Working with disaffected students : why students lose interest in school and what we can do about it
著者
書誌事項
Working with disaffected students : why students lose interest in school and what we can do about it
Paul Chapman, 2002
- : pbk
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
`This is an extremely readable volume and those who work in this field will find themselves nodding in agreement. It is hoped that this is not just read by those like-minded educationalists but reaches a broad readership. It gives a wide-angle view of the problem of disaffection, which cannot fail to cause concern. It is hoped that the recent proliferation of government initiatives - learning mentors, 14-19 alternative curricula, and Connexions, to name but a few - will soon begin to solve some of the problems highlighted in this study' - Emotional & Behavioural Difficulties
`Working with Disaffected Students is an interesting, informative and accessible book which should appeal to the target audience of practitioners and policy makers. The recommendations in this book are sound and highly relevant to the target audience. Everyone, particularly the disaffected young people themselves, should benefit from sound research presented in such and engaging and accessible way' - British Journal Educational Studies
`The book stresses the importance of early (and real) inter-agency co-operation, and of good initial and on-going teacher training' - Michael Duffy, The Times Educational Supplement
`I cannot tell you how much I enjoyed the grown up approach of this book, soundly grounded in evidence, and not afraid to talk in terms of a really inclusive approach. In particular, I loved to hear the clear statements on the need for trust between Government and Schools' - Education Review
`This is a humane and reflective book. One for all teachers, heads and other professionals involved in children's welfare. It should be compulsory reading for the target-setters accountability merchants, as it demands a very different king of responsibility towards vulnerable children and their future' - Improving Schools
`An insightful, powerful and, at times, worrying exploration of reasons for children choosing, or being forced, not to attend school. I feel that this book is a must-read for teachers, parents and carers alike. If the powerful messages are absorbed and internalized, then perhaps new ways of exploring the relationships required with children who become disaffected can be found' - Lynne Westwood, Working with People Who Have a Learning Disability
'This book is a welcome and timely addition to the growing body of research and writing on educational inclusion.... It is a rich source of good practice, policies and ideas. Used skillfully, it could be a powerful resource to influence a school's approach to the management of student disaffection.... I would recommend this book as essential source of empowerment for all who aspire to improve schools and include all' - Alan J Child, Journal of InService Education
`This book provides policy-makers and practitioners with positive strategies for best practice, helping them to formulate and implement policies that will improve prospects for disaffected pupils. The authors encourage inclusive solutions that emphasise working in partnership' - SENCO Update
This accessible book is about pupil disaffection. It tackles some of the issues which confront policy makers and practitioners in many countries and contexts. Education has become a political priority for many governments, and many have sought to tackle the issues of underachievement and failure. But if education is a political priority, why aren't school days `the best days of your life'? Why are so many students - and their teachers - unhappy with their lot?
Most children start school at five, or thereabouts, with enthusiasm and curiosity. Most parents want the best for their children. Most teachers enter the teaching profession because they are motivated by enthusiasm for their subject, or by a commitment to support children's learning. Most teachers who become head teachers do so because they want to make a difference to young people's lives. For many teachers and their pupils, education is a rewarding experience.
But what happens over the years to lead to disaffection in a sizeable minority? Why does the partnership between schools and families succeed for some, but fall apart for others? Why do some young people reject school and become excluded from learning? What forces the different 'camps' to blame each other ?
International studies have shown that education attainment at age 16 is the most important predictor of future participation in learning, and of labour market opportunities. Young people with no qualifications are between two and three times more likely to be unemployed as their peers, and to be excluded from society. They become disenfranchised by their lack of educational opportunities.
This book is more than another tale of pupil disengagement. From talking to parents, pupils and teachers, the authors provide some answers to the questions:
- What can be done to realize the high expectations that are shared by parents, pupils and teachers alike when children first start their schooling?
- What can be done to make a difference?
目次
Foreword - Chris Trinick
PART ONE: INTRODUCTION
School Lives
Fact and Fiction
PART TWO: SETTING THE SCENCE
A Problem Shared?
Putting the Study in Place
PART THREE: TELLING TALES OUT OF SCHOOL
Children's Voices
Parent's Voices
Teachers and Head Teachers in the Firing Line
PART FOUR: POLICY AND PRACTICE IN SOCIAL INCLUSION
Different Voices but Similar Tales
Policy into Practice
Making Changes Happen
No More Villains
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