STUDENTS WITH BEHAVIOUR DIFFICULTIES AND LATVIAN TEACHER BELIEFS ABOUT THEM: GLOBALISATION OR GLOCALISATION IN ACTION?
DOI:
https://doi.org/10.17770/sie2017vol3.2242Keywords:
student behaviour, teacher beliefsAbstract
This paper analyses Latvian teacher beliefs about students with behaviour difficulties to ascertain whether the same issues are of concern for Latvian teachers as teachers from another system, such as Australia. Do they identify similar behaviours as of concern, do they have similar expectations and views about educating these students or are they so dissimilar that they, by borrowing from elsewhere, end up importing surrogate values and impossible solutions? This rests within a context of globalisation in education which encourages teachers to look to and borrow from foreign systems as an astute way of providing pre-tested solutions for local needs.Downloads
References
Alderman G.L. & Green S.K. (2011). Social Powers and Effective Classroom Management: Enhancing Teacher-Student Relationships, Intervention in School and Clinic,1 39-44.
Ainscow, M & Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14(4) 401-416.
Beaman, R. (2006). Behavioural interactions in secondary classrooms between teachers and students: what they say, what they do. PhD Thesis, Macquarie University, Australian Centre for Educational Studies, Special Education Centre.
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on classroom behaviour: A review. Australasian Journal of Special Education, 31(1), 45-60.
Brousseau, B., Book, & C., Byers, J. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 36(6), 33-39.
Collinson, V., Kozina, E., Lin, Y., Ling, L., Matheson, I., Newcombe, L & Zogla,I. (2009) Professional Development for Teachers: A World of Change, European Journal of Teacher Education, 32 (1), 3-19.
Department of Education and Science. (1989). The Elton Report. Enquiry into discipline in schools (England and Wales). London.
Erten, O., & Savage, R.S. (2012) Moving forward in inclusive education research, International Journal of Inclusive Education, 16(2), 221-233.
Foucault, M. (1972). The Archaeology of Knowledge; and, the Discourse on Language, trans. A. M. Sheridan Smith. New York: Pantheon Books.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fullan, M., & A. Hargreaves. (1991). What's Worth Fighting for in Your School? Toronto: Ontario Public School Teachers' Federation; Andover, Mass.: The Network; Buckingham, U.K.: Open University Press; Melbourne: Australian Council of Educational Administration.
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391.
Hansen, J.H. (2012). Limits to inclusion, International Journal of Inclusive Education, 16(1), 89-98.
Harry, B., & J. Klinger. 2007. Discarding the deficit model. Educational Leadership 64(5), 16–21.
Infantino, J & Little, E. (2005).Students’ perceptions of classroom behaviour problems and the effectiveness of disciplinary methods, Educational Psychology: An International Journal of Experimental Educational Psychology, 25(5).
Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27(1), 65-90.
Levin, J., Nolan, J. F., Kerr, J. W., & Elliot, A. E. (2005). Principles of classroom management: A professional decision-making model. Toronto, ON: Pearson Education Canada, Inc.
Metcalf, L. (1995). Counseling toward solutions: A practical solution-focused program for working with students, teachers and parents. West Nyack, NY: The Center for Applied Research in Education.
Nespor, J. (1987) The role of beliefs in the practice of teaching. Journal o f Curriculum Studies, 19(4), 317-328.
Reddy, L. (1999). Inclusion of disabled children and school reform: A historical perspective. In Inclusion practices with special needs students: Theory, research, and application, ed. S. Pfeiffer and L.A. Reddy, 3–24. Binghamton: Haworth Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In: J. Sikula (Ed.), Handbook ofresearch on teaching,102-119. New York, NY: MacMillan.
Slee, R. (2009). Beyond special and regular schooling? An inclusive education. International Studies in Sociology of Education, 18, 99–166.
Stephenson, J., Linfoot, K. & Martin, A.J. (2000). Behaviours of concern to teachers in the early years of school. International Journal of Disability, Development and Education, 47, 225–235
Sullivan, A.M., Johnson, B., Owens, L., and Conway, R., (2014) Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom, Australian Journal of Teacher Education, 39(6) 43-56
Tsouloupasa, C., Carsona, R., Matthews, R. M., Grawitchc, M. & Barberd, L (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation, Educational Psychology 30 (2), 173–189.
Van Swet, J., Wichers-Bots, J., & Brown, K. (2011). Solution- focused assessment: rethinking labels to support inclusive education, International Journal of Inclusive Education, 15(9) 909-923.
