Presence, participation and progress: an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties

Park, Deborah Louise (2014). Presence, participation and progress: an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties. University of Birmingham. Ed.D.

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Abstract

This research considers the impact of the implementation of an alternative curriculum in a school for pupils with Behavioural, Emotional and Social Difficulties, who were, in the main, disaffected with education, had low attendance, poor behavior and unsatisfactory academic attainment. This paper suggests that one of the reasons for the pupils’ disaffection lay with the curriculum that was followed at the school.

In order to measure the success of the new curriculum, many types of data were analysed, including data on pupils’ attendance, their behaviour and attitudes to learning and their academic achievements. Three sets of data were compared – one set gathered before the new curriculum began, a second set whilst it was in operation and a final set once it had finished. Changes in the data were used to determine the extent to which the alternative curriculum was successful in realising improvements in these three areas. Although not all the data supported the research hypothesis, there was sufficient evidence to confirm that the introduction of a new curriculum in this particular school at this particular time did increase attendance, improve behaviour and lead to an improvement in achievement for most of the pupils who followed the new curriculum.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

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