Skip to Content

Preventing Classroom Disruption (RLE Edu O)

Policy, Practice and Evaluation in Urban Schools

By David Coulby, Tim Harper

Routledge – 2012

Series: Routledge Library Editions: Education

Purchasing Options:

  • Add to CartPaperback: $54.95
    978-0-415-75063-9
    March 25th 2014
  • Add to CartHardback: $135.00
    978-0-415-68262-6
    December 8th 2011

Description

There has always been considerable debate about the best solutions to deal with disruptive behaviour in schools. On the one hand is the strategy of segregating disruptive pupils while on the other is a commitment to keeping such pupils in the ordinary school.

This book advocates the latter philosophy and examines the best ways of coping with the problem. These concern both teacher skills and school organisational flexibility. In addition, the authors propose the provision of a support team whereby local authorities can help schools, teachers and children with problems of disruption without setting up ‘sin-bins’. Change is thus shown to be possible at three levels – teachers, headteachers and local authorities. Detailed illustrative case material is presented throughout the book.

Contents

Preface. Introduction. 1 The Concept of Classroom Disruption. 2 A Model of Work of a School Support Team. 3 Evaluation of the Work of the Support Unit: Methods, Outcomes and Processes 4 Classroom Practice 5 School Organisation 6 The Role and Function of Support Services in a Local Education Authority 7 The Challenge of Disruptive Behaviour. References. Appendix. Index.

Name: Preventing Classroom Disruption (RLE Edu O): Policy, Practice and Evaluation in Urban Schools (Hardback)Routledge 
Description: By David Coulby, Tim Harper. There has always been considerable debate about the best solutions to deal with disruptive behaviour in schools. On the one hand is the strategy of segregating disruptive pupils while on the other is a commitment to keeping such pupils in the ordinary...
Categories: Classroom Practice, School Leadership, Management & Administration, Theories of Learning