Abstract
Through the analysis of a representative
sample of schools’ behaviour management
policies, we argue that there is a
philosophical and tangible tension between
the competing views on what ought to be
the motivation and rationale for schools to
promote good behaviour in England. Our
research suggests that typical secondary
schools usually opt to establish academic
achievement as the moral principle upon
which they seek to build a rationale for
desired attitudes and behaviours in their
pupils. We conclude with a
recommendation for the adoption by
schools of a more virtue-oriented approach
to their behaviour management policies.
Original language | English |
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Pages (from-to) | 155-180 |
Number of pages | 26 |
Journal | Journal for Critical Education Policy Studies |
Volume | 15 |
Issue number | 1 |
Early online date | 27 Mar 2017 |
Publication status | Published - 31 Mar 2017 |
Keywords
- Academic achievement
- Moral education
- Behaviour problems
- Educational policy