Pamela Munn
Biographic Data
| ID | 4331137 |
|---|---|
| NAME | Pamela Munn |
| GIVEN NAMES | Pamela |
| FAMILY NAME | Munn |
| SIGNATURE | MUNN P |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 78 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
A comparison of staff perceptions of behaviour in Scottish schools in 2009 and 2006
Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive behaviour takes place and teacher time is spent on maintaining an orderly classroom rather than on the fo…
Take more time to actually listen’
Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of beha…
Educational research by association
School violence’ as a social problem
In the past 10 years, violence taking place in schools has entered both popular and academic discourse. Frequently, the term 'school violence' is used as a catch‐all concept to refer to disorder and disruption in schools, as well as the unruliness of contemporary youth. This is apparent not only in the North American context, but in highly politicised debates regarding standards of pupil behaviour in countries across Europe. A related and signifi…
Building research capacity collaboratively
This presidential address argues that there is a pressing need in the UK to build educational research capacity at system level and to do so collaboratively. It advances three main arguments for doing so. These are (i) the increasing concentration of research resources; (ii) the dangers of increasing separation of research and initial teacher education; and (iii) the complexity of the links between research, policy and practice. Drawing on eviden…
Exclusion and excluded pupils
The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a review of patterns of disciplinary exclusion in Scotland. The article concludes that, while many indi…
Schools for the 21st century
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
Collaboration between schools and community education agencies in tackling social exclusion
This paper describes the nature of the joint initiatives taking place between primary and secondary schools in Scotland and community education providers in local authorities and the voluntary sector, as reported on by the schools themselves. It details the characteristics of the relatively few schools which had strong links with their communities in terms of provision, collaboration and participation in decision making. Ten case-study schools an…
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Exclusion from School
Exclusion from school has potentially serious consequences for young people. Their opportunities for academic achievement are curtailed, thereby reducing their chances of gaining educational qualifications and thus progression to further or higher education or into direct employment. Furthermore, exclusion may adversely influence a young person's sense of belonging, self-esteem and general socialisation into acceptable behaviour. The article repo…
Can Schools Make Scotland a More Inclusive Society
Education, education, education' was identified by Tony Blair as the key policy priority for his government on winning the general election in May 1997. Education is seen as a means to achieving a major New Labour public policy goal, that of social inclusion. The high profile of this goal is evident in the decision to establish a Social Exclusion Unit in 10 Downing Street. In Scotland, a Social Inclusion Network was formed in 1998, consisting of …
Alternatives to Exclusion from School
Mapping the extent of exclusions, and showing what factors can lead to children being excluded from school, the authors show how teachers and schools can make a difference to young people's emotional and social development
Parental influence on school policy
Parental involvement in school policy has been a major theme of both Conservative and Labour governments. This paper reports findings from two research projects: one is a small‐scale comparative study of the operation of school boards and governing bodies in Scotland and England; the second is a study of a small number of local and national parental groups in Scotland. Parental influence is analysed at the level of the individual school, educatio…
A New Conceptualisation of Adult Participation in Education
This paper presents a new conceptualisation of adults' process of return to formal education, arising from an in‐depth qualitative study of 50 Scottish adult returners to various institutional settings. The new way of thinking developed because existing explanations proved ill‐equipped to reflect the complex and diverse data gathered in interview about adults' reasons for returning to education. The paper begins by describing the context of the s…
School Boards, Accountability and Control
School boards, accountability and control
Pupils' Perceptions of ‘Effective Disciplinarians’
This paper reports the perceptions of 543 pupils about the strategies used by their teachers which get the class to work well. The pupils were in four secondary schools and aged between 12 and 16. Twenty‐one categories of effective strategies were derived from pupil comments. However, no single category dominated the data. Examining what we have called ‘pupils’ constructs of effective strategies’ revealed that a wide range of strategies were perc…
Accountability and Parent‐Teacher Communication
This paper considers the usefulness of the information about schools now made statutorily available to parents and its implications for teacher‐parent communication. Drawing on recent research on accountability, it argues that parents are predominantly interested in different kinds of information from that now available and that parents' perception of teachers as experts inhibits them obtaining this information. It suggests that recent legislatio…
Alternatives to Exclusion from School
Mapping the extent of exclusions, and showing what factors can lead to children being excluded from school, the authors show how teachers and schools can make a difference to young people's emotional and social development
Exclusion and excluded pupils
The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a review of patterns of disciplinary exclusion in Scotland. The article concludes that, while many indi…
Take more time to actually listen’
Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of beha…
Building research capacity collaboratively
This presidential address argues that there is a pressing need in the UK to build educational research capacity at system level and to do so collaboratively. It advances three main arguments for doing so. These are (i) the increasing concentration of research resources; (ii) the dangers of increasing separation of research and initial teacher education; and (iii) the complexity of the links between research, policy and practice. Drawing on eviden…
Schools for the 21st century
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
School violence’ as a social problem
In the past 10 years, violence taking place in schools has entered both popular and academic discourse. Frequently, the term 'school violence' is used as a catch‐all concept to refer to disorder and disruption in schools, as well as the unruliness of contemporary youth. This is apparent not only in the North American context, but in highly politicised debates regarding standards of pupil behaviour in countries across Europe. A related and signifi…
A New Conceptualisation of Adult Participation in Education
