Abstract
Research consistently shows that the early onset of 'anti-social' behaviour is detrimental to a child's emotional, social, intellectual, and physical health. Such behaviour is associated with difficulties at school, including academic struggle, rejection from peers, absenteeism, and a disengagement from learning. This qualitative study examined the efficacy of The Classroom Project" an Australian community based programme for male students in primary school grades five and six identified as 'at risk' of disengaging from learning and school. Focus groups and one-to-one interviews were conducted with the students, their parents, and the teacher and teacher's aide involved in the programme. A Grounded Theory analysis found that The Classroom Project was beneficial for all involved. More specifically, the students participating in the programme reported developing new social, interpersonal, behavioural, and learning skills. We conclude by discussing the implications of The Classroom Project for families and suggesting directions for the programme's future implementation.
| Original language | English |
|---|---|
| Number of pages | 14 |
| Journal | International Journal of Learning |
| Publication status | Published - 2010 |
Open Access - Access Right Statement
© Common Ground, Emilee Gilbert, Danuta Chessor, Janette Perz, Jane M. Ussher. All rights reserved. Apart from fair use for the purposes of study, research, criticism or review as permitted under the Copyright Act (Australia), no part of this work may be reproduced without written permission from the publisher. For permissions and other inquiries, please contact: [email protected].Keywords
- Australia
- disengagement
- educational psychology
- primary schools
- school improvement programs
- students