By Mark Boynton
Organization for Supervision & Curriculum Deve
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Additional info for The Educators Guide to Preventing and Solving Discipline Problems
Example text
Consequently, it may well be time to pay substantially more attention to the expertise held by practitioners. New approaches to theory building need to make it increasingly possible to pool the complementary resources of practitioners and academics. Academics have an understanding of current Developing the public body of knowledge 21 theory and of the methods available for testing and validating ideas. Practitioners know from experience which patterns of behaviour and which types of interaction are problematic.
All interview transcripts underwent initial coding, which generated a plethora of codes aimed at capturing as accurately as possible the detail of each participant’s account. These codes were then sorted and organised into themes and networks of codes. A range of systemic constructs and principles were employed to identify connections between the data – in particular patterns of circular causality. See Chapter 4 for further details. , 2000). 4 Results and discussion: Key dynamics within and between the children’s groups Early in the analysis it became apparent that most students in this school were neither persistently bullied or excluded nor overwhelmed by social problems.
New approaches to theory building need to make it increasingly possible to pool the complementary resources of practitioners and academics. Academics have an understanding of current Developing the public body of knowledge 21 theory and of the methods available for testing and validating ideas. Practitioners know from experience which patterns of behaviour and which types of interaction are problematic. They are also aware of the contextual factors that shape relationships in schools. They know the restrictions on the actions they may take – and the likely impact of certain actions in practice.
