An Evaluative Review of Approaches to Behaviour Problems in the Secondary School

Ogilvy, Carole M.

doi:10.1080/0144341940140204

Cited by 5 publications

(4 citation statements)

References 7 publications

(7 reference statements)

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“…In particular we would draw attention to the relatively modest correlation between ‘ChildPer’ and ‘CurrDem’ in the primary teachers’ attributions for misbehaviour. Further, whilst Ogilvy (1994) argued that secondary teachers’ perception and tolerance of behaviour might be adversely affected by pressures of subject delivery and examination results, the findings of this present study suggest that curricular pressures did not emerge as a distinct factor for secondary school teachers. It also seems that for secondary teachers (and in particular for English secondary teachers), the factor ‘Pressures on the child’ that subsumes the items relating to curricular pressures was rated less important than the behaviour of teachers and parents as causal influences on children's behaviour.…”

Section: Discussioncontrasting

confidence: 61%

“…A further distinction between the two phases of education (primary and secondary) in both countries is that whereas teachers in primary schools are most likely to teach the whole curriculum, teachers in secondary schools are more likely to specialise in teaching a particular subject. A consequence of this may be, as found by Ogilvy (1994) in a study of secondary school teachers, that subject delivery and examination demands adversely affected teachers’ perception and tolerance of problem behaviour. It is possible that these differences may be tracked in UK government statistics (Department for Education and Skills, DfES, 2005) that show that in the period from 1997 to 2004, over 80% of permanent exclusions were from secondary schools with around 13–16% from primary schools (the remainder being recorded as from special schools).…”

Section: Introductionmentioning

confidence: 98%

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The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

Gibbs¹,

Gardiner²

2008

Research in Spec Educ Needs

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The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers’ attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils’ misbehaviour at least as much to teachers’ and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers’ attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers’ perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers’ views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers’ constructions of behaviour and special educational needs.

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Section: Discussioncontrasting

confidence: 61%

Section: Introductionmentioning

confidence: 98%

The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

Gibbs¹,

Gardiner²

2008

Research in Spec Educ Needs

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“…Many SEBD students may in fact follow alternative remedial paths; these students escape tally at a national level in relation to the manifestation of SEBD, exclusion, remedial success and even resilience. In this respect, Ogilvy (1994) notes that the Downloaded by [Erciyes University] at 10:36 03 January 2015 traditional approach to behaviour problems in secondary schools has been largely reactive and largely negative over the century. She suggests that the introduction in the last decade of an eco-systemic perspective was due largely to dissatisfaction with the outcome of the conventional problem-focused model.…”

Section: Outcomementioning

confidence: 97%

Towards a new construct of social, emotional and behavioural difficulties

Fovet

2011

Emotional and Behavioural Difficulties

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The socio-economic context of SEBD teacher-research and practice-based interventions -in inner-city state schools predominantly-means that the literature in this field has often given disproportionate predominance to the 'social' element in social, emotional and behavioural difficulties (SEBD). Though seeking a 'cause' is not a determining feature of SEBD literature, it is nevertheless assumed in most literature that emotional instability and behaviour manifestations are usually loosely and intrinsically linked to social status and, to some extent, to economic difficulties and their complex ramifications. This paper will examine a decade of teacher-research analysis compiled within a private sector school and attempt to examine hypotheses that to some extent take the emphasis away from the 'S' in SEBD. The data which were collected in a residential school, situated in Quebec, during a period of 12 years between 1997 and 2009, will show that students with SEBD are frequently in fact encountered in the private sector even if, for administrative reasons, they are handled differently and often not given the SEBD label. If social disparities and economic difficulties are in fact not predominantly relevant in manifestations of SEBD, how then can assumptions be reversed and a different construct be put forward to explain why certain children, regardless of background and socio-economic context develop SEBD? Since many of the data collected show that these students may later develop into adjusted adults. The conceptual looking glass of the medical model must be discarded as being incapable of explaining the universal manifestation of SEBD through the socio-economic spectrum. The hypothesis put forward in this paper is that children with SEBD should be seen, foremost, as children unable or unwilling to make a socially acceptable distinction between 'private' world and 'social' context. For reasons unknown, they refuse to comply with or fail to recognise the 'Chinese walls' which exist between these two aspects of human existence and which must generally be adhered to achieve 'functional' status. The study draws on documents relating to and data collected from three cohorts, aged 16 to 19, over a period of 12 years.

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“…All theories claim that they work, but there is no consensus on how to define effectiveness. However, it should be noted that there are few empirical findings, making it difficult to evaluate the effectiveness of the many available behavioural approaches (Ogilvy, 1994). The usual assumption is that effective behaviour management equates with teacher dominance over the class, yet the constructivist approach to teaching upholds that teacher dominance detracts from the quality of students' learning.…”

Section: Behaviour Management Approachesmentioning

confidence: 99%

Beyond Behavioural Management Strategies: an alternative viewpoint from the pupil perspective

Fowler¹

2007

forum

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An Evaluative Review of Approaches to Behaviour Problems in the Secondary School

Cited by 5 publications

References 7 publications

The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

Towards a new construct of social, emotional and behavioural difficulties

Beyond Behavioural Management Strategies: an alternative viewpoint from the pupil perspective

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