Rather than a homogenous identity, this book illustrates disaffection as layered and resting on a series of issues located on the crossroads between the cultural context of the neighbourhood and the public sphere of the school.
Author: Sarah Swann
Sarah Swann provides a fresh approach to examining the long-standing debates over disaffection, and in particular social class differences in educational achievement, through a mixed methods methodology and the showcasing of new research. By observing pupils as they engage with peers and teachers in school, Swann allows disaffection to be seen and heard in ’real’ events which constructs disaffection differently from objective statistical evidence on school exclusions. Rather than a homogenous identity, this book illustrates disaffection as layered and resting on a series of issues located on the crossroads between the cultural context of the neighbourhood and the public sphere of the school. It plots in a detailed way how these structures interact and mesh to create disaffected identities. Disaffection does not emerge in a vacuum, or without a cause. Pupils arrive at school with a wide variety of experiences and it is from these that they interpret, understand and act out their identities. Whilst the study in part seeks to describe and understand the social world of the school in terms of the pupils’ interpretations of the situation, it analytically frames the perceptions of pupils within a wider social context. In particular it focuses on the relationships between schooling and the wider macro structures and social relations that underpin disaffection. This approach makes the research both critical and interpretative and also able to shed new light on educational policy across England based on an understanding of the role of disaffection.
The new research presented in this book, therefore, depicts the views of a
particular group of pupils about what is important to them about their schools and
schooling. This is a very different claim to that made by the school effectiveness ...
Author: Paul Cooper
Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Effective Schools for Disaffected Students offers insights into how these outcomes might be achieved in both mainstream and segregated settings. The investigation is based on the views of pupils who have been excluded from mainstream schools for pupils with emotional and behavioural difficulties. The author relates the pupils' experiences of the different types of school to research in the area of school effectiveness. He offers some practical guidelines on ways in which teachers and managers can work towards reducing disaffection in schools within the real life contexts in which they occur. The book will appeal to anybody whose concerns are with the everday realities of schooling.
The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated.
Author: David H Hargreaves
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories. Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.
The books in this series are published as part of the work being carried out on the
Disaffected Pupil Programme in Oxfordshire (DPP). The Programme is
essentially about learning and personal development in primary and secondary
Author: Gill Barrett
Originally published in 1989, the purpose of this book was to explore the nature and appearance of disaffection and alienation in young children and to seek to understand its significance. It deals with classroom interactions and adult expectations of children, and the context of historical and policy-related perspectives on schools as they relate to the under-8-year-olds. Theories and assumptions about these young children are re-examined, leading to questions on interpretation of behaviours, the appropriateness of practices at the classroom, teacher education and policy levels, and the societal value that was placed on the schooling experience of young children at the time.
From talking to parents, pupils and teachers, the authors provide some answers to the question, "What can be done to make a difference?"
Author: Kathryn A Riley
From talking to parents, pupils and teachers, the authors provide some answers to the question, "What can be done to make a difference?"
DiSaffeCTion. –. whoLe. SChooL. CohorT. STuDY. I was interested to be able to
acquire more systematic quantitative data from a whole year cohort in order to
understand the incidence and nature of motivational and emotional variables ...
Author: Gareth Lewis
‘Young peoples’ disaffection with mathematics is a problem since it is a key factor in disengagement, lack of participation, progression and attainment. Large numbers of young people are becoming effectively ‘lost’ to mathematics with the result that too many young people are leaving education without the competence in mathematics that they require for successful citizenship. Disaffection with School Mathematics reports on an investigation into disaffection with school mathematics undertaken by the author. Too little is known about both the nature and the causes of disaffection, and in this light the research looks beyond the quantitative study of attitude to investigate the nature of the subjective experience of learning, or not learning, mathematics. Disaffection with school mathematics is characterized as a motivational and emotional phenomenon, and Reversal Theory is introduced as a robust theory which is used as an interpretative framework to account for students’ affective experience of school mathematics, and to inform the design of a range of novel methods. Overall the book develops and presents a deep description of the landscape of disaffection as experienced by, and in the voice of, students. Some empirical and theoretical implications of the study are discussed.
Pupil disaffection has always been blamed on either home circumstances or school regimes. Sanders and Hendry argue that this is a simplistic response to an issue which is a great deal more complex.
