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- W3119340908 abstract "AbstractThe complexity of the challenges faced by young people at risk, their families, schools andLAs are reflected in the current policy on the school exclusion agenda. Prior research providesevidence showing that behaviours contributing to the exclusion of pupils can be symptomaticof macro structural forces and socio-cultural arrangements coupled with ‘micro-level’ and‘meso-level’ issues and processes. The intricacy of these issues supports the notion that schoolexclusion processes are social interpretations requiring qualitative methodological approachesto examine the taken-for-granted social and educational practices.This thesis examined the school exclusion policies, practices and processes drawing from thelived experiences and perspectives of 21 teachers, 22 young people, 5 parents and 15 LAprofessionals in one local context. The main objective was to gain an in-depth understandingof what influences the complex interactions within the school environment between the schooland young people, school and family as well as school and local/national policy trends. Thestudy situated within an interpretive paradigm, employed a context-rich qualitative researchdesign. Empirical data was collected using semi-structured individual interviews, focus groupsand school policy documents in three educational settings and a LA children’s services.The research findings revealed that the school’s belief system significantly influenced schoolexclusion policies, practices and processes. Similarly, class, ethnicity and dominant culture andlocal/national policy trends especially accountability systems and funding cuts were viewed ascontributory factors. Furthermore, the findings evidenced that young people’s experiences andviews of school exclusion processes as well as the school behaviour policy approaches andapplication are diverse depending on each school management’s priorities on support provisionfor at risk youth and the teachers. It highlighted that a critical broad review of currentlocal/national educational policies is essential if the changes schools can make to their areas oforganisation are to prevent school exclusion. The study concludes by suggesting implicationsfor further research priorities and for policy and practice." @default.
- W3119340908 created "2021-01-18" @default.
- W3119340908 creator A5034703754 @default.
- W3119340908 date "2020-10-01" @default.
- W3119340908 modified "2023-09-23" @default.
- W3119340908 title "School exclusion policies and approaches : a qualitative study of the experiences and perspectives of professionals, young people and their parents across school settings" @default.
- W3119340908 hasPublicationYear "2020" @default.
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