By Paul Cooper
Disaffected scholars reply good in conditions the place they believe safe, the place they've got a feeling of being valued and revered, and the place they understand there to be possibilities for them to succeed.
Effective colleges for Disaffected Students bargains insights into how those results can be completed in either mainstream and segregated settings. The research relies at the perspectives of students who've been excluded from mainstream faculties for students with emotional and behavioural problems. the writer relates the scholars' reviews of the different sorts of college to analyze within the zone of college effectiveness. He bargains a few useful directions on ways that lecturers and executives can paintings in the direction of decreasing disaffection in colleges in the genuine lifestyles contexts within which they take place. The e-book will attract anyone whose matters are with the everday realities of education.
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Additional resources for Effective Schools for Disaffected Students: Integration and Segregation
Example text
However, the report’s impact is diminished by a lack of theoretical coherence, which leads, in places, to confused thinking of a dangerous kind. The Elton recommendations are at times too eclectic, and found to be sending out contradictory messages when examined with a critical eye. Taken in its totality, the Elton Report reveals that in spite of the considerable advances that have been made over the years in the understanding and treatment of behaviour problems, there is still a dangerous element of authoritarianism lurking in the range of popular opinion on the subject.
It is argued in this book that the effective school is one where this interactional process is recognised and acted upon. If we refer back to Charlton and David’s list (see above) we find three (1, 2 and 7) of the characteristics of effective schools identified making direct reference to the importance of pupils’ perceptions of situations, relating to organisational, disciplinary and academic areas of the curriculum. These factors in addition to those referring to the importance of placing pupil needs in the forefront of curriculum design (item 3), high academic expectations (4), the emphasis on rewards for good behaviour and work (5), mutually supportive and respectful interpersonal relationships between staff and pupils (9), pupil 26 Background issues involvement in and responsibility for aspects of the running of an effective school (10), and an effective pastoral system (11), all point to the central importance of the pupil as an individual, to be consulted about and respected for his/her needs and opinions, as well as being acknowledged for his/her strengths and achievements.
As in all other areas of social and personal development, the concept of ‘choice’ requires qualification. Those other children with whom the individual child forms associations and friendships can only be drawn from the restricted pool of accessible persons. Thus the accessible peer group is likely to be composed of persons from similar socio-economic and cultural backgrounds, and they are also likely to share similar educational experiences. Individuals will also carry with them something of the values and norms which they have learned in their families, and which may make children more or less pre-disposed to accept the values and norms of the school.