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000755476 020__ $$a9789811006289$$q(electronic book)
000755476 020__ $$a9811006288$$q(electronic book)
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000755476 08204 $$a370.1528$$223
000755476 24500 $$aChallenging dominant views on student behaviour at school$$h[electronic resource] :$$banswering back /$$cAnna Sullivan, Bruce Johnson, Bill Lucas, editors.
000755476 264_1 $$aSingapore :$$bSpringer,$$c[2016]
000755476 300__ $$a1 online resource :$$billustrations
000755476 336__ $$atext$$btxt$$2rdacontent
000755476 337__ $$acomputer$$bc$$2rdamedia
000755476 338__ $$aonline resource$$bcr$$2rdacarrier
000755476 504__ $$aIncludes bibliographical references and index.
000755476 5050_ $$aChapter 1 Introduction: Why it is important to answer back -- Chapter 2 Daring to disagree about school 'discipline': An Australian case study of a media-led backlash -- Chapter 3 Understanding and challenging dominant discourses about student behaviour at school -- Chapter 4 Promoting pedagogies of engagement in secondary schools: Possibilities for pedagogical reform -- Chapter 5 Goodbye Mr. Chips, Hello Dr. Phil? -- Chapter 6 Rethinking mis/behaviour in schools: From 'youth as a problem' to the 'relational school' -- Chapter 7 Reframing 'behaviour' in schools: The role of recognition in improving student wellbeing -- Chapter 8 'Schoolwork' and 'teachers': Disaffected boys talk about their problems with school -- Chapter 9 Beyond the 'habits' of 'punishing criticising and nagging': Fostering respectful and socially just student relations using critical pedagogies -- Chapter 10 Overcoming the 'hidden injuries' of students from refugee backgrounds: The importance of caring teacher-student relationships -- Chapter 11 Against the tide: Enacting respectful student behaviour policies in 'zero tolerance' times -- Chapter 12 'Answering Back' -- some concluding thoughts.
000755476 506__ $$aAccess limited to authorized users.
000755476 520__ $$aThis is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children's rights ideological stance. The authors address the following questions: What ideas dominate current thinking on student behaviour at school? What are the policy drivers for current practices? What is wrong with common behaviour approaches? What key ideologies justify these approaches? How can we present ethical alternatives to current approaches? How can a human rights perspective contribute to the development of alternative approaches? In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to 'answer back' to calls for more authoritarian responses to student behaviour within our schools. In doing so, the authors advocate for reforms on behalf of children, and in their interests.
000755476 588__ $$aOnline resource; title from PDF title page (viewed Jun 1, 2016).
000755476 650_0 $$aBehavior modification.
000755476 650_0 $$aSchool discipline.
000755476 650_0 $$aStudents$$xAttitudes.
000755476 7001_ $$aSullivan, Anna$$q(Anna Mary),$$eeditor.
000755476 7001_ $$aJohnson, Bruce,$$eeditor.
000755476 7001_ $$aLucas, Bill,$$eeditor.
000755476 77608 $$iPrint version:$$tChallenging dominant views on student behaviour at school : answering back.$$dSingapore : Springer, c2016$$z9789811006265$$w(DLC)  2016941052
000755476 852__ $$bebk
000755476 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-0628-9$$zOnline Access$$91397441.1
000755476 909CO $$ooai:library.usi.edu:755476$$pGLOBAL_SET
000755476 980__ $$aEBOOK
000755476 980__ $$aBIB
000755476 982__ $$aEbook
000755476 983__ $$aOnline
000755476 994__ $$a92$$bISE