Disaffection From School (RLE Edu M)

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A01=David Hargreaves
A01=Frank Mellor
A01=Stephen Hester
Alternative Education Schemes
Author_David Hargreaves
Author_Frank Mellor
Author_Stephen Hester
authorities
behaviour
Category=JNFC
Category=JNLC
Category=JNS
Child Guidance Service
classroom behaviour management
disaffected
Disaffected Behaviour
Disaffected Pupils
disruptive
Disruptive Behaviour
Disruptive Pupils
education
Education Welfare Officers
Education Welfare Service
educational psychology
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Form Tutors
HMI Report
Interdisciplinary Case Conferences
Jason's Case
Large Families
local
Local Education Authorities
multidisciplinary intervention
Non-attendance Cases
officers
pastoral
Pastoral Care Systems
Pastoral Care Teams
Persistent Absentees
Persistent School Absenteeism
pupil disengagement
pupils
RLE
school absenteeism
School Psychological Service
secondary education policy
SED
strategies for reducing disruptive behaviour
Teacher Pupil Relationships
Vice Versa
Vince's Case
welfare

Product details

  • ISBN 9780415506922
  • Weight: 680g
  • Dimensions: 156 x 234mm
  • Publication Date: 08 Dec 2011
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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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.

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