Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice

Meo, Analia and Parker, Andrew ORCID: 0000-0001-6842-3067 (2004) Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice. International Journal of Inclusive Education, 8 (1). pp. 103-120. doi:10.1080/1360311032000159465

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Abstract

This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these teachers served to contribute to an amplification, rather than a moderation, of pupil disaffection and misbehaviour. Teachers' perceptions and understandings about the nature and aims of lesson content varied whilst concerns and preoccupations about classroom control remained constant. Within the context of ongoing government debates in the UK surrounding "social exclusion" and, more specifically, educational exclusion, these findings call for a widening of the research agenda in these areas to include more detailed investigations of occupational circumstance and practitioner needs within non-traditional school settings.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	ualitative Research, Investigations, Social Isolation, Referral, Foreign Countries, Teacher Attitudes, Student Behavior, Educational Change, Educational Policy, Expulsion, Inclusion, Behavior Problems, Teachers
Subjects:	L Education > L Education (General)
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Health, Life Sciences, Sport and Wellbeing
Depositing User:	Anne Pengelly
Date Deposited:	16 Jun 2015 12:33
Last Modified:	31 Aug 2023 09:11
URI:	https://eprints.glos.ac.uk/id/eprint/2349

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