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Critical Studies in Education Volume 57, 2016 - Issue 1: Exclusion, alternative programmes and schools, and social justice
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Articles

Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales, Australia

Linda J. GrahamFaculty of Education, Queensland University of Technology (QUT), Brisbane, AustraliaCorrespondence[email protected]
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,
Penny Van BergenDepartment of Education, Macquarie University, Sydney, AustraliaView further author information
&
Naomi SwellerDepartment of Psychology, Macquarie University, Sydney, AustraliaView further author information
Pages 35-54 | Received 03 Jun 2015, Accepted 11 Oct 2015, Published online: 19 Nov 2015

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Robert Thornberg, Eva Hammar Chiriac, Camilla Forsberg & Linda Wänström. (2023) The association between student–teacher relationship quality and school liking: A small-scale 1-year longitudinal study. Cogent Education 10:1.
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Jenna K. Gillett-Swan & Laura Lundy. (2022) Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few?. Oxford Review of Education 48:1, pages 95-111.
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Linda J. Graham. (2020) Questioning the impacts of legislative change on the use of exclusionary discipline in the context of broader system reforms: a Queensland case-study. International Journal of Inclusive Education 24:14, pages 1473-1493.
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Pamela C. Snow, Linda J. Graham, Emina J. Mclean & Tanya A. Serry. (2020) The oral language and reading comprehension skills of adolescents in flexible learning programmes. International Journal of Speech-Language Pathology 22:4, pages 425-434.
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Penny Van Bergen, Linda J. Graham & Naomi Sweller. (2020) Memories of Positive and Negative Student–Teacher Relationships in Students With and Without Disruptive Behavior. School Psychology Review 49:2, pages 178-194.
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Adeela Ahmed Shafi. (2019) The Complexity of Disengagement with Education and Learning: A Case Study of Young Offenders in a Secure Custodial Setting in England. Journal of Education for Students Placed at Risk (JESPAR) 24:4, pages 323-345.
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Kevin F. McGrath & Penny Van Bergen. (2019) Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t). Teachers and Teaching 25:3, pages 334-357.
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Yvonne Karlsson. (2019) Boys’ socialisation and agency in a Swedish special educational needs unit. Emotional and Behavioural Difficulties 24:1, pages 70-83.
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Articles from other publishers (7)

Linda J. Graham, Jenna Gillett-Swan, Callula Killingly & Penny Van Bergen. (2022) Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline. Frontiers in Psychology 13.
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Brian Higgins, Michael Carey & Peter Dunn. (2021) Staff Attitudes Regarding Permanent Expulsionary Punishment (PEP) from Australian Government Schools: Comparing Queensland with Other Jurisdictions. Interchange 52:4, pages 479-499.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2021) Pratiques de gestion de classe, expérience scolaire et accessibilité à la classe ordinaire : perceptions d’élèves présentant des difficultés comportementales. Revue des sciences de l’éducation 47:1, pages 110-135.
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Haley Tancredi. (2019) Meeting obligations to consult students with disability: methodological considerations and successful elements for consultation. The Australian Educational Researcher 47:2, pages 201-217.
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Karen James, Natalie Munro, Leanne Togher & Reinie Cordier. (2020) The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study. Language, Speech, and Hearing Services in Schools 51:1, pages 115-127.
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Manon Beaudoin & Marie-France Nadeau. (2020) Quelles sont les perceptions des élèves présentant des difficultés comportementales quant aux conditions qui influencent leur scolarisation en classe ordinaire?. Nouveaux cahiers de la recherche en éducation 22:1, pages 145-169.
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Vicky Plows & Alison Baker. 2017. Inclusive Education. Inclusive Education 77 94 .

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