This paper presents a new conceptualisation of adults' process of return to formal education, arising from an in‐depth qualitative study of 50 Scottish adult returners to various institutional settings. The new way of thinking developed because existing explanations proved ill‐equipped to reflect the complex and diverse data gathered in interview about adults' reasons for returning to education. The paper begins by describing the context of the s…
Can Schools Make Scotland a More Inclusive Society
Education, education, education' was identified by Tony Blair as the key policy priority for his government on winning the general election in May 1997. Education is seen as a means to achieving a major New Labour public policy goal, that of social inclusion. The high profile of this goal is evident in the decision to establish a Social Exclusion Unit in 10 Downing Street. In Scotland, a Social Inclusion Network was formed in 1998, consisting of …
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Parental influence on school policy
Parental involvement in school policy has been a major theme of both Conservative and Labour governments. This paper reports findings from two research projects: one is a small‐scale comparative study of the operation of school boards and governing bodies in Scotland and England; the second is a study of a small number of local and national parental groups in Scotland. Parental influence is analysed at the level of the individual school, educatio…
Accountability and Parent‐Teacher Communication
This paper considers the usefulness of the information about schools now made statutorily available to parents and its implications for teacher‐parent communication. Drawing on recent research on accountability, it argues that parents are predominantly interested in different kinds of information from that now available and that parents' perception of teachers as experts inhibits them obtaining this information. It suggests that recent legislatio…
Accountability and Parent‐Teacher Communication
This paper considers the usefulness of the information about schools now made statutorily available to parents and its implications for teacher‐parent communication. Drawing on recent research on accountability, it argues that parents are predominantly interested in different kinds of information from that now available and that parents' perception of teachers as experts inhibits them obtaining this information. It suggests that recent legislatio…
Pupils' Perceptions of ‘Effective Disciplinarians’
This paper reports the perceptions of 543 pupils about the strategies used by their teachers which get the class to work well. The pupils were in four secondary schools and aged between 12 and 16. Twenty‐one categories of effective strategies were derived from pupil comments. However, no single category dominated the data. Examining what we have called ‘pupils’ constructs of effective strategies’ revealed that a wide range of strategies were perc…
School Boards, Accountability and Control
School boards, accountability and control
A New Conceptualisation of Adult Participation in Education
This paper presents a new conceptualisation of adults' process of return to formal education, arising from an in‐depth qualitative study of 50 Scottish adult returners to various institutional settings. The new way of thinking developed because existing explanations proved ill‐equipped to reflect the complex and diverse data gathered in interview about adults' reasons for returning to education. The paper begins by describing the context of the s…
Parental influence on school policy
Parental involvement in school policy has been a major theme of both Conservative and Labour governments. This paper reports findings from two research projects: one is a small‐scale comparative study of the operation of school boards and governing bodies in Scotland and England; the second is a study of a small number of local and national parental groups in Scotland. Parental influence is analysed at the level of the individual school, educatio…
Exclusion from School
Exclusion from school has potentially serious consequences for young people. Their opportunities for academic achievement are curtailed, thereby reducing their chances of gaining educational qualifications and thus progression to further or higher education or into direct employment. Furthermore, exclusion may adversely influence a young person's sense of belonging, self-esteem and general socialisation into acceptable behaviour. The article repo…
Can Schools Make Scotland a More Inclusive Society
Education, education, education' was identified by Tony Blair as the key policy priority for his government on winning the general election in May 1997. Education is seen as a means to achieving a major New Labour public policy goal, that of social inclusion. The high profile of this goal is evident in the decision to establish a Social Exclusion Unit in 10 Downing Street. In Scotland, a Social Inclusion Network was formed in 1998, consisting of …
Alternatives to Exclusion from School
Mapping the extent of exclusions, and showing what factors can lead to children being excluded from school, the authors show how teachers and schools can make a difference to young people's emotional and social development
Collaboration between schools and community education agencies in tackling social exclusion
This paper describes the nature of the joint initiatives taking place between primary and secondary schools in Scotland and community education providers in local authorities and the voluntary sector, as reported on by the schools themselves. It details the characteristics of the relatively few schools which had strong links with their communities in terms of provision, collaboration and participation in decision making. Ten case-study schools an…
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Schools for the 21st century
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
Exclusion and excluded pupils
The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a review of patterns of disciplinary exclusion in Scotland. The article concludes that, while many indi…
School violence’ as a social problem
In the past 10 years, violence taking place in schools has entered both popular and academic discourse. Frequently, the term 'school violence' is used as a catch‐all concept to refer to disorder and disruption in schools, as well as the unruliness of contemporary youth. This is apparent not only in the North American context, but in highly politicised debates regarding standards of pupil behaviour in countries across Europe. A related and signifi…
Building research capacity collaboratively
This presidential address argues that there is a pressing need in the UK to build educational research capacity at system level and to do so collaboratively. It advances three main arguments for doing so. These are (i) the increasing concentration of research resources; (ii) the dangers of increasing separation of research and initial teacher education; and (iii) the complexity of the links between research, policy and practice. Drawing on eviden…
Educational research by association
A comparison of staff perceptions of behaviour in Scottish schools in 2009 and 2006
Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive behaviour takes place and teacher time is spent on maintaining an orderly classroom rather than on the fo…
Take more time to actually listen’
Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of beha…
Sociology (17 works) · Political science (16 works) · Pedagogy (11 works) · Psychology (10 works) · Public Administration (9 works) · Public relations (9 works) · Law (8 works) · Social science (7 works) · Public Administration (6 works) · Diverse Education Studies and Reforms (5 works)