Breaking the cycle of office referrals and suspensions: defensive management

Fields, Barry (2004) Breaking the cycle of office referrals and suspensions: defensive management. Educational Psychology in Practice, 20 (2). pp. 103-116. ISSN 0266-7363

Abstract

This paper focuses on a strategy— Defensive Management —designed to assist teachers to better manage non-compliance and defiance in the classroom, with the ultimate goal of reducing disciplinary referrals and flow-on suspensions and exclusions from school. Non-compliance and defiance are behaviours that teachers find particularly challenging and, traditionally, teachers have responded provocatively and often unsuccessfully when faced with instances of such behaviour. Drawing on an analogy with Defensive Driving, two groups of teachers (pre-service and primary) were introduced to a strategy developed to help them avoid unproductive conflict (collisions) with students and the harm that such encounters typically result in. The findings of an exploratory study on the use of Defensive Management are reported


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author Version not held
Depositing User: Ms Leslie Blay
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 12 May 2010 03:36
Last Modified: 18 Jun 2012 03:57
Uncontrolled Keywords: classroom discipline; suspensions; exclusions; students
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect)
Identification Number or DOI: doi: 10.1080/02667360410001691044
URI: http://eprints.usq.edu.au/id/eprint/7850

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