How Children Make Sense of Their Permanent Exclusion: A Thematic Analysis from Semi-Structured Interviews

Autor/in	Murphy, Rick
Titel	How Children Make Sense of Their Permanent Exclusion: A Thematic Analysis from Semi-Structured Interviews
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 1, S.43-57 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Rick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2021.2012962
Schlagwörter	Expulsion; Research Methodology; Semi Structured Interviews; Data Analysis; Bullying; Social Justice; Misconceptions; Social Problems; Learning Problems; Behavior Problems; Foreign Countries; Special Needs Students; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Relegation; Research method; Forschungsmethode; Auswertung; Mobbing; Soziale Gerechtigkeit; Missverständnis; Social problem; Soziales Problem; Lernproblem; Ausland; Sonderpädagogischer Förderbedarf
Abstract	A rising number of children are permanently excluded from school each year in England. Children's experiences of exclusion are underrepresented in the literature, effectively giving prominence to the views and interpretations of researchers. This qualitative study uses semi-structured interviews to explore the ways in which excluded children story their experience of school exclusion (N = 18). Thematic analysis was used to identify trends in the children's data, integrating key themes to develop an understanding of how children make sense of the exclusion situation. The main findings from this study are that excluded children tend to experience schools as misreading symptoms of social injustice, bullying, and special educational needs as misbehaviour and non-compliance. The children reported that exclusion behaviours were a communication of personal and social problems that were amplified by punitive school measures. Ways in which schools can implement these findings are discussed with key recommendations for employing these findings within schools and educational settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01