Author: David Sanders
Publisher: A&C Black
The problem of how to treat pupils who are deemed too unruly or disruptive to be educated alongside their fellow children is one which will never go away. The authors of this challenging and direct book examine the root causes of this problem in order to address it in a reasoned and intelligent manner. Pupil disaffection has always been blamed on either home circumstances or school regimes. Sanders and Hendry argue that this is a simplistic response to an issue which is a great deal more complex. In an attempt to uncover a variety of possible contributory factors, the authors have carried out an enormous research project in Scotland. The views of over 3000 respondents have been taken into account, and some rarely-heard voices (disruptive children and their parents, for example) are featured.
This booklet describes an inclusive approach to disaffection in Merton Education Authority, a school district southwest of London (England).
Author: Giles Barrow
This booklet describes an inclusive approach to disaffection in Merton Education Authority, a school district southwest of London (England). Instead of concentrating on providing for students with emotional and behavior difficulties in an off-site behavior support center, Merton switched its main efforts to preventing difficult behavior through supporting mainstream schools. Components of the program include: (1) establishing a lead support service to concentrate on preventative projects that work on behavior issues rather than direct, individual support to pupils in crisis; (2) closing the local education authority's (LEA) off-site unit for disaffected and excluded pupils and setting up alternative mainstream programs; (3) closing the LEA's special school for primary pupils with emotional and behavioral difficulties and providing for primary pupils in mainstream classes with high levels of multi-professional support; (4) operating three levels of intervention for behavior support work: (a) supporting whole school behavior initiatives and approaches, (b) supporting class behavior initiatives and approaches, and (c) providing direct support for individual pupils, including pupils with statements, who are assessed as having emotional and behavioral difficulties); (5) working a partnership planning process between the behavior support service and schools and teachers in which colleagues form other agencies and voluntary groups are often involved in jointly delivered projects; (6) expanding monitoring and evaluation arrangements to track pupil exclusions and reintegration; and (7) adopting a flexible approach to understanding behavior using a range of different perspectives. (Author/CR)
Introduction Pupil disaffection has been around as long as there has been
compulsory schooling. The Newsom Report, Half Our Future (Central Advisory
Council on Education, 1963), is about the growing group of young school leavers
Author: Carl Parsons
Education, Exclusion and Citizenship provides a hard-hitting account of the realities of exclusion, examining the behaviour which typically results in exclusion, and asks questions about a society which communally neglects those most in need. Permanent exclusions from schools continue to rise. As schools compete with neighbouring schools for 'good' pupils, managers and heads are choosing to exclude disruptive pupils who might affect school image. The book looks at the experience of excluded children, the law regulating exclusion, the obligations of the LEAs, and focuses on prevention and early intervention strategies.
Teacher Ideologies and Pupil Diruflertion Rosemary Chersum, Brunel University.
Research base This paper is largely an attempt to interpret some recent fieldwork
observations of secondary school teachers' reactions to disaffection among ...
Author: Len Barton
Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.
This book examines a number of models being tried in the US to tackle disaffection.
Author: Reva Klein
Publisher: Stylus Publishing, LLC.
This book examines a number of models being tried in the US to tackle disaffection. Many of public schools represent the nadir in education, where every year graduates leave high school unable to read or write - yet it is also where some of the most enlightened and radical approaches can be found on how to make schools relevant and dynamic for pupils. Reva Klein tells us: what it feels like to be turned off from school; why it happens to so many children; what schools are doing in the US and Britain to re-engage children in their education. She describes new curricula and methodologies which allow students to develop their potential through non-traditional routes; and combines sound research with sharp observation and lively engaging writing. Disaffection is endemic in education systems in the West. It affects middle class young people as it does the working class, and is not race specific. The wastage of real talent and the drift into crime that is virulent in most developed countries are a threat to our future but it can, as the case studies in Defying Disaffection demonstrate, be prevented. Because of the sheer degradation of parts of the U.S. public school system, certain educationalists have taken radical steps, successfully changing schools to meet the needs of their at-risk pupils. This book describes successful strategies based on: - the creation of small schools, - the construction of new curricula that reflect students' heritage, - and methodologies which allow students to develop their potential through non-traditional routes This award-winning journalist combines sound research with sharp observation of the real world and lively and engaging writing. Essential reading for everyone concerned with education -- teachers, principals, policy makers, social workers, and parents.
