ERIC Number: EJ1126017
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
How Is Behaviour Policy in Scotland Made, and What Does This Mean for the Policy That Ensues?
International Journal on School Disaffection, v11 n1 p41-57 Jan 2014
In this largely theory-focused paper it is argued that there is a tension between demands for particular knowledge, relevant to local policy contexts, and calls for universal, generalizable evidence to inform policymaking. Some consequences of this tension, in terms of the forms of knowledge that may be drawn on in policymaking at the local level, are outlined. Findings from two studies are presented to shed some light on the local authority policymaking process in relation to behaviour in schools in Scotland. The ways in which the process identified may affect the forms of knowledge informing policy are discussed. Some possible consequences of over-reliance on these forms of knowledge are explored. Throughout, this paper locates the policymaking process in relation to behaviour in Scottish schools within the wider UK context, drawing out similarities and differences.
Descriptors: Educational Policy, Student Behavior, Policy Formation, Foreign Countries, Behavior Patterns, Evidence, School Districts
IOE Press. Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7763-2157; e-mail: email@example.com; Web site: http://ioepress.co.uk/journals/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A