Hallam, Susan; Castle, Frances and Rogers, Lynne (2005). Research and evaluation of the behaviour improvement programme. Department for Education and Skills, London, UK.Full text available as:
PDF (Not Set)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
A significant body of research has highlighted problematic behaviour as a major source of discontent among teachers creating difficulties for teaching and learning in some schools. Improving behaviour in school depends on addressing a range of inter-related issues a the whole-school level, in the classroom, and in relation to individual pupils. Evidence suggests that schools with high levels of communal organisation, adopting a whole-school approach, show more orderly behaviour. It is also important for schools to nurture a sense of rights and responsibilities in school cultures. In the longer term, students need to internalise the need for responsible behaviour and value it for the benefits which accrue to themselves as well as others.
|Academic Unit/Department:||Social Sciences > Psychology in the Social Sciences
|Depositing User:||Users 6043 not found.|
|Date Deposited:||07 Jul 2006|
|Last Modified:||29 Feb 2016 12:34|
|Share this page:|
► Automated document suggestions from open access sources
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.