LEADER 05191oam 2200733I 450 001 9910779261503321 005 20230802005243.0 010 $a1-136-45298-2 010 $a1-280-77690-0 010 $a9786613687296 010 $a0-203-12589-4 010 $a1-136-45299-0 024 7 $a10.4324/9780203125892 035 $a(CKB)2550000000104260 035 $a(EBL)981706 035 $a(OCoLC)804665791 035 $a(SSID)ssj0000696468 035 $a(PQKBManifestationID)11415342 035 $a(PQKBTitleCode)TC0000696468 035 $a(PQKBWorkID)10681403 035 $a(PQKB)10122364 035 $a(MiAaPQ)EBC981706 035 $a(Au-PeEL)EBL981706 035 $a(CaPaEBR)ebr10572250 035 $a(CaONFJC)MIL368729 035 $a(OCoLC)802056557 035 $a(EXLCZ)992550000000104260 100 $a20180706e20121985 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPreventing classroom disruption $epolicy, practice and evaluation in urban schools /$fDavid Coulby and Tim Harper 210 1$aLondon :$cRoutledge,$d2012. 215 $a1 online resource (209 p.) 225 0 $aRoutledge library editions. Education ;$vv. 232 300 $aFirst published in 1985 by Croom Helm. 311 $a0-415-75063-6 311 $a0-415-68262-2 320 $aIncludes bibliographical references and index. 327 $aCover; 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 Schools 327 $a2.2 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 Teachers 327 $a3. 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 Pupils 327 $a4.5 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 Services 327 $a7. 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; Index 330 $aThere has always been considerable debate about the best solutions to deal with disruptive behaviour in schools. On the one hand is the strategy of segregating disruptive pupils while on the other is a commitment to keeping such pupils in the ordinary school. This book advocates the latter philosophy and examines the best ways of coping with the problem. These concern both teacher skills and school organisational flexibility. In addition, the authors propose the provision of a support team whereby local authorities can help schools, teachers and children with problems of disruption w 410 0$aRoutledge library editions.$pEducation. 606 $aProblem children$xEducation$zGreat Britain 606 $aProblem children$zGreat Britain$xEvaluation 606 $aUrban schools$zGreat Britain$vCase studies 615 0$aProblem children$xEducation 615 0$aProblem children$xEvaluation. 615 0$aUrban schools 676 $a371.93 700 $aCoulby$b David.$01553779 701 $aHarper$b Tim$01569724 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779261503321 996 $aPreventing classroom disruption$93842782 997 $aUNINA