Teachers’ viewpoints of strategies to prevent school exclusion: a Q methodological study

Hallam, Catherine Ann (2014) Teachers’ viewpoints of strategies to prevent school exclusion: a Q methodological study. DAppPsych thesis, University of Nottingham.

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School exclusion is a complex topic and receives ongoing attention nationally (Children’s Commissioner, 2012; Department for Education, 2013). A variety of strategies have been proposed to reduce permanent school exclusions. In recent years, however, the rates of permanent school exclusion in the Local Authority that serves as the focus for this research have increased (Anonymous Council, 2012), despite the strategies implemented. It has been suggested that the teacher is at the centre of the school system and that their viewpoints could be significant in determining the effectiveness of intervention strategies (Miller and Todd, 2002). As such, it appears important to explore teachers’ viewpoints in relation to preventing school exclusion. This was the undertaking of the present research. A Q methodological research approach (Stephenson, 1953) was adopted to explore the viewpoints of 47 secondary school teachers on strategies to prevent school exclusion. This approach brings together the advantages of qualitative and quantitative research methods and promotes more open communication around potentially complex topics in order to clarify participants’ subjective and diverse viewpoints. Follow up interviews were used to investigate the implications of these viewpoints for professional practice. The data from the Q methodological research was analysed using a by-person factor analysis. Four distinct viewpoints were identified within the group of teachers who participated in the research. These viewpoints were named:

1. Ability of school

2. Individual support

3. Early Intervention

4. Effective communication

Thematic analysis of the follow up interviews led to the identification of the themes: support of the senior leadership team; time; funding; existing strategies; consistency; and teaching. These themes assisted in the identification of numerous implications for professional practice that could be helpful to ensure that future strategies, aimed at reducing permanent exclusions from school, are implemented effectively.

Item Type: Thesis (University of Nottingham only) (DAppPsych)
Supervisors: Durbin, N.
Keywords: school expulsions, school exclusions, teachers, Q methodology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1050 Educational psychology
Faculties/Schools: UK Campuses > Faculty of Science > School of Psychology
Item ID: 27840
Depositing User: Hallam, Catherine
Date Deposited: 28 May 2015 08:18
Last Modified: 15 Dec 2017 10:56
URI: https://eprints.nottingham.ac.uk/id/eprint/27840

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