Theory in Practice: Increasing Professional Effectiveness

Peter Mortimore draws upon his nearly 50 years of experience in education to present an account of English schooling as it has developed, as it is now, and as it could be. The first seven chapters ...

Education under siege. Why there is a better alternative

This paper outlines concerns in the UK about studen ts who are disruptive in class and/or disengaged from the normal educational process. Aft er discussing who these students are and estimating their numbers, the paper looks at recent research on how best to meet their needs. This research indicates the appropriateness of the British government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special pro vision can sometimes be more appropriate. If social inclusion as adults is the o v rarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the students and their imaginative, flexible delivery o f appropriate curricula are crucial, as is the need to support these professionals in their demand ing task.

/pdf/identifying-and-engaging-disengaged-and-disruptive-students-s8s2g7gsnd.pdf

Identifying and engaging 'disengaged' and 'disruptive' students

The inclusion of learners with behaviours felt to be challenging can present educators with a complex professional dilemma within a culture of performativity. Nevertheless, inclusion is often regarded as a prerequisite of social justice and a protective factor for the most vulnerable in our schools. Learners who display challenging behaviours experience high rates of exclusion and many go on to encounter a range of negative and pervasive life outcomes. For educators, challenging behaviour has been associated with negative impacts for personal wellbeing with implications for schools in terms of retention and recruitment. Educator attitudes towards challenging behaviour can vary considerably, serving to facilitate inclusion or justify exclusionary practices. Consequently, this work places a distinct value on the individual construction of meaning in order to bridge psychological and educational perspectives on challenging behaviour. A meta-ethnographic approach was applied to 8 qualitative studies to explore educator attitudes from documented accounts of a range of educators including Teachers, Teaching Assistants, Special Educational Needs Co-ordinators (SENCos) and Senior Leadership Staff. A systematic approach of analysis was applied to the findings of the studies selected. Key concepts emerging from the papers are synthesised and interpreted in order to form a new model of teacher attitudes towards challenging behaviour.. The synthesis sets out to acknowledge the significance of what educators think and feel (personal-professional reasoning), how educators act (relational behaviours), how they are influenced by the context in which they work (school ethos) along with the social construction of discourse (narratives) about children, families and other educators. It is concluded that EPs should seek to recognise the significance of such factors in utilising frameworks to reframe problem behaviour and facilitate inclusion.

/pdf/bridging-understandings-of-behaviour-and-emotional-needs-an-2sg28luped.pdf

Bridging understandings of behaviour and emotional needs : an exploration of educator attitudes and the affordances of a Human Givens approach

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Bridging understandings of behaviour and emotional needs : an exploration of educator attitudes and the affordances of a Human Givens approach