ebook img

Improving Provision For Disaffected Students PDF

339 Pages·2017·8.13 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Improving Provision For Disaffected Students

EEddiitthh CCoowwaann UUnniivveerrssiittyy RReesseeaarrcchh OOnnlliinnee Theses: Doctorates and Masters Theses 1998 IImmpprroovviinngg pprroovviissiioonn ffoorr ddiissaaffffeecctteedd ssttuuddeennttss:: TToowwaarrdd aa nneeww 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 Edith Cowan University      Copyright Warning            You may print or download ONE copy of this document for the purpose  of your own research or study.    The University does not authorize you to copy, communicate or  otherwise make available electronically to any other person any  copyright material contained on this site.    You are reminded of the following:     Copyright owners are entitled to take legal action against persons  who infringe their copyright.     A reproduction of material that is protected by copyright may be a  copyright infringement. Where the reproduction of such material is  done without attribution of authorship, with false attribution of  authorship or the authorship is treated in a derogatory manner,  this may be a breach of the author’s moral rights contained in Part  IX of the Copyright Act 1968 (Cth).     Courts have the power to impose a wide range of civil and criminal  sanctions for infringement of copyright, infringement of moral  rights and other offences under the Copyright Act 1968 (Cth).  Higher penalties may apply, and higher damages may be awarded,  for offences and infringements involving the conversion of material  into digital or electronic form. ·,--,_, ; -' ~ . ~ . ' 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, 3 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. 4 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 5 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. 6 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 7

Description:
teaching-learning environments for disaffected students, modifying their modus operandi together" approach. Students are less likely to feel that rules and laws are there to make only their lives more difficult, and so are more likely to feel some ownersltip of 94): "the story may be apocryphal,
See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.