Caught between a Rock and a Hard Place: Disruptive Boys' Views on Mainstream and Special Schools in New South Wales, Australia

Autor/inn/en	Graham, Linda J.; Van Bergen, Penny; Sweller, Naomi
Titel	Caught between a Rock and a Hard Place: Disruptive Boys' Views on Mainstream and Special Schools in New South Wales, Australia
Quelle	In: Critical Studies in Education, 57 (2016) 1, S.35-54 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1108209
Schlagwörter	Males; Behavior Problems; Special Schools; School Restructuring; Foreign Countries; Mainstreaming; Student Attitudes; Teacher Student Relationship; Learning Problems; Emotional Disturbances; Behavior Disorders; Educational Policy; Educational Practices; Interviews; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Special school; Sonderschule; Schulreformplan; Schulumwandlung; Ausland; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernproblem; Gefühlsstörung; Politics of education; Bildungspolitik; Bildungspraxis; Interviewing; Interviewtechnik; Australien
Abstract	Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate "behaviour" schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students' current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that "mainstream" school reform is of first-order importance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01