Student Compliance Will Not Mean 'All Teachers Can Teach': A Critical Analysis of the Rationale for 'No Excuses' Discipline

Autor/in	Graham, Linda J.
Titel	Student Compliance Will Not Mean 'All Teachers Can Teach': A Critical Analysis of the Rationale for 'No Excuses' Discipline
Quelle	In: International Journal of Inclusive Education, 22 (2018) 11, S.1242-1256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Linda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1420254
Schlagwörter	Foreign Countries; Intervention; Behavior Problems; Student Behavior; Discipline; Context Effect; Teacher Responsibility; Compliance (Psychology); Elementary School Students; Disadvantaged Youth; Behavior Modification; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Disziplin; Lehrverpflichtung; Benachteiligter Jugendlicher; Behaviour modification; Verhaltensänderung
Abstract	An increasing number of English schools are embracing an extreme approach to student behaviour dubbed 'no excuses' discipline, inspired by charter school chains in the United States. Proponents argue the approach is necessary to allow "all" teachers to teach and that it places responsibility where it should be: on the student. However, this rationale ignores the interactional nature of classroom disruption and discounts the role played by teachers and teaching. In this paper, I explain the concept of 'cumulative continuity' and then use this concept as a lens to make sense of classroom behaviour using observational data from a current longitudinal research project investigating the development of disruptive school behaviour. The aim of this paper is to highlight the importance of pedagogical contexts, the responsibility that adults have, and the fallacy of the notion that students must be forced to comply in a one-size-fits-all system because we cannot rely on all members of the teaching profession to do the same. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01