One explanation is that exclusions are an inevitable response to difficult and
disruptive pupils who come to school already disaffected. Another is that they
react against the way in which the education system is being steered, with more
Author: Cedric Cullingford
This report synthesizes two approaches to a topical problem: the concern with social deviancy and crime which focuses on failure; and research on educational development which focuses on success. The book explores how environmental experiences (including parenting and bullying) play a role.
disaffection. and. increasing. school. engagement. Colin Noble and Marilyn Toft
In this chapter, we explore how teachers and other professionals working in
schools can reduce disaffection and increase school engagement among
Author: Peter Aggleton
The contribution schools can make to improving students’ health and wellbeing is increasingly recognised. Schools that have embraced this role and adapted policies and practices to create an environment in which young people feel safe and happy have reported broad and significant gains. Through expert contributions from active researchers and experienced practitioners, Promoting Health and Wellbeing through Schools combines recent research with knowledge of the current climate in which schools are operating. Offering authoritative advice on effective intervention, this book provides an overview of the key issues that need to be addressed, including: alcohol use sexual health drug use obesity mental health. This accessible text is innovative in its focus on how schools can build partnerships with young people, parents, and health professionals to promote their commitment to health and wellbeing. It highlights successful approaches for promoting health and educational goals, and provides useful advice on planning and evaluation. Promoting Health and Wellbeing through Schools is invaluable reading for professionals working in and with schools to implement healthy schools programmes and to bring about improvement in health and wellbeing, including teachers, nurses, and health and education managers. It is also of interest to students, researchers and policy-makers.
To the best of my knowledge there has never been a previous book written on the
subject ofinterven- tions with school ... and professional concern about the rising
disaffection, underachievement and low standards which these kinds of pupils ...
Author: Ken Reid
Teachers and governments all agree that if you wish to raise educational standards then it’s imperative to improve school attendance, and yet an average of around ten per cent of secondary pupils are missing school on a daily basis. Despite governments around the globe trying to address this situation, any improvements have been negligible and improvements in school attendance have been stubbornly hard to achieve. As an internationally recognised expert on this topic, Professor Ken Reid offers workable, practical solutions to help schools improve attendance and to reduce non-attendance and truancy at government level, school and local authority level, individual pupil level and at the family level. Underpinned by the very latest research, but expanded upon with an accessible, practitioner focus, the issues covered by this topical text include: The causes of non-attendance and truancy Successful interventions and the evidence from research Reflections on the attempts to find national solutions Implementing home-school solutions An agenda for the future Supporting throughout with case-studies and workable solutions to the most demanding of situations, this book will be essential reading for head teachers, deputy head teachers, teachers and any educational professional eager to raise standards for all.
This book will be the first in several years concerned with non-attendance. Previously unpublished research material in the book will provide a multi-disciplinary evaluation of practice at LEA, whole school and individual levels.
Author: Eric Blyth
Although pupil disaffection has been a major concern to professionals, policy makers and researchers for quite some time, recent professional books in the area tend to focus on behaviour and exclusion from schools. Despite considerable government funding in both LEA's and schools- to promote new measures to improve school attendance, non-attendance at school is a relatively neglected topic as far as serious researched-based literature is concerned. This book will be the first in several years concerned with non-attendance. Previously unpublished research material in the book will provide a multi-disciplinary evaluation of practice at LEA, whole school and individual levels.
pupils gaininga pass grade represented anenormous improvement over the
previousfour years, when theschool had hadamajor problem with pupil
disaffection.In terms ofvalue addedtoits pupils, Northicote wasnow able to
Author: Geoff Hampton
In February 1994 Northicote School, situated in a deprived area of Wolverhampton, was the first in the country to be named and shamed, OfSTED called the school 'appalling in almost every way'. Then Geoff Hampton took over as head - five years later he was awarded a knighthood for transforming the fortunes of this failing school; and its pupils. This book pulls out the key points from the five year programme and shares successful strategies with other heads, governors and teachers. Full of clear advice and guidance fro new and experienced headteachers, containing sections on: Managing the reactions of staff and pupils to an unfavourable OfStED report Finding a positive route to improvement _ Action planning _ Staff and pupil issues _ The role of the headteacher _ Changing the culture of the school _ Involving the wider community _ _ This story is inspirational but it is grounded in the practical realities facing headteachers and senior management teams in education today. The reader cannot fail to be motivated by what has been achieved.