How Is Behaviour Policy in Scotland Made, and What Does This Mean for the Policy That Ensues?

Autor/in	Macleod, Gale
Titel	How Is Behaviour Policy in Scotland Made, and What Does This Mean for the Policy That Ensues?
Quelle	In: International Journal on School Disaffection, 11 (2014) 1, S.41-57 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Educational Policy; Student Behavior; Policy Formation; Foreign Countries; Behavior Patterns; Evidence; School Districts; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Student behaviour; Schülerverhalten; Politische Betätigung; Ausland; Evidenz; School district; Schulbezirk
Abstract	In this largely theory-focused paper it is argued that there is a tension between demands for particular knowledge, relevant to local policy contexts, and calls for universal, generalizable evidence to inform policymaking. Some consequences of this tension, in terms of the forms of knowledge that may be drawn on in policymaking at the local level, are outlined. Findings from two studies are presented to shed some light on the local authority policymaking process in relation to behaviour in schools in Scotland. The ways in which the process identified may affect the forms of knowledge informing policy are discussed. Some possible consequences of over-reliance on these forms of knowledge are explored. Throughout, this paper locates the policymaking process in relation to behaviour in Scottish schools within the wider UK context, drawing out similarities and differences. (As Provided).
Anmerkungen	IOE Press. Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7763-2157; e-mail: ioepress@ioe.ac.uk; Web site: http://ioepress.co.uk/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01