ABSTRACT
The application of behavioural methods in the primary school sector has passed through a number of readily identifiable phases, but the same claim cannot yet be made for developments in secondary schools. The first phase of development in the primary sector consisted of replications of North American ‘demonstration’ research studies in British primary classrooms (see Chapter 2). The second phase consisted of teachers being taught the principles underlying such research and then applying these principles themselves, i.e. the teachers acted as both observers and contingency managers. Such studies had design shortcomings, but were at least a step away from relatively ‘pure’ experimental research and a step towards applying the principles in naturalistic settings. Since such work was reported (e.g. Harrop and McNamara, 1979), a further phase of development can be identified. This involves the development of packages for use with the staff of schools as a form of In-Service Education of Teachers (INSET). An obvious example is the package known as BATPACK (Behavioural Approach to Teaching Package) described in Chapter 7. It is a skills-based package, developed by Wheldall and Merrett, the main aim of which is to help teachers to acquire teaching strategies based on behavioural principles; strategies which would subsequently be assimilated into the teachers’ repertoires. Consequently, such acquired skills could be used all the time and not just to deal with a ‘problem child’. Work in secondary schools has not yet proceeded far enough for any similar pattern to appear, but the beginnings of a similar trend are slowly emerging.
