A Critical Analysis of Pupil Behaviour

对学生行为的批判性分析

• 批准号: 2401512
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2401512
• 关键词: Critical; Analysis; Pupil; Behaviour

This research project will focus on alternatives to school exclusion in England. Since 2012/ 13 exclusions from schools in England had been steadily increasing, peaking at 7,894 permanent exclusions and 438,265 fixed term exclusions in the 2018/ 19 academic year. However, the most recent data taken from the 2019/ 20 academic year shows instances of permanent exclusions and fixed term exclusions have both decreased, with the figures standing at 5,057 and 310,733 respectively (DfE, 2021) - it is important to note that this data was significantly impacted by the COVID-19 pandemic and subsequent closure of schools. The pandemic brought to the fore concerns regarding the 'lost learning' of children unable to attend school (Ofsted, 2020; Adams, 2021; EEF, 2021) yet the lost learning of excluded pupils has never received such attention in the media and public discourse. The extent to which exclusion is used as a behaviour management tool in the English education system provides the fundamental basis of the rationale for this research - but it goes further than this. Official Department for Education statistics show that certain groups of pupils are more likely to experience exclusion from school namely; Black Caribbean pupils, Gypsy, Roma and Traveller pupils, boys, pupils eligible for Free School Meals (FSM), and pupils with Special Educational Needs (SEN) especially where there is no education health and care plan (EHCP) (DfE, 2021). Furthermore, alternative provision is often considered to be a positive change for excluded pupils, perhaps even a solution to the problem, such views were clearly articulated in the Timpson review of school exclusion (Timpson, 2019). Conversely, it is well known that of pupils enrolled in alternative provision fewer than 2% achieve what is considered to be a good pass in maths and English (Hutchinson, 2020). As such, the desire to expand provision that is ineffective and disproportionately accommodates the groups of pupils mentioned above could be seen as an attempt to 'market the marginalised' (Perera, 2020). This research will take a fixed sequential exploratory approach to research design, involving semi-structured interviews with educational professionals working in alternative education settings and a survey of young people who have experienced exclusion from mainstream education in England.

本研究项目将侧重于英格兰学校排斥的替代方案。自2012/ 13学年以来，英格兰学校的开除人数一直在稳步增加，在2018/ 19学年达到7，894人永久开除和438，265人固定期限开除的高峰。然而，2019/ 20学年的最新数据显示，永久性排除和固定期限排除的情况均有所减少，数字分别为5，057和310，733（DfE，2021）-重要的是要注意，该数据受到COVID-19大流行和随后学校关闭的严重影响。疫情凸显了人们对无法上学儿童“失去学习”的担忧（Ofsted，2020年;亚当斯，2021年; EEF，2021年），但受排斥学生失去学习的问题从未在媒体和公共话语中受到如此关注。在英国教育系统中，排斥被用作行为管理工具的程度为这项研究的基本原理提供了基本依据-但它比这更进一步。教育部官方统计数据显示，某些学生群体更有可能被学校排斥，即：加勒比黑人学生、吉普赛人、罗姆人和游民学生、男孩、有资格享受免费校餐的学生以及有特殊教育需求的学生，特别是在没有教育保健和护理计划的情况下（教育部，2021年）。此外，替代性教育通常被认为是对受排斥学生的积极改变，甚至可能是解决问题的办法，廷普森对学校排斥的审查明确阐述了这些观点（廷普森，2019年）。相反，众所周知，只有不到2%的学生在数学和英语方面取得了良好的成绩（哈钦森，2020年）。因此，扩大无效且不成比例地容纳上述学生群体的提供的愿望可以被视为试图“市场化边缘化”（Perera，2020）。本研究将采取一个固定的顺序探索性的方法进行研究设计，涉及半结构化的采访与教育专业人士在替代教育设置和调查的年轻人谁经历了排斥主流教育在英格兰。