Working with a Secondary School to Improve Social Relationships, Pupil Behaviour, Motivation and Learning

Autor/in	Swinson, Jeremy
Titel	Working with a Secondary School to Improve Social Relationships, Pupil Behaviour, Motivation and Learning
Quelle	In: Pastoral Care in Education, 28 (2010) 3, S.181-194 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2010.504221
Schlagwörter	Inclusive Schools; Student Behavior; Interpersonal Relationship; Secondary School Students; School Policy; Teamwork; Questionnaires; Observation; Parents; Secondary School Teachers; Foreign Countries; Behavior Problems; Disadvantaged Youth; Parent Attitudes; Teacher Attitudes; Student Attitudes; Social Development; United Kingdom + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sekundarschüler; Schulpolitik; Fragebogen; Beobachtung; Eltern; Ausland; Benachteiligter Jugendlicher; Elternverhalten; Lehrerverhalten; Soziale Entwicklung; Großbritannien
Abstract	This paper gives an account of a project undertaken by a multidisciplinary team, which included an educational psychologist, advisory teacher and behaviour consultant, to help revise and improve a school's behaviour policy and practice. At the onset, the team spent a great deal of time consulting with the teachers, parents but, above all, the students. These consultations included not only staff and class meetings but also a number of questionnaires derived from previous research. These consultations were augmented by a series of classroom observations. The students in particular provided great insight into why the original school system was so ineffective, and it was largely on the basis of their insight that a new system was devised. The paper describes the new behavioural policy and practice and the way it was introduced to the school. The success of the new system was assessed in terms of responses of teachers, parents and pupils, the effect that the new policy had on classroom behaviour, social relationships within the school, exclusions, attendance and GCSE results. The reasons for the success of the project will be discussed in relation to the recent work of Hattie into the most effective school-based interventions. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10