures to help support pupils at risk of exclusion. In order to gain insight into the girls' experiences of exclusion the researcher adopted an exploratory approach by using semi-structured interviews and Interpretative Phenomenological Analysis methodology. Multi-perspective rich data were gathered through interviewing four girls and four Teaching Assistants (TAs) who access or work in the two school based provisions. The key findings in this study highlighted the complex processes and interactions which the girls faced through various experiences of exclusion and 'not fitting in'. The participants identified a number of significant interactive factors which contributed to their experiences of being at risk of exclusion, such as adolescence, emotional wellbeing, family dynamics end issues with peer and teacher relationships in school. This illustrated that in order to address these complex issues a holistic approach which recognises the relationships between these different factors is essential.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ch.Ed.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605579  DOI: Not available
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