05191oam 2200733I 450 991077926150332120230802005243.01-136-45298-21-280-77690-097866136872960-203-12589-41-136-45299-010.4324/9780203125892 (CKB)2550000000104260(EBL)981706(OCoLC)804665791(SSID)ssj0000696468(PQKBManifestationID)11415342(PQKBTitleCode)TC0000696468(PQKBWorkID)10681403(PQKB)10122364(MiAaPQ)EBC981706(Au-PeEL)EBL981706(CaPaEBR)ebr10572250(CaONFJC)MIL368729(OCoLC)802056557(EXLCZ)99255000000010426020180706e20121985 uy 0engur|n|---|||||txtccrPreventing classroom disruption policy, practice and evaluation in urban schools /David Coulby and Tim HarperLondon :Routledge,2012.1 online resource (209 p.)Routledge library editions. Education ;v. 232First published in 1985 by Croom Helm.0-415-75063-6 0-415-68262-2 Includes bibliographical references and index.Cover; Preventing Classroom Disruption; Copyright; Contents; Preface; Introduction & Acknowledgements; 1. The Concept of Classroom Disruption; 1.1 Ploughman's Lunch; 1.2 The Creation of the Category; 1.3 How Schools can Create Disruptive Pupils; 1.4 Illustrative Material: Jason, a Boy with no Friends; 1.5 The Consequences of the Creation of The Disruptive Pupil; 1.6 The Legitimations of the Creation of the Category; 1.7 The Least Restrictive Environment; 2. A Model of Work of A Schools Support Team; 2.1 Responding to Schools2.2 Illustrative Material: The Objectives of the Schools Support Team2.3 Referral; 2.4 Illustrative Material: Referral form on Jason; 2.5 Assessment; 2.6 Illustrative Material: Assessment Material on Jason; 2.7 Formulation; 2.8 Illustrative Material: Assessment and Formulation Form on Jason; 2.9 Intervention; 2.10 Illustrative Material: Intervention in the Case of Jason; 2.11 Evaluation; 2.12 Illustrative Material: Evaluation in the Case of Jason; 2.13 Support Team Teachers: Their Job, Training and Supervision; 2.14 Illustrative Material: Induction of New Teachers3. Evaluation of The Work of The Support Unit: Methods, Outcomes and Processes3.1 The Purposes of Evaluation; 3.2 The Methodology of the Evaluation; 3.3 The Behaviour of Children Referred to the Team; 3.4 The Performance of Other Children in the Class; 3.5 The Skills and Confidence of Individual Teachers in Schools to Manage Disrupt-tive Behaviour; 3.6 The Way Schools as Organisations Conceptualise and Deal with Problems of Behaviour; 4. Classroom Practice; 4.1 Intervening in Classrooms; 4.2 Work with Teachers; 4.3 Work with Teachers and Individual Pupils; 4.4 Work with Individual Pupils4.5 Work with Pupils and their Families4.6 Work with Groups of Pupils; 5. School Organisation; 5.1 School Organisation and Disruptive Behaviour; 5.2 School Rules; 5.3 Timetabling; 5.4 Teacher Responsibilities; 5.5 Communication; 5.6 Contact with Parents; 5.7 In-service Training and in-school Support; 5.8 Intervening in School Organisations; 6. The Role and Function of Support Services in A Local Education Authority; 6.1 Support Services and the 1981 Education Act; 6.2 School-based or Team-based Specialist Support Teachers?; 6.3 The Organisation and Control of Support Services7. The Challenge of Disruptive Behaviour7.1 Levels of Change; 7.2 A Model for Change; 7.3 Resources for Change; 7.4 Changing Education; References; Appendix; IndexThere 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 wRoutledge library editions.Education.Problem childrenEducationGreat BritainProblem childrenGreat BritainEvaluationUrban schoolsGreat BritainCase studiesProblem childrenEducationProblem childrenEvaluation.Urban schools371.93Coulby David.1553779Harper Tim1569724MiAaPQMiAaPQMiAaPQBOOK9910779261503321Preventing classroom disruption3842782UNINA