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Attachment Aware Schools: An Alternative to Behaviourism in Supporting Children’s Behaviour?

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The Palgrave International Handbook of Alternative Education

Abstract

The behaviourist paradigm is strongly engrained in English schools and much of the educational world (Harold & Corcoran, 2013; Hart, 2010). Current government policies (Department for Education, 2014a, 2014b, 2014c) and a school inspectorate system (Ofsted, 2014a) that explicitly endorse behaviourist principles have combined to reinforce a traditional view that children’s behaviour should be managed through a system of sanctions and rewards in order to improve their classroom performance and promote pro-social behaviour. It is fair to say that such a system can work…for most of the children, for most of the time. But what happens when it does not work?

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Author information

Authors and Affiliations

  1. Institute of Education, Bath Spa University, Bath, UK

    Richard Parker, Janet Rose & Louise Gilbert

Authors
  1. Richard Parker
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  2. Janet Rose
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  3. Louise Gilbert
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Correspondence to Richard Parker or Janet Rose .

Editor information

Editors and Affiliations

  1. Newman University, Birmingham, United Kingdom

    Helen E. Lees

  2. Stanford University, Stanford, California, USA

    Nel Noddings

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Parker, R., Rose, J., Gilbert, L. (2016). Attachment Aware Schools: An Alternative to Behaviourism in Supporting Children’s Behaviour?. In: Lees, H., Noddings, N. (eds) The Palgrave International Handbook of Alternative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-41291-1_30

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  • DOI: https://doi.org/10.1057/978-1-137-41291-1_30

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