In the early 1980s, concern about disruptive behaviour in secondary
schools had grown, being variously regarded as a symptom of a
decaying society or as a failure on the teachers' part. One
response was to 'throw money' at the problem and various different
kinds of special schools and units had been devised to deal with
disruptive adolescent pupils. Yet there was little systematic
evaluation of the different options - particularly in terms of cost
effectiveness. Originally published in 1983, this book reviews all
the available research on 21 alternative systems for the education
of disruptive adolescents at the time. These range from the highly
expensive residential special schools to on-site adaptations which
involve no extra cost. Most are based on developments in Britain
and the United States and the author concludes in favour of many of
the less sophisticated systems. This book will be interesting
historical reading for workers and students in educational
psychology, special education and educational policy.
General
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