A Comparison of Staff Perceptions of Behaviour in Scottish Schools in 2009 and 2006

Autor/inn/en	Munn, Pamela; Sharp, Stephen; Lloyd, Gwynedd; Macleod, Gale; McCluskey, Gillean; Brown, Jane; Hamilton, Lorna
Titel	A Comparison of Staff Perceptions of Behaviour in Scottish Schools in 2009 and 2006
Quelle	In: Research Papers in Education, 28 (2013) 2, S.135-154 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2011.600459
Schlagwörter	Foreign Countries; Comparative Analysis; Educational Policy; Teacher Surveys; Context Effect; Discipline; Educational Change; Curriculum Development; Measures (Individuals); School Visitation; Interviews; Positive Reinforcement; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Disziplin; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Messdaten; Interviewing; Interviewtechnik
Abstract	Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive behaviour takes place and teacher time is spent on maintaining an orderly classroom rather than on the formal curriculum. This article reports findings from two major surveys of perceptions of behaviour commissioned by the Scottish Government. It locates the work in the Scottish policy context and describes the contextual framework used to guide the collection and analysis of data. It highlights a positive move in perceptions particularly amongst secondary school teachers and suggests why this may be so. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10