Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11408
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dc.contributor.authorMoore, Alison Janeen
dc.contributor.authorPaterson, Daviden
dc.contributor.authorHarrington, Ingriden
dc.date.accessioned2012-10-12T10:33:00Z-
dc.date.created2011en
dc.date.issued2012-
dc.identifier.urihttps://hdl.handle.net/1959.11/11408-
dc.description.abstractThe overarching question for this research is: "What are the differences between 'espoused educational policy' and 'policy in use' in relation to suspension centres?" (Cohen, 2000; Schön, 1995). To answer this question, stakeholders were asked their opinions based on research sub-questions: what are the best things happening with suspension centres or what should be maintained with suspension centres?; what needs to be improved with suspension centres?; and what evidence is there that suspension centres are meeting the Purpose and Goals as outlined in the Guidelines? Disruptive student behaviour continues to be a serious issue in schools. Suspension centres are a recent government initiative to help address this issue in NSW government schools. The centres are for students on long suspension from school who have been identified as being likely to benefit from a structured program to assist their successful return to schooling. Schön (1995) makes the case for those people who design policy to "get interested" in what the policy means to practitioners in the field as the ways in which the policy is used can be very different from the "policy intention" (p. 33). Schön's concerns could be very pertinent in regard to the suspension centres which have never been formally evaluated. The research was conducted in two phases. Phase One, semi-structured interviews, were implemented with stakeholders including students, their parents, mentors, suspension centre staff, and regional personnel associated with the centres, while students were at the centres. Responses revealed that the best things happening or things that should be maintained were that: students were learning skills related to academic activities and behaviour and that suspension centre staff were using appropriate approaches and had good skills in managing students with disruptive behaviour. Such practices enabled the success of suspension centres.en
dc.languageenen
dc.titlePolicy in practice: Enabling and inhibiting factors for the success of suspension centresen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsSociology of Educationen
local.contributor.firstnameAlison Janeen
local.contributor.firstnameDaviden
local.contributor.firstnameIngriden
local.subject.for2008160809 Sociology of Educationen
local.subject.seo2008930403 School/Institution Policies and Developmenten
dcterms.RightsStatementCopyright 2011 - Alison Jane Mooreen
dc.date.conferred2012en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Educationen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolLearning and Teachingen
local.profile.schoolSchool of Educationen
local.profile.emailabenoit@une.edu.auen
local.profile.emaildpaters1@une.edu.auen
local.profile.emailiharring@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20111025-11540en
local.title.subtitleEnabling and inhibiting factors for the success of suspension centresen
local.access.fulltextYesen
local.contributor.lastnameMooreen
local.contributor.lastnamePatersonen
local.contributor.lastnameHarringtonen
dc.identifier.staffune-id:abenoiten
dc.identifier.staffune-id:dpaters1en
dc.identifier.staffune-id:iharringen
local.profile.orcid0000-0002-1898-4795en
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:11607en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitlePolicy in practiceen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.thesis.borndigitalyesen
local.search.authorMoore, Alison Janeen
local.search.supervisorPaterson, Daviden
local.search.supervisorHarrington, Ingriden
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/94d30dd7-82d9-472d-b571-12697eda6af6en
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/60be0b83-6a51-45d0-b7b3-da70352b5919en
local.uneassociationYesen
local.year.conferred2012en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/60be0b83-6a51-45d0-b7b3-da70352b5919en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/94d30dd7-82d9-472d-b571-12697eda6af6en
local.subject.for2020390203 Sociology of educationen
local.subject.seo2020160205 Policies and developmenten
local.codeupdate.date2022-03-04T12:10:08.649en
local.codeupdate.epersoniharring@une.edu.auen
local.codeupdate.finalisedtrueen
local.original.for2020390203 Sociology of educationen
local.original.seo2020160205 Policies and developmenten
Appears in Collections:Thesis Doctoral
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