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British Educational Research Journal Volume 38, 2012 - Issue 3
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Articles

Becoming a problem: behaviour and reputation in the early years classroom

Maggie MacLure Manchester Metropolitan University, UKCorrespondence[email protected]
,
Liz Jones Manchester Metropolitan University, UK
,
Rachel Holmes Manchester Metropolitan University, UK
&
Christina MacRae Manchester Metropolitan University, UK
Pages 447-471 | Published online: 15 Apr 2011

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Deborah J. Hallworth. (2024) Deconstructing the problematisation of challenging behaviour in primary schools. Education 3-13 52:3, pages 313-327.
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Elizabeth Chapman Hoult & Mel Gibson. (2023) The education and exclusion of heathcliff: a lesson on ‘looked after’ and ‘previously looked after’ children in schools from nineteenth-century literature. Pedagogy, Culture & Society 0:0, pages 1-16.
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Maija Lanas, Eva Bendix Petersen & Kristiina Brunila. (2022) The discursive production of misbehaviour in professional literature. Critical Studies in Education 63:3, pages 355-370.
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Karen Watson. (2022) ‘I am big; he is little’: interrogating the effects of developmental discourses among children in inclusive early childhood classrooms. International Journal of Early Years Education 30:2, pages 448-462.
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Claire Lee. (2022) Ethical perplexities of researching with children in uncertain times: a dialogic approach. International Studies in Sociology of Education 31:1-2, pages 124-147.
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Karen Watson. (2020) Unspeakable: the discursive production of a ‘tragic subject’ among children in the early childhood classroom. International Journal of Inclusive Education 24:13, pages 1461-1472.
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Perpetua Kirby. (2020) Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on-task’ primary classroom. Pedagogy, Culture & Society 28:3, pages 445-461.
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Maija Lanas & Kristiina Brunila. (2019) Bad behaviour in school: a discursive approach. British Journal of Sociology of Education 40:5, pages 682-695.
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Nick Bozic, Rebecca Lawthom & Janice Murray. (2018) Exploring the context of strengths – a new approach to strength-based assessment. Educational Psychology in Practice 34:1, pages 26-40.
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Julie Stirrup, John Evans & Brian Davies. (2017) Learning one’s place and position through play: social class and educational opportunity in Early Years Education. International Journal of Early Years Education 25:4, pages 343-360.
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Anna-Maija Puroila & Annu Haho. (2017) Moral Functioning: Navigating the Messy Landscape of Values in Finnish Preschools. Scandinavian Journal of Educational Research 61:5, pages 540-554.
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Markus Kaakinen. (2017) The conceptualisation of pupils’ problems by Finnish and Norwegian primary school teachers: performance, welfare and behaviour. Teachers and Teaching 23:6, pages 704-716.
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Julie Stirrup, John Evans & Brian Davies. (2017) Early years learning, play pedagogy and social class. British Journal of Sociology of Education 38:6, pages 872-886.
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Katrine Giæver & Liz Jones. (2017) Hannah Arendt and Norwegian Muslim children’s schooling: in pursuit of democratic practices. International Journal of Inclusive Education 21:6, pages 637-649.
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Tuija Huuki & Emma Renold. (2016) Crush: mapping historical, material and affective force relations in young children's hetero-sexual playground play. Discourse: Studies in the Cultural Politics of Education 37:5, pages 754-769.
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Anne Koskela & Maija Lanas. (2016) Fabricating expert knowledge of the behaviour of problematic students. Pedagogy, Culture & Society 24:3, pages 459-471.
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Pat Thomson & Jodie Pennacchia. (2016) Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education 57:1, pages 84-99.
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Concepción Sánchez-Blanco. (2015) Learning about democracy at school: an action research project in early childhood education. Educational Action Research 23:4, pages 514-528.
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Candace R. Kuby. (2014) Understanding emotions as situated, embodied, and fissured: thinking with theory to create an analytical tool. International Journal of Qualitative Studies in Education 27:10, pages 1285-1311.
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Sue Dockett & Bob Perry. (2013) Siblings and buddies: providing expert advice about starting school. International Journal of Early Years Education 21:4, pages 348-361.
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Clare Rawdin & Sunny Dhillon. Confronting well-being and mental health in the ‘therapeutic university’: implications for educators, students and the curriculum. Studies in Higher Education 0:0, pages 1-12.
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Maija Lanas. (2019) Can performing happy childhood be an occupational skill required of students?. Childhood 26:2, pages 250-262.
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Anna Chronaki. (2019) Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education. ZDM 51:2, pages 319-330.
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Anneke C. Timmermans, Hester de Boer & Margaretha P. C. van der Werf. (2016) An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology of Education 19:2, pages 217-240.
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Maggie MacLure. (2016) The Refrain of the A-Grammatical Child. Cultural Studies ↔ Critical Methodologies 16:2, pages 173-182.
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Sara Amadasi. 2016. Angewandte Kindheitswissenschaften – Applied Childhood Studies. Angewandte Kindheitswissenschaften – Applied Childhood Studies 209 232 .
Åsa Bartholdsson. (2014) Narrating Anger: Conceptualisations and Representations of Children's Anger in Programmes for Social and Emotional Learning. Power and Education 6:3, pages 295-306.
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Liz Jones, Jayne Osgood, Mathias Urban, Rachel Holmes & Maggie MacLure. (2014) Eu(rope). International Review of Qualitative Research 7:1, pages 58-79.
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Liz Jones. (2013) Children’s Encounters With Things. Qualitative Inquiry 19:8, pages 604-610.
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Maggie MacLure. (2013) The Wonder of Data. Cultural Studies ↔ Critical Methodologies 13:4, pages 228-232.
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Maggie MacLure. (2011) Qualitative Inquiry. Qualitative Inquiry 17:10, pages 997-1005.
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