Educational Studies 34 (1):25-33 (2008)

The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules
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DOI 10.1080/03055690701785244
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References found in this work BETA

The Sociology of Childhood.William A. Corsaro - 1998 - British Journal of Educational Studies 46 (4):464-465.
Rules, Sanctions and Rewards in Primary Schools.Frank Merrett & Linda Jones - 1994 - Educational Studies 20 (3):345-356.
Schools as Dangerous Places.Anthony Potts - 2006 - Educational Studies 32 (3):319-330.

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