A Content Analysis of School Leaders' Conversations about 'Off Rolling' on Twitter and Its Relevance to Teacher Education

Autor/inn/en	Potter, Alice E.; Knowler, Helen; Done, Elizabeth J.
Titel	A Content Analysis of School Leaders' Conversations about 'Off Rolling' on Twitter and Its Relevance to Teacher Education
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 3, S.254-264 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2022.2092275
Schlagwörter	Social Media; Teacher Attitudes; Inclusion; Computer Software; Political Attitudes; Social Attitudes; Content Analysis; Computer Mediated Communication; Electronic Publishing; Teacher Education Programs; Administrator Attitudes; School Administration; Principals; School Culture; Foreign Countries; Teacher Educators; Incidence; Educational Practices; Students with Disabilities; Educational Legislation; Secondary Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Medien; Lehrerverhalten; Inklusion; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Inhaltsanalyse; Computerkonferenz; Elektronisches Publizieren; Principal; Schulleiter; Schulkultur; Schulleben; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Vorkommen; Bildungspraxis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Sekundarschule
Abstract	This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders' relating to 'off rolling' (practices that bypass legal permanent exclusion procedures in English mainstream schools). The outlined method enables analysis of social media content in the absence of costly opinion mining software and its associated affordances and limitations are discussed. The article also outlines the implications of the study's findings for teacher education. In this instance, it served to illustrate a disparity between different types of professional discourse which future teachers should be prepared to navigate in their teacher training. Given the illegality of 'off rolling' and an increasingly incontestable socio-political discourse around inclusive education, it was hypothesised that Twitter affords school leaders a forum for the articulation of views that rest uneasily with this discourse, current legislation and statutory guidance around off rolling. A tendency to discount 'off rolling' as a rare occurrence was found despite growing anecdotal evidence that it is viewed as a legitimate, if illegal, practice within some school cultures. This finding is relevant to teacher educators and future teachers who aspire to an inclusive education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01