What Counts as Evidence in the Understanding of School Exclusion in England
Dados Bibliográficos
| ID | 22166158 |
|---|---|
| Autores | H Daniels (0000-0003-4523-0670, University of Oxford, autor correspondente), Jill Porter (0000-0002-8507-6260, University of Oxford), Ian Thompson (0000-0001-6564-2635, University of Oxford) |
| Ano | 2022 |
| Volume | 7 |
| Data de publicação | 2022-06-16 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.929912 |
| OpenAlex | W4283019888 |
| Idioma | EN |
| Citações recebidas | 10 |
| Referências citadas | 32 |
Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses on educational inequality and inclusion or exclusion. In this manuscript we will discuss issues concerning evidence with respect to two aspects of exclusion in England. Firstly, we will focus on questions concerning the scale of the problem, examining both the statistical evidence of official exclusions and data concerning the myriad of ways in which children may experience other forms of exclusion. Taken together, this indicates an under-estimate of the numbers of young people missing an education. We then move to a consideration of the evaluation of means of reducing exclusion, arguing for a shift from an individual to a systemic in context account that recognizes the role of cultural transmission and cultural historical theory
Economics · Epistemology · Geography · Inclusion–exclusion principle · Inequality · Political science · Politics · Positive economics · Public relations · Social exclusion · Social science · Sociology · Diverse Education Studies and Reforms · Education Discipline and Inequality · Law · Mathematics · Psychology · Social Psychology · Youth Substance Use and School Attendance
Factors associated with the school exclusion gap for children with social work involvement
‘Alternative’ education provision
School exclusion policies across the UK
Excluded lives
From Locked Down to Shut Out
Difference and school exclusion in a time of Covid-19
Poverty as atmosphere
An analysis of the policy drivers and legal frameworks associated with school exclusion in Northern Ireland
Voices from the edge
Recent Trends in Formal School Exclusions in Wales
Evidence-Based Policy
What counts as evidence of inclusive education?
A new framework for developing and evaluating complex interventions
Inclusive Vision Versus Special Education Reality
‘Grey’ exclusions matter
Disproportionality Reduction in Exclusionary School Discipline
A tension between rationalities
Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong
Knowing what we are talking about
Not in the classroom, but still on the register
How schools can move beyond exclusion
Addressing the wicked problem of behaviour in schools
Belonging in an age of exclusion
Exploring school exclusion through the perspective of child labourers living in Sultanbeyli, on the periphery of Istanbul, Turkey
Painful invisibilities
Contextualising Inequalities in Rates of School Exclusion in English Schools
Randomized Controlled Trials
Realist RCTs of complex interventions - An oxymoron
Realist randomised controlled trials
Alternatives to Exclusion from School
| Obras citantes distintas | 10 |
|---|---|
| Citações por ano | 3,33 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 10 |