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Why do girls get excluded from school? A small-scale qualitative investigation of the educational experiences of Key Stage 3 and 4 girls who are 'at risk of exclusion'

Rouse, Daniel (2011)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

Title: Why do girls get ‘excluded’ from school? A small scale qualitative investigation of the educational experiences of KS3 and KS4 girls who are ‘at risk of exclusion’.

Background: Levels of both fixed term and permanent exclusion from school, have caused widespread concern over the past 20 years. Most recent figures record permanent exclusion at approximately 6,500 pupils in England in the
year 2008/2009 (DCSF, 2010). However, in comparison to research interest received by their male counterparts, the needs of girls appear to have been largely overlooked.

Rationale/aims: In response to a lack of research nationally, and priorities within my Local Authority, I have carried out an exploratory study, which investigates the phenomenon of KS3/KS4 girls who are judged to be ‘at risk’ of permanent exclusion.

Methodology: The substantive element of the current research used semistructured interviews with a small number girls (n=2), their parents (n=2), associated school staff professionals (n=2) and external professionals involved
in this area (n=4). Analysis of interview data was carried out using an Interpretative Phenomenological Analysis framework (i.e. Smith et al 2009).

Findings: Following a macro-analysis of interview data, findings are discussed from a Bio-ecological Systems Theory (Process-Person-Context-Time model) perspective of development (Bronfenbrenner, 2005).

Conclusions: The research concludes with a discussion of findings in the context of my employing Local Authority, offering implications for practice and future research in the area of girls and school exclusion.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Morris, Sue
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LB Theory and practice of education
LB1603 Secondary Education. High schools
Institution:University of Birmingham
ID Code:3096
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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