Improving Provision For Disaffected Students

339 Pages·2017·8.13 MB·English

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Theses: Doctorates and Masters Theses
1998
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eedduuccaattiioonnaall mmooddeell
Cecilia Netolicky
Edith Cowan University
Follow this and additional works at: https://ro.ecu.edu.au/theses
Part of the Education Commons
RReeccoommmmeennddeedd CCiittaattiioonn
Netolicky, C. (1998). Improving provision for disaffected students: Toward a new educational model.
https://ro.ecu.edu.au/theses/1448
This Thesis is posted at Research Online.
https://ro.ecu.edu.au/theses/1448
Theses
Theses: Doctorates and Masters
Edith Cowan University Year 
Improving Provision For Disaffected
Students : Toward A New Educational
Model
Cecilia Netolicky
Edith Cowan University
ThispaperispostedatResearchOnline.
http://ro.ecu.edu.au/theses/1448
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Improving Provision for Disaffected Students:
Toward a New Educational Model
Cecilia Netolicky BA (Hans), Grad Dip Ed
A Thesis Submitted for the Award of Doctor of Philosophy in the Faculty of Education
Edith Cowan University
Date of Submission: 29/5/98
USE OF THESIS

The Use of Thesis statement is not included in this version of the thesis.
Abstract
The purpose of this study is to develop and review strategies and policies to drive retentive
teaching-learning environments for disaffected students, modifying their modus operandi
sufficiendy for them to qUalify and retain a tertiary place or position in the workforce, or
sustain a return to mainstream schooling. I employed action research methods to examine
Strike Four. an educational model servicing students with severe social and/o r emotional
difficulties and behavioural disorders. I tested the Strike Four model during an intensive
study period on two programs.
Part 1 of the thesis compnses three Chapters. An introduction to the issue of the
marginalisation and exclusion of troublesome students in mainstream education is presented
in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early
attitudes to crime and deviant behaviour; some modem sociological and psychological
attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification
·strategies; and various Australian states' attempts to service disaffected students with
education. The theoretical framework presen~ed in Chapter 3 includes th.e rationale for my
choice of qualitative methods, discussion and selection of an action research model, and the
position taken on the issues of anonymity and authenticity.
Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A
grounded autobiography that clarifies my personal position, whilst demonstrating how my
modus operandi was transformed through personal critical moments, is offered in Chapter 4.
This provides a base from which to consider the potential for personal critical moments,
texts, and mentors to transform an individual's ideology and modus operandi. The educational
theory and ideological underpinnings held to underlie the Strike Four model are presented in
Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy,
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in particulru:, how and if the educational theory and ideological underpinnings claimed to
underlie the model are apparent in model policy. Chapter 7 deals with three program
strategies: harnessing golden teaching moments; using curriculum as a tool to shape
behaviour; and the use of positive contracting to encourage behaviour self-management skills
in troublesome students. In this chapter I critically examine how and if policy and ideology is
reflected in practice on the programs, and if the various policies, and the three key strategies,
are proving successful in modifying the modus operandi of the young people sufficiently to
facilitate their functioning in mainstream society. An end piece to the fieldwork is included to
fill in "gaps" resulting from the reporting of selected case studies.
Chapter 8 includes the findings and recommendations for future research. The model's
success in modifying students' modus operandi is demonstrated through the individual case
studies and tables. Almost 100% of the students (on entry classified severely alienated)
maintained their placement in work, technical college, or mainstream schooling for the three
month post support period.
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I certify that this thesis does not, to the best of my knowledge and belief:
(i) incorporate without acknowledgment any material previously submitted for a degree or
diploma in any institution of higher education;
(ii) contain any material previously published or written by another person except where due
reference is made in the text or
(iit) contain any defamatory material.
Signed:
Cecilia Netolicky
Date: 29/5/98
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Acknowledgments
I wish to acknowledge Edith Cowan University for the financial support provided for writing
this thesis. The university was also exceptional in meeting my needs as a disabled student. In
particular I would like to thank my principal supervisor, Professor Bernard Harrison for his
considerable support for, and during, this project, for his faith in my ability, and his
unshakeable enthusiasm for what I was attempting. At times I burdened him with copious
amounts of reading, and requested a response in a short time. He was always responsive
despite numerous other obligations. I am also grateful to Elizabeth Parry, my associate
supervisor, for her support in the early stages.
I would like to thank the staff of the VIP Program for their. help in formulating policy. In
particular, my senior teacher Paula Stanley, who read all policy documents and offered vital
feedback. I would like to acknowledge Monika Jolly, the VIP Program Administrator, for her
support throughout the project, and for her contributions to the policy documents.
I must express gratitude to the staff at Sir Charles Gairdner Hospital's Pain Management
Clinic, without whose regular treatment this thesis would not have been achievable. I would
like to acknowledge George Szodorai for the refurbishing of my study, which greatly
facilitated the polishing of this document. I wish to express gratitude to my husband, Josef,
who woke regularly to frantic pleas for help as I struggled to relocate bits of thesis lost on the
hard disc. He also proof read my document many times and offered useful feedback. My
parents must be thanked for their mentor role. I would like to thank, Josef and Phillippa, my
two younger children, for their patience over the period of this project. Last, but not least, I
would like to thank my daughter Deborah who listened to me ramble on when I was excited .
and inspired.
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Table '!{Contents
Abstract. .......................................................................... ;. ....................................................... J
Acknowledgments. ••....•.......•.....•....•..•....•......•.•.....••....••.•..•..•.......•.....•.......••....•........•.....•....... 6
PART I:
BACKGROUND, LITERATURE REVIEWA ND THEORETICAL FRAMEWORKJJ
Chapter 1 Introduction .......•.....•.....•.......•.....•......•.•.... ;• .•.....•..•..•.......•.....•.......••...........•••.•... 12
The Inclusion/Exclusion Debate •............•....................•....•.......•....................... 12
Exclusion within Mainstream Education ..••........•......•....••.....•......•.....•.....•.....•.. 15
Compulsory Schooling and the, Troublesome Behaviour Child .••...•..............•.• 16
Exclusion, Education and the At-Risk Student .....••.....•.....•.....••.....•.................. 18
The Purpose of this Study• ......•.....................•..............••.........•...................•.•...... 21
The Research Question ...............•.....•......•......•........•..................•.....................• 24
Operational Definitions .....•......•.....................•..............•.................................... 24
Summative Reflection and Thesis Overview···································'················· 27
Chapter 2 A Review ofA ssociated Literature. ..•................•......•............................•........•.... JO
Literature on Crime and Deviance ...........................•........................•.....•........•. 30
Physicians Early Attempts to Minimise Delinquency ................................................ .32
Sociological Theories Explaining Crime and Deviance .............................................. 33
Theories Suggesting Crime is "Normal" ........................................................................ 39
Theories Addressing Crime and Delinquency .............................................................. 41
Literature on Education. ..................................................................................... 44
School Rules and Behaviour Management. ................................................................... 46
Encouraging Behaviour Change in School Students ................................................. ..49
Servicing Disaffected Students with Education: Australian policy and practice .... SS
Summative Reflection ..................................•......•......•......•.•...•......................••... 60
Chapter 3 A Theoretical Framework •.....................•..........•.......•.....••.•............................•.. 62
The Quantitative/Qualitative Methods Debate ................................................ 62
Selecting Methodological "Tools" ..................................................................... 66
· The Choice of an Action Research Model ..................................... : ....................7 1
Summative Reflection ......................................................................................... 79
PART2:
THE STUDY. ....................................................................................................................... 81
Chapter4 GroundedAutobiography ................................................................................... 82
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