Supporting students through behaviour improvement programmes

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How was the evidence collected?

Halsey study
This evaluation of BESTs was carried out over a period of seven months. There were two stages:

telephone interviews with 20 BEST coordinators/BIP managers; and
fieldwork visits to a sample of 12 case-study BESTs (selected from the original 20 BESTs) to interview other team members and school representatives (e.g. lead behaviour professionals). There were 92 interviews.

Hallam study 1
This study aimed to examine and evaluate how schools and LAs implemented the national Behaviour Improvement Programme, which was implemented in two phases.

Phase 1 involved 34 LAs and two to four secondary schools and their feeder primary schools in each LA. Altogether 700 schools were involved. LAs and schools were selected on the basis of their high truancy, high exclusion and high crime figures. The evaluation of Phase 1 was undertaken in three stages:

telephone interviews of coordinators in all participating LAs were. The researchers collected exclusion data where possible (120 schools);
fieldwork in eighteen selected LAs. The sample reflected interventions and the combinations which had been most commonly adopted. Researchers interviewed Individuals and teams involved in the implementation of BIP; and
case studies of ten secondary schools and their feeder primary schools. Researchers interviewed teachers not directly involved with the project, classroom assistants, pupils and parents.

In the second phase of BIP the programme was rolled out to include a further 26 LAs involving 99 secondary schools and 446 primary schools. Sixteen LAs were selected for visits; the visits were made at LA level only.

Hallam study 2
The evaluation of the primary behaviour and attendance pilot involved a range of methods including:

analysis of 25 LA’s plans for the pilot;
phone/email interviews with 25 LA pilot coordinators;
more detailed evaluation work in ten LAs, including questionnaires to school staff, parents and pupils and interviews with LA and project staff;
case study visits to 16 schools identified as exemplars of good practice involving interviews with head teachers, teachers, teaching assistants, parents and children; and
analysis of attainment and attendance data in the pilot schools between 2002/3 an 2003/4.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? How did schools and their staff benefit from working with other agencies? What impact did behaviour improvement programmes have on parents, families and the community? How did the location and structure of BESTs affect their work? How did behaviour improvement programmes support schools, students and parents? How was the evidence collected? What are the implications for practice? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Supporting students through behaviour improvement programmes This digest found in Behaviour Send to a friend Word doc 90KB Printer friendly Collate for later How was the evidence collected? Halsey study This evaluation of BESTs was carried out over a period of seven months. There were two stages: telephone interviews with 20 BEST coordinators/BIP managers; and fieldwork visits to a sample of 12 case-study BESTs (selected from the original 20 BESTs) to interview other team members and school representatives (e.g. lead behaviour professionals). There were 92 interviews. Hallam study 1 This study aimed to examine and evaluate how schools and LAs implemented the national Behaviour Improvement Programme, which was implemented in two phases. Phase 1 involved 34 LAs and two to four secondary schools and their feeder primary schools in each LA. Altogether 700 schools were involved. LAs and schools were selected on the basis of their high truancy, high exclusion and high crime figures. The evaluation of Phase 1 was undertaken in three stages: telephone interviews of coordinators in all participating LAs were. The researchers collected exclusion data where possible (120 schools); fieldwork in eighteen selected LAs. The sample reflected interventions and the combinations which had been most commonly adopted. Researchers interviewed Individuals and teams involved in the implementation of BIP; and case studies of ten secondary schools and their feeder primary schools. Researchers interviewed teachers not directly involved with the project, classroom assistants, pupils and parents. In the second phase of BIP the programme was rolled out to include a further 26 LAs involving 99 secondary schools and 446 primary schools. Sixteen LAs were selected for visits; the visits were made at LA level only. Hallam study 2 The evaluation of the primary behaviour and attendance pilot involved a range of methods including: analysis of 25 LA’s plans for the pilot; phone/email interviews with 25 LA pilot coordinators; more detailed evaluation work in ten LAs, including questionnaires to school staff, parents and pupils and interviews with LA and project staff; case study visits to 16 schools identified as exemplars of good practice involving interviews with head teachers, teachers, teaching assistants, parents and children; and analysis of attainment and attendance data in the pilot schools between 2002/3 an 2003/4.