The Co-Production of Student School Rule-Breaking Behaviour

Best S. Kellner D. (1991), Postmodern Theory: Critical Interrogations, London: Macmillan.

Chan K. W. (1994), ‘Unruly Pupils in a Hong Kong Secondary School: A Case Study’, M.Ed. dissertation, Hong Kong: Hong Kong University.

Chung W. K. (1997), ‘A study on Whole-school Approach to Discipline in a Hong Kong Secondary School’, M.Ed. dissertation, Hong Kong: Hong Kong University.

Docking J. (1989), ‘Elton's four questions: Some general considerations’, in Jones N. , (ed.) School Management and Pupil Behaviour, Lewes: Falmer Press.

Hargreaves A. (1984), ‘The significance of classroom coping strategies’, in Hargreaves A. Woods P. (eds), Classrooms and Staff Rooms: The Sociology of Teachers and Teaching, Milton Keynes: Open University Press.

Hargreaves A. Earl L. Ryan J. (1996), Schooling for Change: Reinventing Education for Early Adolescents, London: Falmer Press.

Henry S. Milovanovic D. (1991), ‘Constitutive criminology’, Criminology 29 (2), 293–316.

Henry S. Milovanovic D. (1993), ‘Back to basics: A postmodern redefinition of crime’, Critical Criminologist 5 (2–3), 1–2, 6, 12.

Henry S. Milovanovic D. (1996), Constitutive Criminology: Beyond Postmodernism. London: Sage Publications.

Hirvela A. Law E. (1991), ‘A survey of local English teachers' attitudes towards English and ELT’, Education Journal 2, 25–38.

Holsein J. Miller G. , eds (1993) Reconsidering Social Constructionism: Debates in Social Problems Theory, New York: Aldine De Gruyter.

Rosenau M. (1992), Postmodernism and the Social Sciences: Insights, Inroads, and Intrusions, Princeton NJ: Princeton University Press.

Troman G. (1999), ‘Models of the “good” teacher: Defining and redefining teacher quality’, in Woods P. , (ed.) Contemporary Issues in Teaching and Learning, London: Routledge.