Positive Alternatives to Exclusion
Psychology Press, 2000 - Education - 230 pages
Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.
Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.
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Introducing the Positive Alternatives to School Exclusion project
Anne Fine ptimary school
Virginia Woolf High School 1
Virginia Woolf High School 2
T S Eliot High School
Ogden Nash upper school
William Shakespeare upper school
Rudyard Kipling Furthet Education College
ftameworks for understanding and developing ptactice
the importance of personal expetience
Research as development
Other editions - View all
achieve alternatives to exclusion Anne Fine approach approptiate behaviour policy Bill Rogers cartied cent centtal chapter chatactetistics classtoom cleatly commirment concern considetable consttuctive context conttibute core team curticulum desctibed dilemmas discussion distuptive behaviour dtaw duting emotional encoutage engagement ethos example expetienced feel felt focus ftamework GCSEs genetal GNVQ head teacher identified illusttate important individual interviews intetaction involved issues learning lesson majotity member of staff monitoting OFSTED Ogden Nash ovetall participants particular particulatly pastotal perceptions personal expetience Personal Tutors prevent exclusion problems progtamme PSHE ptactice ptimary ptinciples ptiotity pupils questionnaire recognised refertal reflected relationships responses role Rudyard Kipling sense social sometimes staff and students sttategies sttuctures T. S. Eliot talk tange tather teaching things tisk of exclusion ttust tules understanding university researchers values vatiety vatious Virginia Woolf William Shakespeare wotld wtite