Gwynedd Lloyd
Biographic Data
| ID | 4331138 |
|---|---|
| NAME | Gwynedd Lloyd |
| GIVEN NAMES | Gwynedd |
| FAMILY NAME | Lloyd |
| SIGNATURE | LLOYD G |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 87 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| 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…
Teachers are Afraid we are Stealing their Strength’
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Education and Gypsies/Travellers
For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last ‘respectable’ form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantage…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
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…
Participation or practice innovation
This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to par…
The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school
This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Tr…
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…
You Have to Learn to Love Yourself 'Cos No One Else Will.' Young Women with 'Social, Emotional or Behavioural Difficulties' and the Idea of the Underclass
This article discusses some of the findings of a small-scale qualitative study involving young women identified and processed as deviant, that is as having 'social, emotional or behavioural difficulties', in their school years. It also explores some of the ideas currently much discussed in both the press and academic literature about the underclass and lone motherhood, arguing for an understanding that acknowledges the complex interweaving of str…
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
Including ADHD
This article tries to make sense of the recent rise of Attention Deficit Hyperactivity Disorder in Britain by focussing on the contribution of the press, parents organisations, 'experts' and the drug companies, in the context of the current marketisation of education and health services. It draws on findings from a research project which studied press coverage of ADHD, and argues that the existence of active parents' organisations pushing for med…
From difference to deviance
We explore issues generated by a current research project exploring the views of teachers and children on the conflicts that may be generated by the meeting of the cultural norms of traveller families with the expectations and value assumptions of schools
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…
Education and Gypsies/Travellers
For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last ‘respectable’ form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantage…
Including ADHD
This article tries to make sense of the recent rise of Attention Deficit Hyperactivity Disorder in Britain by focussing on the contribution of the press, parents organisations, 'experts' and the drug companies, in the context of the current marketisation of education and health services. It draws on findings from a research project which studied press coverage of ADHD, and argues that the existence of active parents' organisations pushing for med…
You Have to Learn to Love Yourself 'Cos No One Else Will.' Young Women with 'Social, Emotional or Behavioural Difficulties' and the Idea of the Underclass
This article discusses some of the findings of a small-scale qualitative study involving young women identified and processed as deviant, that is as having 'social, emotional or behavioural difficulties', in their school years. It also explores some of the ideas currently much discussed in both the press and academic literature about the underclass and lone motherhood, arguing for an understanding that acknowledges the complex interweaving of str…
From difference to deviance
We explore issues generated by a current research project exploring the views of teachers and children on the conflicts that may be generated by the meeting of the cultural norms of traveller families with the expectations and value assumptions of schools
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…
Teachers are Afraid we are Stealing their Strength’
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
From difference to deviance
We explore issues generated by a current research project exploring the views of teachers and children on the conflicts that may be generated by the meeting of the cultural norms of traveller families with the expectations and value assumptions of schools
Including ADHD
This article tries to make sense of the recent rise of Attention Deficit Hyperactivity Disorder in Britain by focussing on the contribution of the press, parents organisations, 'experts' and the drug companies, in the context of the current marketisation of education and health services. It draws on findings from a research project which studied press coverage of ADHD, and argues that the existence of active parents' organisations pushing for med…
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…
You Have to Learn to Love Yourself 'Cos No One Else Will.' Young Women with 'Social, Emotional or Behavioural Difficulties' and the Idea of the Underclass
This article discusses some of the findings of a small-scale qualitative study involving young women identified and processed as deviant, that is as having 'social, emotional or behavioural difficulties', in their school years. It also explores some of the ideas currently much discussed in both the press and academic literature about the underclass and lone motherhood, arguing for an understanding that acknowledges the complex interweaving of str…
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
The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school
This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Tr…
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…
Participation or practice innovation
This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to par…
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…
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Education and Gypsies/Travellers
For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last ‘respectable’ form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantage…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
Teachers are Afraid we are Stealing their Strength’
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
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 (15 works) · Psychology (11 works) · Political science (10 works) · Education Discipline and Inequality (8 works) · Pedagogy (8 works) · Social Psychology (8 works) · Public relations (7 works) · Law (5 works) · Social Psychology (5 works) · Social science (5 works)