Managing behaviour in mainstream schools : changing the culture
Crombie, Richard William (1995) Managing behaviour in mainstream schools : changing the culture. PhD thesis, University of Warwick.
WRAP_THESIS_Crombie_1995.pdf - Submitted Version - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b1402866~S1
The thesis investigates support for schools' management of children's
behaviour. The focus for the research is the work of the Northern Area
Education Support Service (NAESS, the service) with around a hundred
schools. The research is conducted along two lines of enquiry reflecting
the outcomes of and the processes underlying the work of NAESS.
It is established that NAESS approaches, based on behavioural psychology,
achieve the primary aim of maintaining children's education in mainstream
schools, and to an unprecedented degree. In relation to the service making
equitable allocation of resources the findings are more equivocal.
In the study of the interaction between NAESS and service users the
aforementioned aims and, additionally, aims relating to the involvement of
service users with work undertaken and to the optimisation of the use of
service resources, continue to drive the research.
Service delivery by NAESS is construed in terms of the full range of
factors influencing outcomes, and considered under the headings of eight
broad issues. Thus NAESS is enabled to manage the dynamic complexity of
the interactions within its work. This management of the issues is seen as
crucial to the achievement of service aims.
However, by exercising strong management over the issues NAESS appears to
exclude users from full involvement with the development of the strategies
they implement. Such exclusion has implications for the extent to which
NAESS can enable schools to develop their approaches to behaviour
That is, NAESS is able to contribute, even indirectly, to a process of
cultural change, including the development of new approaches to behaviour
management in schools. However, it appears that a point of equilibrium is
reached whereby schools become dependent on the service they receive and
which prevents further development of their approaches.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education|
|Library of Congress Subject Headings (LCSH):||Children -- Conduct of life, Resource programs (Education), Northern Area Education Support Service (Great Britain), School management and organization -- Great Britain|
|Official Date:||July 1995|
|Institution:||University of Warwick|
|Theses Department:||Institute of Education|
|Extent:||2 v. (xxxvi, 416 leaves)|
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